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From the desk of Claudia Allan, Principal  

 


June 16

Thank you for sharing your child(ren) with us
 

2009 -2010 school year is coming quickly to an end and yet we have so many things to be thankful for!  Each student’s accomplishment brings them certain pride for achieving their goals. Thank you for bringing your child to us at Montlake. We believe with hope in our hearts that each child knows how much we care about them as individuals and how they make Montlake the wonderful place it is.  For those of you leaving Montlake at the close of this year, I know that all of us here send your family our warmest regards, wishing your family much happiness. For those of you returning to Montlake in September please know that we are excited about continuing to be part of your lives. We’re all doing this work of teaching and learning because we desire to make a difference, one child at a time. So here’s wishing you all a safe and refreshing summer holiday!! 

Sincerely,

Claudia  



8:16 PM GMT  |  Read comments(0)

May 26

What will it mean to ALL Students to have ALO at Montlake?

 

What will it mean for all students to have the ALO Program at Montlake?

First, let me say that no students will be “left out” nor made to feel differently because we are approved to offer the ALO program—Advanced Learning Option program beginning this September 2010.

We will continue to offer all students a rigorous program in mathematics and language arts---the two academic areas of focus for ALO schools.  Students will not be sorted based upon whether or not they qualify for advanced learning opportunities in mathematics or in language arts.  

What are our ALO offerings?

ALO Math Model

We will continue to offer differentiated mathematics instruction within students’ assigned classrooms and grade level. We will continue to use the Everyday Mathematics curriculum.  Teachers will continue to provide tiered assignments---that is, math instruction targeting varying levels of complexity and depth. Having flexible groupings is another strategy used to move students in and out of math groups within their classroom.  Support staff will serve both advanced learners and students in need of remediation assistance.

ALO Reading/Writing Model

Differentiated Instruction within a student’s assigned classroom and grade level is part of our reading program. As in math, flexible groupings in reading provide students with opportunities to accelerate their comprehension of varied levels of text (books and other sources of print materials). We will continue to offer students strategies to deepen their understanding of a variety of reading materials through in-depth inquiry. We use the nationally recognized writing curriculum from The Teachers College Writing Project to develop all students’ writing skills based on carefully designed principles and units of study. Our district refers to it as the Writing Workshop model. 

 

How does my child qualify for the ALO program?

Families interested in having their child qualify for ALO programs should have their child tested by the district. Information packets are available in our school in September 2010 for Fall/Winter testing. Watch for notices placed in our Thursday Bulletin during September for the deadline date these forms must be returned to our office.

Once students have been tested and qualify for Advanced Learning opportunities they receive an ALO Progress Report three times a year by their classroom teacher.  By qualifying for ALO and remaining at Montlake they retain their AG or AHG designation. Once qualified, families never have to have their child tested again by the district. When students are in 5th grade, and are getting ready to go onto Washington Middle School, they retain the ALO designation. ALO students are automatically registered for honors language arts classes. Placement in math classes is different. Every incoming 6th grader is recommended for a math placement based upon their recent state MSP (formerly WASL) and district MAP test results. Their fifth grade teacher also has input in math placement.

 

As I mentioned before no child will be excluded from enrichment opportunities based upon their results on the ALO district testing. If your child did not take the ALO district test last fall or took the test but did not receive the designation of AG (“Academically Gifted”) or AHG (“Academically Highly Gifted”)—this does not exclude them from enrichment opportunities.

If they didn’t take the ALO district test last fall and you are interested in the ALO designation, then I recommend you sign them up this September for district testing.

 

If you have any questions, please don’t hesitate to contact me.

 

Claudia



8:16 PM GMT  |  Read comments(0)

March 18

2011 School Budget Challenges

March 16, 2010

 

  

Dear Montlake Families,

 

 I am writing with an important update on Montlake’s plan for ensuring the quality of our educational offerings as we weather the current economic crisis.  As many of you have heard, the school district is facing an unprecedented budget crunch and District funding for all schools for the 2010/11 school year will be lower.  As a result, Montlake must uphold its high standards while relying on fewer resources for the upcoming year.  Compared with many other schools, we are extremely lucky:  Through the PTA, our generous families and donors allow us to fund many vital school programs.  However, PTA fundraising is also adversely affected by the economy and PTA funds will not be able to bridge the reduction in District funding to maintain our current faculty levels so we have been forced to reduce staff positions for the coming 2010/11 school year.

