2017 Summer Education Connection by NWESD 189

Summer 2017

A Note from the Superintendent Larry Francois | 4 Student Programs Art, Writing, Knowledge | 6 AESD Accreditation SIPs & Accountability

Graduation Inspiration Student stories | 16

| 10

Workshops & Classes Clock hours, PD | 19

Meeting Dr. Temple Gran din One studentâ&#x20AC;&#x2122;s field trip

to hear her role model

speak

| 12

Ready for summer? Table of Contents 4 5 6 10 12

A Note from the Superintendent Welcome New Board Member and School Awards NWESD Student Programs AESD Accreditation and SIP Cover: Meeting Dr. Temple Grandin

#MENTOR

13 16 18 19

NWESD Special Programs Graduation Inspiration ACEs and Trauma-Informed Practices Workshops and Classes

#COLLABORATE

#TEACH

Together we can... The Northwest Educational Service District staff looks forward to working with you during the summer months! Check out our workshops and classes, and get a jump start on your PD!

2 | Education Connection, Summer 2017

nwesd.org | (360) 299-4000

Summer 2017 Workshops & Classes (April-September) To register for classes: nwesd.gosignmeup.com Date

Class

Event ID

Instructor

page#

5/1 - 6/9

Issues of Abuse for Educators

31897

Corey Hodge

5/2 - 5/30

Paraeducators Institute

31963

Multiple

5/8 - 5/9

Engaging Challenging Conversations

31953

Greg Abell

5/11

PBIS Implementation

32008

Wendy Iwaszuk

5/2, 5/13, 5/23

Youth Mental Health First Aid Training

Multiple

5/23

Early Childhood SpEd/Early Intervention PLC Meeting

31639

Lara Cole

6/20

Deep Dive Into the Next Generation Science Standards

31689

Brian MacNevin

6/20, 6/21

Youth Mental Health First Aid Training

Multiple

6/22

Code.org K-5 Computer Science Fundamentals

31965-STEM

Kathy White

6/27

UW-CEL 5D+Version 3 - What's New & What's Not

31994-TPEP

Edie Holcomb

6/28

Creative Coding: Introduction to Scratch Grade 3+

32026-STEM

Kathy White

6/28

Creative Coding: Introduction to Scratch Jr. - Grades P-2

32029-STEM

Kathy White

6/28-6/29

Number Talks Institute with Mathematics Education Collaborative

31984

Cathy Humphries

7/11 - 7/12

Ratio and Proportional Thinking

31995

Mary Ellen Huggins

7/18 - 7/20

Incorporating Art into the Core Curriculum

32003

Christine Skinner

7/24 - 7/28

Engaging Student Focus and Thinking

32022

Mary Ann Johnson

7/25

Deep Dive Into the Next Generation Science Standards

31690

Brian MacNevin

7/27

Reading Foundational Skills

32006

Kim Kellogg

7/31

Close Reading: Digging Deeper Using Linked Text Sets

32005

Kim Kellogg

8/1

Mathematics Menu of Best Practices

32016

Mary Ellen Huggins

8/1 - 8/2

Making Content Accessible for All Learners

32002

Katie Brown

8/3

Creative Coding: Introduction to Scratch - Grades 3+

32031-STEM

Kathy White

8/3

Creative Coding: Introduction to Scratch Jr. - Grades P-2 32030-STEM

Kathy White

8/3 - 8/4

Number Talks: Thinking with Numbers Grades 3-5

31989

Kathy Richardson

8/7 - 8/11

Visual Literacy

32004

N. Harrington & C. Skinner

8/8 - 8/9

Concept-based Curriculum & Instruction

32010

Mischelle Darragh

8/14

Code.org K-5 Computer Science Fundamentals

31966-STEM

Kathy White

8/15

Academic Language & Diverse Learners

31962

Gisela Ernst-Slavit

8/17 - 10/14

Writing for Deep Learning

32011

J. Voigt & J. Bradbury

9/14/17 - 8/9/18

ParaProfessional Assessment Testing (2017-18)

