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 (1^st-3) and (4^th-5^th), 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.....

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 5^th 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 6^th 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

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

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.

Dear Montlake Kindergarten and First Grade Parents and Guardians:

We really appreciate your patience and support as our staff has been working through the dilemma of being over enrolled in first grade. This year we were assigned 47 first graders. These numbers mean that our core classrooms started this school year with class sizes of about 28 students in the afternoon.

For several years our teachers have expressed a desire to do more integration of subjects across the whole school day. Compelling research affirms greater student academic gains are attained when reading, writing, and math are integrated across content areas such as science and social studies.  Instruction is significantly more engaging when students use their own experiences and learning styles to construct their own meaning. A flexible schedule within a single classroom offers opportunities to deepen students’ learning.

Confronted with this year’s large class sizes we sought permission from our district to change Team 1’s classroom configuration into full day, single grade classrooms ----for this school year and beyond.  Next year (2010-2011) we will form single grade, full day classrooms for second and third graders in addition to maintaining single grade kindergarten and first grade classrooms.

We requested our district’s Enrollment Office to permit us to make this classroom configuration change before the start of this school year. We also requested to increase our current enrollment by six kindergartners in order to balance class sizes. Our request was approved and confirmed in writing on Wednesday, September 23. We announced our success in attaining our goal at Wednesday’s General PTA Meeting.

 We embrace this change as a positive measure that will enable teachers flexibility during  the school day to develop compelling units of thematic study. Our Team I teachers are excited to make this happen!

Tuesday, September 29 will be the first day that children in Team 1 will spend their entire day in their single grade classroom. Monday, Sept. 28 will be the day for children to get a sample experience in their actual grade level classroom. On Monday our kindergartners and first graders will spend some time with their new classmates and (for some) new teacher in their grade-level specific classroom. We will no longer be switching classrooms in Team 1 for basic skills in the mornings as we have in the past.

Reach into your child's backpack to get a copy of this letter and the name of your child's teacher.

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

Sincerely,

Claudia Allan

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

Dear Montlake Kindergarten and First Grade Parents and Guardians:

I realize that this letter may find you anxious about an important educational milestone – the beginning of your child’s kindergarten or first-grade year at Montlake.  On Friday, September 4, we could not issue class assignments for kindergarten and first grade students.  I am very sorry for the disappointment and inconvenience that must have caused, and I am writing to offer you an explanation of the unusual circumstances behind this situation.

During the final days of August, our office called families of all newly enrolled students at Montlake.  Our calls revealed that the District’s enrollment projections (based on historical attrition rates) were not accurate:  This year we expect to have an unusually large first grade class – 47 students, which is 7 more than is typical.  Because Montlake’s current classroom structure relies on blended K/1 classes, the large first grade class also directly affects kindergartners.

In order to best provide for this large first grade class, for the past several days I have been seeking permission from the District for Montlake to create two full first grade classes and – by adding several kindergartners off of our waitlist – two full kindergarten classes.  These classes would not be K/1 blends, but straight kindergarten and first grade classrooms.  Unfortunately, District decision makers want to see actual enrollment numbers at Montlake and other schools in the central cluster – i.e., they want to wait until school is underway – before they make a determination.  Once again, I apologize that your family is affected by this uncertainty.  Regardless of the outcome, Montlake’s committed teachers are prepared to offer your child a superb kindergarten or first grade experience. 

For the first week of school, kindergartners will be assigned to one of two kindergarten classrooms – Ms. Yorde’s class, or Ms. Stump’s class.  First graders will be assigned to either Ms. Forbes or Ms. Adams.  If we move to two full classes for each grade, those will become permanent class assignments.  If not, or if it takes the District several days to reach a decision, kindergarten students will be in these classrooms in the morning, and in blended K/1 classes in the afternoons.  If our K/1 class sizes remain large, we will add appropriate support staff.

Kindergarten and first grade class assignments will be posted on the door prior to Tuesday’s Open House.  Following the Open House, I will be available in the school cafeteria from 12 p.m. – 1 p.m. to answer your questions and provide you with any update I may have at that time.

Thank you for your patience.  We are ready and excited to welcome your child to school on September 9!

Claudia Allan

Principal