 

Given these constraints, the faculty and I have reached a consensus that the current budget for 2010/11 cannot fund the half-time basic skills teachers in Teams 2 and 3 in the upcoming year.  We are enormously sad to lose the benefit and presence of Joan Hsiao in Team 3, and we will greatly miss having Richard Marshall as a math instructor in Team 2 (though Mr. Marshall will continue to teach art).  The faculty reached agreement on this only after turning over a host of other options.  This means that our blended 2/3 and 4/5 classes will not break into single-grade basic skills groups in the morning.  Our Team 2 and Team 3 teachers have years of experience with multi-age curriculums and classrooms.  I am confident that they will continue to offer an appropriate and challenging curriculum for all students.  In addition the District is planning to eliminate funding for elementary school counselors, which is also a significant loss for our school.  Ms. Manor will be greatly missed.

 

The PTA’s grant to the district will continue to directly fund other vital staffing and supply needs.  The faculty elected to use 70% of the PTA’s grant for teacher salaries to create manageable class sizes and maintain our reading intervention program.  In addition, the remaining 30% of the PTA grant for staffing will create a reserve.  Teams 2 and 3 are now making plans to deploy this reserve to supply math and literacy tutoring and other targeted academic support where it is most needed.   In addition, should our projected enrollment increase, or should PTA fundraising substantially outstrip estimates, we will reevaluate our staffing options. 

 

Again, please understand that the Montlake faculty, after much thought, has reached a consensus that this is the best way to optimize student learning under current budget constraints.  Also, please know that the faculty has consistently expressed its gratitude for the ongoing support by the PTA and parents.  Your generosity has protected us from much more severe cuts, and your thousands of hours of volunteer work in the school each year directly assist student learning, whether through reading instruction, handwriting and math tutoring, classroom preparation, or by helping us celebrate important class events.  Our school will be the same vibrant, caring, and old-fashioned community that it has always been.

 

Thank you for your commitment to and support for Montlake.  Please feel free to email me, call me, or stop by with any questions or concerns.

 

Sincerely,

 

Claudia Allan, Principal

 

 



8:29 PM GMT  |  Read comments(0)

March 09

A Snapshot of Principals' Professional Development in Seattle Schools

I thought you might be interested in how I spent my day today at a local Seattle elementary school as part of a professional study group of Seattle school principals.

 

BACKGROUND of Seattle Principals’ Ongoing Professional Development

All principals in our district are working in cadres with other principals around the work of improving our professional skills—We call this work  “CEL” (Center for Educational Leadership). This professional development  comes to us through a partnership grant with the University of Washington.

 The focus of our work is coming to know and apply the 5  Dimensions of Teaching and Learning based upon research work that comes out of the University of Washington.

 

WHAT  is meant by  THE 5 DIMENSIONS OF TEACHING AND LEARNING?

The dimensions of teaching and learning are: Purpose, Student Engagement, Curriculum and Pedagogy, Assessment for Student Learning, and Classroom Environment and Culture. Each of these dimensions are described in terms of “the Vision” (what a learning opportunity in a classroom looks like when this dimension is fully implemented) and  “Guiding Questions” that help us conceptualize the teaching and learning we see happening in classrooms.

 

We FOCUS ON A PROBLEM OF PRACTICE

We do this work by visiting each others’ schools and observing student learning with the support of a CEL coach who guides our reflections. The principal of the school we visit provides us with their dilemma, called their “Problem of Practice”.

 

Today’s problem of practice was “How are we doing and how can we get better act differentiating mathematics across all grades in our school?” This  problem was agreed upon by their staff as they created their Continuous Student Improvement Plan (C-SIP).  The school we visited has a diverse student population now and  will become even more diverse next year. Currently they have ELL (English Language Learners) students,  an ALO program (Advance Learning Option),  two EBD (Emtionally Behavior Disordered)classrooms (1st-3) and (4th-5th), and 44% students who qualify for free lunch.

In addition, next year they will be a BOC school (Bilingual Orientation Center)  and a Spectrum school. They are not expecting sufficient numbers of spectrum students to have them in self-contained classrooms so it becomes everyone's responsibility to meet the wide expanse of student needs.