31967

ETS

nwesd.org | (360) 299-4000

Education Connection, Summer 2017 | 3

A Note From the Superintendent As I complete my first year as superintendent of the Northwest Educational Service District, my appreciation for the powerful work occurring across our region to meet the needs of the students, staff, families, and school communities collectively served continues to grow. It is both gratifying and humbling to serve and support the 9,500 professional educators of the NWESD region and the hundreds of other community and statewide partners we touch. This has definitely been a year of deep learning for me. Not only have I been learning about the 35 school districts in our region and how the NWESD helps them fulfill their missions, I have also been learning from the NWESD staff about how they view and value their work on behalf of the NWESD to support and serve the educational needs of our region. When viewed in total, in 2015-16 the NWESD sustained 1,147 program or service relationships with the 35 school districts across the five counties of the NWESD region. That is an average of nearly 33 “touch points” between each individual school district and the NWESD, ranging from a low of 13 to a high of 46. I have learned that while our region’s school districts may utilize the NWESD differently, all districts – regardless of size and location – rely upon the NWESD for some level of program or service support. As a school district superintendent, I shared the generally accepted belief that smaller districts more heavily utilize ESD supports compared to larger districts. However, the data does not support this generalization. It would be more accurate to say that there are distinct differences in the programs and services accessed based on district size and demographics, but the average number of touch points per district is fairly consistent between our smallest and largest regional districts. I have also learned that district size, capacity, and location clearly present different challenges and opportunities for partnership with the NWESD. As a leadership team, we are taking a deeper look at these issues and challenging ourselves to create different models of engagement that may help break down some of the barriers around district size, capacity, and location that currently exist. As the work of schools and districts becomes ever more complex and demanding, it is critical that the NWESD continues to evolve and adapt our programs, services, and delivery methods to best meet our regional needs.

“This has definitely been a year of deep learning for me. Not only have I been learning about the 35 school districts in our region and how the NWESD helps them fulfill their missions, I have also been learning from the NWESD staff about how they view and value their work on behalf of the NWESD to support and serve the educational needs of our region.”

From the NWESD staff, I have learned what we take the greatest pride in and value. Responsive customer service, open communication, flexible collaboration, empowering teamwork, adaptable professional learning, and positive relationships top the list for our staff. I hope and expect these qualities reflect your experience with the NWESD. If we fail at any time to meet these expectations, I invite you to reach out to me and share your experience so we can use it as an opportunity to further learn, grow, and improve. At the end of the day, our value to the districts, schools, and communities we serve derives from our ability to provide quality services and foster effective educators in support of K-12 graduates prepared for college, career, and citizenship. That, I have come to appreciate, is the key work and commitment of all of us at the NWESD.

Larry Francois 4 | Education Connection, Summer 2017

nwesd.org | (360) 299-4000

NWESD Superintendent

Welcome New Board Member Joel Thaut, District 6 (Arlington, Granite Falls, Index, Marysville, Sultan) The NWESD Board of Directors is pleased to welcome Joel Thaut, representing District 6, which encompasses Arlington, Granite Falls, Index, Marysville, and Sultan school districts. Joel has been in public education for thirty-one years as a teacher, coach, and administrator. Joel grew up in Snohomish County and graduated from Snohomish High School in 1970. He taught social studies in Lake Stevens for several years and was a high school assistant principal and principal in Sultan for eight years. He was superintendent of the Eastmont School District in East Wenatchee and the Granite Falls School District superintendent between the years 2002-2008. His wife, Heidi Thaut, is the principal of Monte Cristo Elementary in the Granite Falls School District.

Title I, Part A Distinguished School & Academic Achievement Award Winners The Office of the Superintendent of Public Instruction’s Title I, Part A Program has announced the winners of its 2016–17 Distinguished School and Academic Achievement Awards. The awards honor schools that have demonstrated excellence in English language arts or mathematics. Congratulations to the NWESD 189 region schools Odyssey Elementary (Mukilteo) and Garfield Elementary (Everett) for your achievements. Learn more about the awards here http://bit.ly/2oiDrr6

Congratulations 2016 Schools of Distinction Sustained improvement over a five-year period in English language arts (ELA), math, and graduation rate is the reason 94

schools across Washington State are recognized with the 2016 School of Distinction award. Among the recipients are 51 elementary, 20 middle/junior high, 23 high schools, and 6 alternative schools. The Center for Educational Effectiveness (CEE) in partnership with the Association of Educational Service Districts (AESD), the Association of Washington School Principals (AWSP), Washington Association of School Administrators (WASA), Washington State School Directors’ Association (WSSDA), and the Washington State Association of Supervision and Curriculum Development (WSASCD), have recognized schools in the top 5% of improvement for their levels. Elementary and middle schools are recognized for sustained improvement in ELA and math achievement. High schools are recognized for sustained improvement in graduation rate over the past five years.

Sherwood Elementary*

Edmonds

Garfield Elementary*

Everett

Sequoia High Everett Whittier Elementary

Everett

Salem Woods Elementary

Monroe

Clear Lake Elementary*

Sedro-Woolley

Cathcart Elementary

Snohomish

Seattle Hill Elementary

Snohomish

*indicates repeat winners

NWESD Superintendent Larry Francois (left) presenting the SOD award banner to the Clear Lake Elementary School.

nwesd.org | (360) 299-4000

Education Connection, Summer 2017 | 5

NWESD Student Programs The Young Authors Conference, Knowledge Bowl, and the NWESD High School Art Show

Young Authors Conference

March 21-23, 2017 Skagit Valley College Featured presenter: Lynn Brunelle

Each year, in early winter and spring, the NWESD coordinates three highly anticipated student programs that provide an outside-ofthe-classroom arena for students and teachers to hone their skills in writing, art, and basic knowledge: the Young Authors Conference, Knowledge Bowl, and the NWESD High School Art Show. These three student programs are coordinated by NWESD Curriculum Project Coordinator, Joanne Johnson, who noted, "Working with Student Programs is the best part of my job. I am reminded why I work at the NWESD. It's for the kids!" The Young Authors Conference is an annual celebration of youth and writing that is held every spring at Skagit Valley College in Mount Vernon, where professional authors and illustrators provide hands-on workshops. The program encourages and supports teachers who help students develop their writing abilities and offers an opportunity for students to have authors and illustrators as role models. Each year, students begin the day getting acquainted with each other as they share their own manuscripts. Students then spend one hour with the featured author, one hour with a local author, and one hour with a local illustrator. This year's conference was held March 21-23, 2017. Over 780 students, representing 38 schools from across our region, participated in the three-day conference. We had the pleasure of having Lynn Brunelle (pictured above) as Featured Author. Lynn gave an amazing, educational, and entertaining presentation. It did not come as a surprise because she is a four-time Emmy Award-winning writer for "Bill Nye the Science Guy." Lynn has over 25 years of experience as a classroom science, English, and art teacher, editor, illustrator, and award-winning author of over 45 titles. Lynn has created, developed, and written projects for Chronicle, Workman, National Geographic, Scholastic, Random House, Penguin, A&E, The Discovery Channel, Disney, ABC TV, NBC, NPR, Cranium, and PBS. Her latest book for kids, "Big Science for Little People: 52 Activities to Help You & Your Child Discover the Wonders of Science" was released this October. A special thank you to all who helped make the conference a success:

Lynn Brunelle, author Andrea Gabriel, illustrator Michele Bacon, author Craig Orback, illustrator

Andrea Gabriel teaching quick thumbnail sketching.

Dr. Dennis Schatz, author Karen Whitman, illustrator Rosanna Porter, author Anita Garcia-Holzemer, NWESD

Students practice quick thumbnail sketching in Andrea Gabrielâ&#x20AC;&#x2122;s illustration workshop.

6 | Education Connection, Summer 2017

Lynn Brunelle gets animated talking about science writing.

nwesd.org | (360) 299-4000

Joanne Johnson, NWESD and Dr. Dennis Schatz snap a selfie.

For more information on Student Programs please visit: nwesd.org/student_programs

Regional Knowledge Bowl Playoffs

March 6, 2017 Anacortes High School

Top: Coaches prepping in the library. Bottom: Archbishop Murphy High School Team “Awkward Silence”

Sultan High School Coach Sarah Harkins with “The Other Team” one of two teams she coaches

Regional Knowledge Bowl is an academic contest for high school teams, where students with expertise in a variety of topics team up to answer randomized questions related to history, math, literature, or science. Knowledge Bowl began in Washington State over 35 years ago. It has grown to include not only regional tournaments among rival high school teams, but also a State Tournament held for the past four years in the NWESD region. Congratulations to the 12 NWESD High School teams who advanced to the Washington State Knowledge Bowl Championships held on March 18 at Arlington High School. They competed with 102 teams, 4A – 1B from all over Washington State.

"Working with Student Programs is the best part of my job. I am reminded why I work at the NWESD. It's for the kids!" -Joanne Johnson

1A: 2A: 3A: 4A:

1st South Whidbey HS – Math Addicts Anonymous 1st Sehome HS - Staubsauger 2nd Lynden HS - The Tunnel Snakes 3rd Archbishop Murphy HS - Awkward Silence 1st Arlington HS – It’s Not Rocket Surgery 2nd Stanwood HS - Democratic Republic of Djbouti 3rd Snohomish HS – Potential Energy 4th Windward HS – Team Brick 5th Lynnwood HS – The Americant’s 1st Kamiak HS – Just Be Cos 2nd Monroe HS - Darn 3rd Lake Stevens HS – Sturdy Wenches

The NWESD 189 Regional Art Show provides an opportunity for high school art teachers to showcase the incredible work of their students. Each year, in each ESD region in Washington State, regional shows are held, with the regional winners moving on to the Superintendent's High School Art Show at the state Office of the Superintendent of Public Instruction (OSPI) in Olympia. On display at the Everett School District, Community Resource Center, the 49 pieces of student artwork in the NWESD Regional Show were not only inspiring and lovely, but also represented many hours of hard work from art students across our region. Seven regional winners were chosen at the reception for artists on March 10. A special thank you to everyone who made the art show a success including:

Anne Banks, Arts Program Supervisor, OSPI Rachel Kirk, Assistant Professor, CWU Dr. Ellen Avitts, Assistant Professor, CWU Theresa Webb, Admin Assistant and Art Show Specialist, Everett SD Nancy Menard, NWESD Abbey Maroney & Audrey Rawls, Burlington-Edison High School A complete list of art and artists continued on next page.. nwesd.org | (360) 299-4000