 

It is compelling work for me to see teachers implementing instruction around their students’ needs. Our role as visiting principals to this school for a day is to reflect with fellow principal colleagues what systemic instructional moves might be considered to  improve student learning at our guest school. The extension of this work is to improve  our abilities as instructional leaders in our schools. I enjoy the time to reflect and learn along with my colleagues in developing my practice as a school principal.

 

It is likely that next year my cohort of principals will come to Montlake for this purpose.   I look forward to the opportunity to share the incredible teaching and learning that happens EVERY day at Montlake! My colleagues are equally excited to visit Montlake!

So for now, the only dilemma I’m faced with is a physical one, “Where is there space for us principals to meet and debrief several times throughout the day in a setting that respects the integrity of the teaching and learning  we have the pleasure and privilege of viewing?”  Any suggestions? :)

I'm thinking that perhaps we can utilize space in our nearby public Montlake Public Library.....

 



7:35 PM GMT  |  Read comments(0)

January 12

Don't Miss Out Knowing Washington Middle School!

Don’t Miss Out on Coming to Know and Appreciate Washington Middle School!

I am very excited to promote Washington Middle School as an academically challenging school that offers a socially safe school climate for all of our diverse,  graduating 5th grade student population.  Washington MS is Montlake’s, Stevens’, and McGilvra’s reference area middle school—and WOW are we lucky!

 Washington MS is known for its excellent principal, teaching staff, and growing family involvement.  Last year twenty-one Montlake students smoothly matriculated into the 6th grade at Washington.

I base my positive opinion on having spent time visiting the school myself and hearing reports from our own Team 3 teachers who visited the school. In addition, many of our former students regularly come back to tell me that they L0VE ITJ  Among those who come to know Washington MS, there is a growing admiration for the professionalism and dedication practiced daily by the entire staff. So--, I urge you to see for yourself the rich learning opportunities available at Washington MS!

Come! See for yourself by attending the Open House and taking a daytime  tour; the dates are listed below:

Washington Middle School Evening Open House

Thursday, January 21 from 6:30 – 8:30 P.M. Self-guided tours will be from 6:30 -7:30 p.m. with a formal presentation starting promptly at 7:15 p.m. and ending at 8:30 p.m.  No reservations are required.

Washington Middle School Daytime School Tours

8:15 a.m. – 10:15 a.m. Please come on time. No reservations required.

Wednesday, March 10

Wednesday, March 17

Wednesday, March 24



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October 19

What is MAP?

Dear Parents and Guardians,

There are several new acronyms coming out this school year that you’ll want to become familiar with. I’ve tried to provide an overview of two of them in my entry below, M.A.P. and M.S.P.

So, What’s the M.A.P.?

During September, our teachers began implementing the assessment called Measures of Academic Progress (MAP) for students in kindergarten through Grade 9 in 76 schools across the District. Montlake is one of these schools. This is not a new test. It has been used in thousands of schools across our nation. It is therefore a norm-referenced test and will become overtime an important tool for teachers. We know that MAP will become a a key tool and support for our teachers as we all become better informed about analyzing and interpreting the results.

MAP is a brief computer-based assessment that helps us determine each student's instructional level; measure academic growth throughout the school year; and measure growth from year to year in the areas of reading and mathematics.

Results from MAP are available immediately and so will support our teachers in knowing what students have learned and the progress they are making. Teachers  are just becoming trained in analyzing the results and we will all have additional training in MAP prior to our parent/teacher conferences in November. Teachers will use this information as they consider how to adjust instruction to help each student succeed.

The tests are taken using a computer. We are VERY FORTUNATE TO HAVE TECH TEACHER, JIM DUNNIGAN, AND OUR NEW COMPUTER LAB to implement this assessment. Three times this school year all  students (K-5) will spend a total of no more than two hours completing these tests: one in reading and the other in math.

MAP tests are unique in that they adapt to be appropriate for each child's level of learning. As a result, each student has the same opportunity to succeed and maintain a positive attitude toward testing. And with MAP tests, we can administer shorter tests and use less class time while still receiving detailed, accurate information about your child's growth.

Each school year, students in grades Kindergarten - Ninth Grade take the tests in September/October, January and April/May. This year, teachers will share information about MAP results during parent-teacher conferences in November.

We are pleased to have a new tool available to our teachers and students that will help us focus on every child's individual growth and achievement. Consistently tracking student progress and using that data to help improve student achievement is a key strategy of Seattle Public Schools' strategic plan, Excellence for All.