Education Connection, Summer 2017 | 7

NWESD REGIONAL HIGH SCHOOL

2017

in partnership with:

A RT S H OW February 27-March 10

2017 NWESD REGIONAL HIGH SCHOOL ART WINNERS Artwork from left to right, top to bottom

Darlene Elamparo “Withering Lilian” Watercolor & Ink, Oak Harbor Instructor: Kit Christopherson

Aubry S. James “Brew Guardian” Pottery, Oak Harbor Instructor: Kit Christopherson

Emma Welter “Watercolor of a Student” Watercolor, Blaine Instructor: Brian Smith

Rita Sakharov “Winter” Photograph, Lynnwood Instructor: Donna Schou

Nate McGraw “Crayon Boy” Oil Pastel, Snohomish Instructor: Cathy Tanasse

Elina Anatoliyevna Mikhaylov “I See You” Pencil, Lakewood Instructor: Christopher Walster

Sarah Dawn Harris “England’s Mermaid” Ink, Marysville Instructor: Patricia Liburdy 8 | Education Connection, Summer 2017

nwesd.org | (360) 299-4000

SCHOLARSHIP WINNERS Central Washington University $1,000 tuition waiver: Nate McGaw, 11th grade Justice Johnson, 12th grade Jared Yu, 12th grade

Central Washington University $2,000 tuition waiver: Sarah Harris, 12th grade Aubrey James, 11th grade

Central Washington University $3,000 tuition waiver: Darlene Elamparo, 12th grade

Darlene Elamparo Withering Lilian Watercolor & Ink, Oak Harbor Instructor: Kit Christopherson

Aubry James accepting the Central Washington University Scholarship award for Brew Guardian

Alexa Louise Ziebell Metal Embossed Origami Book, Mixed Media Glacier Peak High School Instructor: Cathy Tanasse

Erika Geraldi Velazquez Andrade City Delivery, Photography Lynnwood High School Instructor: Donna Schou

Allison Jungmann Off to a Rocky Start, Watercolor Oak Harbor High School Instructor: Kit Christopherson

Jaclyn Beth D’Alessandro Sunflowers, Photograph Lynnwood High School Instructor: Donna Schou

Brianna Covert Through My Eyes, Paper Collage Burlington-Edison HS Instructor: Suzanne Wittman

Jacqueline Grace Gibson Party Animal, Acrylic Oak Harbor High School Instructor: Kit Christopherson

Cassandra Lauren Stuller She’s My Sister, Pencil Lakewood High School Instructor: Christopher Walster

Jacquelyn Mendoza-Moreno Closeness, Oil Paint Blaine High School Instructor: Brian Smith

Chelan Marie Lenay Think Blink, Photograph Lynnwood High School Instructor: Donna Schou

Jared Yu Back When, Photography Edmonds-Woodway Instructor: Tiffany Davis

Claire Elise Burr Impostor, Acrylic Paint, Ink, Colored Pencils, page from French/English dictionary Marysville Arts and Technology High School Instructor: Patricia Liburdy

Jay Charles Jackson New York Toun Blaine High School Instructor: Brian Smith

Daizy Raye Dehnke Fettuccine Alfredo, Oil Paint Blaine High School Instructor: Brian Smith Danica S Magolhado I Quit, charcoal Marysville Arts and Technology High School Instructor: Patricia Liburdy Elaine Hajin Kim Life and Death, Charcoal and Charcoal Pastel Blaine High School Instructor: Brian Smith Ellen Mowat Two Kids, Cut Paper Burlington-Edison HS Instructor: Suzanne Wittman

Jayden Haynes Thea’s Magic & Urban Lives and Inquisitive Minds, Drawing Tablet, Lake Stevens HS Instructor: Janelle Panamaroff

Emma Welter (and family) Watercolor of a Student Watercolor, Blaine Instructor: Brian Smith

Jay Charles Jackson New York Toun Blaine High School Instructor: Brian Smith

Kenna MacKay Never Look Back, Paper Cut Outs Burlington-Edison HS Instructor: Suzanne Wittman

Skylee Puente Sheets, Mixed Media Burlington-Edison HS Instructor: Suzanne Wittman Solomon J Welch Standing Under Light, Oil Paint Blaine High School Instructor: Brian Smith

Kiki Maria Norwich Shadows, Charcoal Blaine High School Instructor: Brian Smith Korynn Loree-Dion Baird Souls of Puget Sound, Mixed Media, Mosaic, Sculpture Glacier Peak High School Instructor: Cathy Tanasse Lauren Kordas Struggle with Morality & Integrity, Oil Paint Blaine High School Instructor: Brian Smith