 





11:03 AM GMT  |  Read comments(0)

Camp Sealth 2009

"Hello" to all excited and expectant families and friends of Montlake who are looking forward to the return of their 4th/5th grade camper(s).

 

[As I'm writing this blog entry, our special school buses have just departed with our students at Fauntleroy and our kiddos will be greeted by their families at school in a fond reunion.  I was glad to remain at camp this entire week and just set off earlier this morning to catch up on some of my waiting school stuff.]

 

 

Camp Sealth was a truly well-oiled, well-planned, and a flawlessly executed celebration of team building and outdoor education for our Montlake 4th and 5th graders!

 

My utmost regard goes first and foremost to our team of teachers who worked for weeks planning this event down to the smallest detail.  Hats off to Corinne Grandbois, Joan Hsiao, Rebecca Lee, and Nick Schultz, our fabulous team of 4th/5th grade teachers! We also want to be sure to recognize the super support provided by Allen Boni and Cathy Patnoe, members of our special ed team who were essential members of our Montlake Camp Team. As if you didn't know already, our Montlake Camp Team were the first to rise at dawn and the last up every night, checking on our sleeping kiddos and tending to any of their needs including an extra bit of TLC.

 

As an eye witness to our students' Camp Sealth, Vashon Island experience from October 13-October 16, 2009 I can report first-hand that our students are full of appreciation for their awesome high school camp counselors and the incredible beauty of Camp Sealth environment. Yes, we had a bit of rain and drizzle, but that never dampened ours or theirs can-do spirits. The weather was mostly calm and warm (never below 55) Kids got the opportunity to canoe in the quiet bay and try some fishing off the dock all supervised by Camp Sealth's expertly trained adult camp counselors.

 

Our high school camp counselors came well-trained in advance by our Team III teachers as to what we (Montlake School Staff) expect of them in terms reminding our students of The Montlake Way ( Be Kind, Be Fair, Be Safe, and Take Responsibility). You see, most of our high schoolers were former Montlake students themselves and were invested in making the camp experience a special one for all.  I recall many times when I saw them offer a big spontaneous hug to one of their charges or help them with their rain gear.   Our high school counselors enriched our students’ camp experience through active participation in planned activities, building a sense of camaraderie among our students at the beginning of this school year.

 

So, I invite you to ask your child what they liked most about Camp Sealth. I heard several kiddos eagerly reply, "The Awesome Beach!" For others it was the "scrumptious food",   and for all is was "the friendships" they shared with their peers and with special camp counselor. Our camp experience is a wonderful opportunity where they grow in ability to Camp is truly a bonding experience for us all.

 

I love that the camp experience is part of our school curriculum. I know that camp is an important experience for our students because it reinforces the importance of teamwork and how together we accomplish difficult tasks.  Camp nurtures students’ self-worth. Camp nourishes individuals feeling special because everyone (both those new to Montlake and returning peers) are actively engaged with their classmates, their teachers, and their high school counselors in an entirely new environment. We hope that your child came away from their camp experience knowing that there are a lot of people who really care about them as special individuals. What can be better than that!!!

 

There were plenty of photos taken by staff and students, so I hope we can get the images up soon!

 



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November 23

Montlake's C-SIP - a Closer Look at our MATH GOAL

Montlake’s C-SIP was due to our district October 30 and school teams are now beginning to meet in small groups to share evidence of the progress we’ve made toward reaching our goals. [Our date for this review is December 2 from 8-noon and we’ll be meeting with members of John Muir, Loyal Heights, and Arbor Heights at the Stanford Building, Room 2765.

 

So what is the C-SIP and how does this document relate to what happens instructionally at Montlake? First of all, C-SIP refers to every school’s Continuous School Improvement Plan. This document will be available in its entirety (all 48 pages of it!) on our district’s website – The Source.

 

At Montlake we look closely at data (summative data like the state WASL and this May’s Measure of Student Progress –MSP) and also formative data like the MAP, unit assessments, and classroom assessments that show us in a timely fashion how our students are doing in the areas of reading, writing, and math.  We look at a variety of assessments in order to identify areas of the curriculum/instruction where we need to improve. Next, we identify strategies we will use to improve student outcomes, and we monitor progress.  

 

In this blog I’ll just focus on Montlake’s math goal. I’ll follow up soon with blogs on reading, writing, and positive student climate; our other targeted school goals.

 

Montlake’s Mathematics Goal:

Rationale for Choosing this Focus Area:  There is a gap in scores between students of color and white students when looking closely at the 2009 WASL’s Item Analysis data. This item analysis data also indicates that even though our overall percentage in meeting math standards is 86%, all students’ understanding of the subskill “mathematical processes” is not at a level we accept.

 

We know that in order for our work to begin, we all need to understand the terms we use. What, for example, what does the term “Mathematical Processes” entail? Generally speaking this term refers to the use of reasoning, problem solving skills, and the ability to communicate (describe) how students got the answer they did. This is our starting point - to share what the data looks like when we drill down to this specific skill and then coming together to think about and decide how we can strategically place more instructional focus on this particular math skill—solving math “word” problems.

 

One strategy our district currently uses is to have every teacher use the common math curriculum, Everyday Mathematics and the EDM Pacing Guide so students have equitable access to the math content. What we plan to do in addition is as follows:

 

·       Ensure that our teachers all understand the importance of teaching the Four Step Method - a systematic approach that can be used for solving any problem:

1.    Step #1 FIND OUT what the problem means and what question you must answer to solve it.

2.    Step #2 CHOOSE A STRATEGY

3.    Step #3 SOLVE IT

4.    Step #4 LOOK BACK

 

·       Ensure that our students learn to apply the Four Step Method for solving problems.

·       Provide students with explicit instruction in applying the TEN problem solving strategies.

1.    ACT OUT OR USE OBJECTS

2.    MAKE A PICTURE OR A DIAGRAM

3.    USE OR MAKE A TABLE

4.    MAKE AN ORGANIZED LIST

5.    GUESS AND CHECK

6.    USE OR LOOK FOR A PATTERN

7.    WORK BACKWARDS

8.    USE LOGICAL REASONING

9.    MAKE IT SIMPLER

10.BRAINSTORM

·       I proposed that we improve our students’ math problem solving skills as we implement a school wide, universal math focus and intervention. I proposed an enrichment curriculum called Problem Solver, published by the Wright Group.  This curriculum provides explicit instruction and application using each of the 10 problem solving strategies.  We’ve purchased this supplemental curriculum for every math teacher (December, 2009).

·       We plan to utilize our district’s math coach to highlight the effective use of observing the nature and quality of students’ math thinking/talking/writing, sometimes referred to as mathematical accountable talk. (Dates TBD).

·       We will measure student progress using the MAP assessment and math unit tests, and use this data to inform our practice over time.

 

Stay tuned for my next blog on Montlake’s READING GOAL and C-SIP.

 



7:34 PM GMT  |  Read comments(1)

October 19

New state testing mandate: MSP will replace WASL (spring 2010)

Our newly elected (January 2009) Superintendent of Public Instruction, Randy Dorn, mandated that the WASL be replaced beginning this spring, 2010 with an assessment for grades 3-8 called the Measure of Student Progress (MSP).

 

The new assessment for high school students is called the High School Proficiency Exam (HSPE). These tests are under development and will incorporate the state’s academic learning requirements.

 

Superintendent Randy Dorn’s goal in replacing the WASL is to make it “less complex and more responsive”. The tests are shorter and online versions will be phased in over the next few years. The focus of these assessments is to measure students’ progress in meeting our state learning standards. The test won’t be easier but the results are expected to be valid and reliable.

 

Students are tested in:

  • Reading: Grades 3, 4, 5, 6, 7, 8, and 10
  • Writing: Grades 4, 7, and 10
  • Math: Grades 3, 4, 5, 6, 7, 8, and 10
  • Science: Grades 5, 8, and 10

You are likely interested in the type of questions that will appear on these new state tests.

Answer: The MSP and HSPE tests are much shorter than the WASL and include multiple-choice, short-answer questions. No longer will students have to answer four-point essay questions for reading, math, and science tests. This change allows students to show that they are able to solve problems, while not being scored on their writing ability on math, reading, and science tests.

 

What if a parent refuses to have his/her child take a state test?

Answer:Some parents in our state refuse to have his/her child take a state test. What happens then? The school is not able to gain important information on how they address students’ learning needs. It also means that the school receives a zero that is averaged in with  their school’s total scores. Therefore the scores published are not a true reflection of how well we instruct our students.