MacKenzie Garcia-Myers Pieces of Me, Plaster Casting, Paper mache Burlington-Edison HS Instructor: Suzanne Wittman

Taylor Ann Langager Yellow Umbrella, Photograph Lynnwood High School Instructor: Donna Schou

Noah Murrell A Guy and a Horse, Marker Burlington-Edison HS Instructor: Suzanne Wittman

Joshua Quintero For Lease, Photograph Lynnwood High School Instructor: Donna Schou

Tara Tania Reckling Out of Sorts, Oil Paint Glacier Peak High School Instructor: Cathy Tanasse Tara Tania Reckling My Fantasy Landscape, Oil Paint Glacier Peak High School Instructor: Cathy Tanasse

Mariah Ann Burngasser Face Value, Acrylic Oak Harbor High School Instructor: Kit Christopherson

Jennifer S Hernandez Jennifer, Photograph Lynnwood High School Instructor: Donna Schou

Tara Tania Reckling Deterioration, Oil Paint Glacier Peak High School Instructor: Cathy Tanasse Tara Tania Reckling Amalgamation of Human Emotion, Oil Paint Glacier Peak High School Instructor: Cathy Tanasse

Lindsey Gonzalez-Angeles Oil Slick, Photograph Lynnwood High School Instructor: Donna Schou

Jayden Haynes Thes’a Magic, Drawing Tablet Lake Stevens HS Instructor: Janelle Panamaroff

Tabitha Michelle Edwards Me Future, Photograph/Illustration Lynnwood High School Instructor: Donna Schou

Piper Browning Spacing Out, Acrylics and Paper Mache Burlington-Edison HS Instructor: Suzanne Wittman

Justice Imara Johnson Cat in the Bag, Acrylic Glacier Peak High School Instructor: Cathy Tanasse

Raelynn Michelle Epperson Raven, Ink Marysville Arts and Technology High School Instructor: Patricia Liburdy

Abbey Maroney Not A Girl She Knew, Oil Pastel, Burlington-Edison HS Instructor: Suzanne Wittman

Hope Mechell Caswell Red Filter, Tempera paint Marysville Arts and Technology High School Instructor: Patricia Liburdy

nwesd.org | (360) 299-4000

Kenna McCaslin Art Magazine, Mixed media Oak Harbor High School Instructor: Kit Christopherson

Education Connection, Summer 2017 | 9

School Improvement Plans & AESD Accreditation Helping Schools take their SIP to the Next Level

Third Year Review Panel L-R: Pam Estvold, NWESD Superintendent of Teaching & Learning, Merle Kirkley, District 9 Board Member. Mark Venn, District 3 Board Member. Claudia Talmadge, District 4 Board Member. Joel Thaut, District 6 Board Member. Larry Francois, NWESD Superintendent.

School Improvement Plans (SIP): Since 1979, all Washington schools have been required to implement a School Improvement Plan (SIP), a data-driven plan formed around improving test scores for specific demographics and/ or subject areas. SIPs continually influence student learning, so that students have “the opportunity to become responsible citizens, to contribute to their own economic well-being and to that of their families and communities, and to enjoy productive and satisfying lives…” (RCW 28A.150.210). Accreditation History: The Washington State School Accreditation Program began in the 1970s to ensure our state’s high schools were properly preparing students for college. Over the years, the Washington State Board of Education opened up the accreditation process to all grade levels. In 2015, the Association for Educational Service Districts (AESD) network began its own streamlined accreditation process (administered by the NWESD). AESD accreditation: Provides a structured system to help evaluate and improve SIPs by showing that school programs are doing what they say they are doing. According to Bob Estes, the AESD Accreditation State Coordinator as well as an accreditation coach, “Accreditation provides necessary function of accountability built into our system to give an outside view of how schools operate.”

Steps for AESD Accreditation INITIAL PLANNING MEETING HELD

SELFEVALUATION VIA SIPPR TOOL

RESULTS REVIEWED BY AESD TEAM VIA NWESD

10 | Education Connection, Summer 2017

The Accreditation Process: A voluntary, data-driven, school-specific, self-study, and research-based approach to school improvement. The foundation of accreditation is active participation and input from participating school staff, students, parents, and community representatives. Lining up AESD Accreditation and SIP: Because schools need to implement an SIP regardless of accreditation, going through AESD accreditation yields the following benefits: 1. The AESD accreditation process provides for collaboration and deep reflection by the school community for external review and validation of the SIP and the process that led to its development. 2. AESD accreditation serves as a road map to evaluation and improvement - each school team will be paired with an experienced coach as a mentor and guide through the sixyear process. 3. AESD accreditation shows colleges that there is an outside review of school programs and student achievement. 4. Accreditation provides a statement of accountability to the public and serves as an excellent communication tool to highlight the school’s accomplishments and/or goals for the entire school community. 5. Accreditation status lasts for a period of six years if approved.

SITE VISIT CONDUCTED

AESD RECOMMENDATION REPORT

nwesd.org | (360) 299-4000

RECOMMENDATION SHARED WITH PANEL

6-YEAR FORMAL ACCREDITATION

COMMENCES

View the brand new: AESD Network website at >> www.waesd.org The Review Process:

L-R Kecia Fox, Assistant Principal Anacortes High School, Bob Estes, State Accreditation Coach and Michele Feist, Anacortes High School English Teacher meet to discuss the next steps in the first year process

Year One Check In: During the first year check in with Anacortes High School, seasoned accreditation coach Bob Estes met with Kecia Fox, Assistant Principal, and Michele Feist, English teacher, to answer questions and review where they were in the process. Bob helped Michele and Kecia identify the next steps and connect the dots between critical information that has already been created and the online accreditation process. Bob encouraged them to cut and paste existing information from their school’s Google Drive documents into the accreditation worksheets. Bob’s advice to them was, “Don’t reinvent the wheel.” They reviewed what the next year looks like as far as important dates and landmarks in the process. At some point during this meeting Bob quipped, “Process is clearly the driver of this process. And the key is connecting the sources that support the responses. Your responses should be well-written, meaningful, not too sparse, and not too verbose.” When asked how she felt about the process at year one, Michele said, “We review our SIP every year, but staff involvement is critical for accreditation and we are trying to be transparent with stakeholders. I’m in a lot of different meetings with a lot of different people. Having an administrator on your team who has a good handle on the school’s history is important." Kecia added, “Overall, the website is easy to follow, but it also helps to have someone on the team who is a good writer and someone who is technology savvy to navigate the website.” L-R Kecia Fox, Bob Estes and Michele Feist smile for a photo after their meeting

Clockwise from top: 1. Mukilteo School District Principals: Nate DuChesne, Marcie Polin, Mike Gallagher post panel review. 2. Lynden High School Principal Ian Freeman and accreditation coach Bill Fox focusing on a question during their panel review. 3. Mukilteo principals have a light hearted moment during their review.

Year Three Check In: Midway through the six-year process, regional school teams and coaches meet for a third year review before a panel of NWESD Superintendents and board members for about 40 minutes. Before the presentation, coaches guide schools through the process, preparing them for the panel while monitoring to determine readiness. The Mukilteo and Lynden school districts gathered at the NWESD in Anacortes at the end of February to review their SIP/Accreditation progress. The following are some of their comments about the process and insights that the evaluation helped them uncover: Mike Gallagher, Kamiak High School: “Accreditation provided a great reflection process. It seemed daunting to begin with, but I appreciate the reflection opportunity. Our process has allowed us to ask: how we can improve and what can we do better?” Marcie Polin, ACEs High School: “At alternative schools, student-staff relationships are paramount and staff must collaborate. Student achievement is our sole purpose every day.” Nate DuChesne, Mariner High School: “Through data-driven decisions, we were able to connect and refine the process and provide a spirit of collaboration at our school.” Ian Freeman, Lynden High School: “We’ve introduced student voice into the process; it brings challenges, but it is great. We have also developed partnerships with the community, Lynden Door CTE program.” To learn more about accreditation or to begin the accreditation process please contact: Krista Johnsen, NWESD Accreditation Assistant kjohnsen@nwesd.org | 360-299-4022

nwesd.org | (360) 299-4000

Education Connection, Summer 2017 | 11

Meeting Dr. Temple Grandin One student’s field trip to meet her role model

arafina is a 12 year-old sweetheart who excels in math, likes to read, loves dresses, and collects dolls. She has also been diagnosed on the autism spectrum and attends school at the Skagit Discovery Center in Skagit County where a team of professionals can give her the best educational experience possible. Sarafina's main teacher is Ms. Joyce Blackbird. Recently, Ms. Blackbird saw a unique opportunity for Sarafina to attend a lecture in Bellingham that featured Dr. Temple Grandin, a prominent author and speaker on autism, and an individual with autism. When Ms. Blackbird and Sarafina's parents, Wendelin and Jim, agreed that Sarafina should attend Temple’s lecture, it seemed like a simple idea, but the crazy February storms, transportation difficulties, and scheduling conflicts almost squashed their plans. However, Sarafina's support team and the NWESD staff pooled resources and made the field trip possible. Sarafina beaming as Dr. Temple Grandin signs her book after the lecture in Bellingham on February 10, 2017. Photo by: Wendelin, Sarafina’s mother.

"At the lecture Temple said, there are three different types of thinkers: people who think visually, people who think in patterns, and people who think in words. I think in words, so I’m a cognitive thinker."