 

When will my child be tested so I can plan ahead?

Answer:

There is a wealth of additional information available on the Office of the State Superintendent of Public Instruction’s website. http://www.k12.wa.us/assessment/default.aspx

I urge you to look over the content of this website at your leisure.

 

When while the MSP test take place?

Answer: May 17-20 and Make-ups May 24-38 for grades 3-5







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September 16

School Startup Musings
What an amazing physical transformation Montlake School has undergone these past three summers thanks to Seattle voters approving the 2004 Building and Technology Athletics and Academic Levy (BTA II)

 

If you haven’t seen the INSIDE of Montlake in the past couple of years, I invite you to come by and take a look just so you can appreciate all the beautiful changes that are now part of our school’s interior and also its physical infrastructure.

 

For example, come see the change to our main entrance’s interior, located at the northeast front door. You’ll be pleased by our new, richly-toned entrance carpet. Glance upwards and you’ll notice new lighting fixtures, including replicas of turn-of-the century schoolhouse chandeliers. Our new acoustical ceiling tiles instill a sense of calmness in our hallways; turn your head sideways and you’ll be cheered by the warm yellow wall tones and accent walls of sage green.

 

You will hardly recognize our gym with its new cushioned floor painted with colorful lines for games and activities. You might notice our new subtle, window shades that nicely frame our antique windows and cast natural light across our gym, portable classrooms, and lunchroom.

 

Speaking of our lunchroom ….Wow, what an amazing improvement! Children’s hungry voices are now dampened by the newly raised ceiling covered in acoustic tiles. Again, new lighting, flooring, window shades, and interior paint finish off the look here as well.

 

We’ve replaced  a not-so-glamorous artifact of old, the monstrous-looking diesel heating stove in the original P5 (now known as P1) with a brand new heating and ventilation system.

 

These are just some of the highlights made this past summer.  I know, I know … it’s not just about our school’s physical plant.that sets us apart from a “typical public school”; Those of us who come to know and love Montlake see it as a special place where children thrive academically, socially, and emotionally. Why? Because we have an amazing team of staff, students, families, and community volunteers who work with passionate optimism and hold fast to the belief that each of us makes a difference for every child who comes through our school doors. I firmly believe that a high quality education for every child is the social justice issue of this century. Come and see for yourself how we work hard to accomplish our mission and if you can’t come, stay connected through our wonderful school website made possible by dedicated and talented volunteers.


Wishing you all the best for the coming school year.

Claudia Allan, Principal





10:06 AM GMT  |  Read comments(1)


The Office
:  (206) 252-3300
The office is where you get help on all things Montlake Elementary.  Everyone welcomes you with a warm smile and provides helpful information.  Stop by and say, "Hi."

Ms. Claudia Allan, Principal
Consider me the CFP - the Caring, Friendly Principal.  I am here for every child at Montlake and my door is always open.  I have a writing on my door from a past student that reads, "Welcome to the World (room) of the Allan.  If you want to transport yourself - all you have to do is knock or open the Pathway (door)."  My address is callan@seattleschools.org











Ms. Jackie Lykken, Office Assistant

Hi, I'm "Jackie with many hats" Lykken.  Outside of the office, you'll see me in the lunchroom and at the school buses.  If you need anything, don't hesitate to ask!  My address is
jlykken@seattleschools.org












Ms. Debbi Thresher, Administrative Assistant

As the publisher of the Thursday Bulletin, I would like to thank all the volunteers that came in for so many years to assemble the Thursday Bulletin.  I cannot even count the number of hours that task alone accumulated over the past eight years. 

 

To all the Montlake students; I wish my all the best on your educational journey.  You have made me laugh at all your funny (and silly) jokes and marvel at the amazing progress you make year to year.  All of you are amazing!

 

To the Montlake parents (past & present); you have made my time at Montlake a joy.  I do not have the words to express my gratitude for all your support and kindness.  I will truly miss you.

 

To the Montlake staff; thank you.  Thank you for your support through one of the most difficult times in my life….losing my parents.  Your caring and support were more important than you will ever know.  Thank you for all the laughs!  I have so many funny memories that will make me smile for years to come.  My only regret is not being able to throw a pie at Nick on Pi Day!  To the peanut gallery – thank you for your friendship.

 

Many hugs!

Debbi