-Sarafina, 12 years-old

Ms. Blackbird said, “We actually planned to go see Temple Grandin about a month in advance. We were especially thrilled to hear they added a free event because the other one in Bellingham sold out, so I asked Sarafina's parents, if I could take her to the lecture at Western Washington University’s Performing Arts Center, and got their permission. Then, the night before the event, that awful winter snowstorm hit. It was so snowy and I wasn’t sure we could go. Dr. Fankhauser, Program Administrator at Skagit Discovery, offered the use of the school van. Her father Jim brought a change of clothes and her necessities to school, and I drove her to Bellingham where Wendelin met us and we took her to the lecture. We all played our part and pulled together. It was a group effort to get her there; we all felt it was really important.” Fast forward to after the lecture...Wendelin said to her daughter, “If you want to meet Temple you have to go now, and the next thing I knew, she was sprinting to the front of the auditorium to meet Temple!" Sarafina said, "I ran up to Temple and shook her hand and said, ‘You’re smart.’ Temple said, ‘OK,’ and then she signed my book.” Wendelin noted, "It was great to meet Temple and thank her for her sharing her life’s story and insights. As a parent of someone with autism, it means so much to hear that a lot of Temple's struggles are the same as Sarafina's. Hearing the account from someone who is truly living it is really helpful for a parent to understand her child’s journey." Ms. Blackbird said that, “On the drive back to the Skagit Valley, Sarafina talked about her impressions from the lecture. I remember one of her main takeaways was that kids on the autism spectrum should not play video games for more than one hour a day. Technology overloads their systems.” Sarafina added, "At the lecture Temple said there are three different types of thinkers: people who think visually, people who think in patterns and people who think in words." Sarafina said, "I think in words so I’m a cognitive thinker. I’m definitely a cognitive thinker."

Showing off her signed copy of “The Way I See It” by Dr. Temple Grandin

12 | Education Connection, Summer 2017

Team Sarafina: Jim, Sarafina, Joyce Blackbird, and Wendelin

nwesd.org | (360) 299-4000

Clockwise from top: Rose Oliver, Cindy Barstow, Richard Longstreet, Brian Brown, Jeff Fankhauser, Jacob Moriarty, Peter Roth. Middle row: Joyce Blackbird, Tobi Heath, Lori Hanson, Anne Tretter, Renee Solway, Becky Conner, Corey Carlson, April Bobadilla, Alison McNeal, Jennifer Riley, Kevin Beason, Steven Dahl. Front row: Mary Allen, Suzanne Harris, Jessica Hensleigh, Anita Tromp, Bob Cucinotta, Shirley Cutshall, Tamara Visser, Jordan BeCraft, Ben Bowen.

The NWESD Special Programs & Services Team Engaging Professional Learning through Cooperative Student Programs Cooperatives, as defined by Webster's Dictionary, are: "an enterprise or organization owned by and operated for the benefit of those using its services." The NWESD's Regional Cooperative Student Programs are a support for member districts and aim to provide the best, specialized, alternate learning experiences for students. The NWESD Special Programs & Services department operates the following cooperative programs in partnership with the school districts in our region: Discovery Programs: offered in Skagit, Snohomish, and Whatcom Counties, serve elementary, middle, and high school students experiencing significant social, emotional, and behavioral difficulties. The goal is to have students develop sufficient self-regulation skills so that little external reinforcement is required. In addition to the behavior management system, social and emotional strategies are taught daily. Specific instruction enables students to learn problem solving, decision-making, and social skills. There is also a strong emphasis upon academic instruction that is individually determined. Northwest Regional Learning Center: serves high school students, most of whom are disenfranchised or court-involved. The program offers students small class sizes, a high teacher-to-student ratio, individualized attention and programming, and an alternate environment to the traditional high school campus. Students have the opportunity to earn credits for their high school diplomas (through their resident districts); prepare for the GED; explore aptitude and interests and develop a postschool plan; and improve academic, functional, and behavioral skills for a successful transition back to their home schools or their communities. Students also have the opportunity to earn their CPR, AED and first aid certification and to obtain their food handlerâ&#x20AC;&#x2122;s permit, as well as receive instruction and guidance on the preparation Regional map of the of work-related documents and interview skills. Institutional Education Programs: The NWESD works closely with the Juvenile Detention Centers in Skagit, Whatcom and Snohomish Counties to provide the Detention Center Educational Programs. The educational programs provide a structured learning environment with certificated special education teachers and instructional assistants guiding students through a standard school curriculum. Students receive instruction in Reading, Language Arts and Mathematics as appropriate for their skill level. They may also have the opportunity to participate in Social Studies, Science, Art and Physical Education. Additionally, access to library resources and technology are available to students during designated times within the school day. Special Education services are available if needed. The NWESD also provides a Transition Facilitator within each program to work closely with students to prepare them for employment, exploring post-secondary education opportunities, and transitioning back to the school district where they reside. The Transition Facilitator may also give students the G.E.D. practice test. continued on page 14...

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Seven Cooperative Programs

* * NWESD ANACORTES

WHATCOM DISCOVERY BELLINGHAM WHATCOM DETENTION BELLINGHAM

SKAGIT DISCOVERY SEDRO-WOOLLEY

SKAGIT DETENTION MOUNT VERNON

* *

SNOHOMISH DISCOVERY NW REGIONAL LEARNING CENTER ARLINGTON

SNOHOMISH DETENTION EVERETT

Education Connection, Summer 2017 | 13

continued from page 13... A very small percentage of the NWESD’s 165,000 students are best served through the specialized programs that cooperatives provide. Students need these specialized services for an unknown duration of time. The programs are designed to help students reach their full learning potential with highly specialized supports, smaller teacher-to-student ratios, and differentiated instruction. In order to provide these supports effectively, the Special Programs and Services staff at the NWESD works collaboratively with district leaders, teams of professionals, and with parents and stakeholders involved in these students’ lives. The partnership between the NWESD and district cooperative members reflects a long-standing effort to design programs and services with each individual student in mind. The importance of these collaborative efforts are reflected in a number of ways, including the level of fiscal commitment across member districts to ensure these programs are available for students. Creating the learning conditions for each student to succeed is the primary goal, there are many examples of how staff within each program focuses on the needs of each individual student. Shirley Cutshall, Special Programs and Services Director, who is completing her 10th year at the NWESD, said about partnerships, “I’m touched by the creative approach to learning and unfolding success stories, including students who successfully transition to their neighborhood school or graduate and engage in positive, post high-school activities; a result of coordinated efforts between program and district staff, the student, and their family support network. The cooperative program structure epitomizes ‘service’ as the heart of our department.”

"The cooperative program structure epitomizes 'service' as the heart of our department."

In order to provide these special services effectively, the NWESD relies on both onsite service providers and off-site supports.

-Shirley Cutshall, Special Programs & Services Director

The fabric of a cooperative involves direct services and indirect supports such as fiscal, human resources, management, and contract development. The NWESD footprint includes about 20-25 NWESD staff supporting these programs, it really encompasses the ‘it takes a village’ approach. Together, NWESD staff and member districts emphasize: • Research-based approaches • Progress monitoring for each student • Communicating progress with resident district and parents/guardians Steven Dahl, Assistant Director of Special Programs and Services, reflected on his work with the NWESD cooperatives, sharing: “The ‘whatever it takes approach’ is what attracted me to this work with the NWESD. Staff focus on the needs of each learner and create learning conditions that engage each student. We always start with the students’ needs and then provide the services to match. Indicators of student success are the key metrics. This includes increasing student academic achievement, but it can also be getting a food handlers permit, a GED, transitioning back to a neighborhood school, graduation, or pursuing post-secondary learning opportunities. The goal is success, but the definition of success varies with each student. Sometimes success is about making the necessary connections to help a student meet their role model, just like the story about Sarafina on page 12 meeting Dr. Temple Grandin. ”

For more information about Special Programs & Services and Coorperative Programs please contact: Steve Dahl, M.ED. Assistant Director of Special Programs & Services sdahl@nwesd.org | 360-299-4018 14 | Education Connection, Summer 2017

nwesd.org | (360) 299-4000

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To learn more contact: Lynn Roediger, Director Northwest Regional Data Center (425) 349-6556 | lroediger@nwrdc.net nwesd.org nwesd.org| (360) | (360)299-4000 299-4000

Education EducationConnection, Connection,Summer Summer2017 2017| | 15 15

Graduation Inspiration Open Doors student: Jaden Akers

From L-R: Gary Gaggens, Educational Advocate; Pat Nostrand, teacher; Jaden Akers; Julianne Mach and Sean Meagher, both former teachers of Jaden's at Marysville Mountain View High School

Jaden Akers is part of the first 2017 graduating class of the Open Doors Youth Reengagement Program; a free alternative for those who want to receive their diploma or GED. Jaden Aker's journey to earning her GED has been a long one, but she has been able to accomplish so much because of her determination and the program. Before Jaden started this program, she had attended eight different schools. She experienced many family issues and was failing because she couldnâ&#x20AC;&#x2122;t get the help she needed at school. When Jaden started the Open Doors Program, she said, "My teachers worked with me. They called to check-up on me and made sure I did what I needed to do in order to graduate. I was also pregnant, and had so much going on with that and issues with my overall health. This program helped me so much. With the help of Open Doors, I am now a high school graduate!" Open Doors is set up as a "Drop-in" classroom, where students are able to choose days and times that work best with their schedule, so they may learn and develop their skills at a pace they can manage. Open Doors is a dropout reengagement system that provides education and services to older youth, ages 16-21, who have dropped out of school or are not expected to graduate from high school by the age of 21. Students are referred to Open Doors by their present, or former, school counselors and must be in the Marysville or Lakewood School districts. Students can earn a GED through Open Doors or earn a State high school diploma by retrieving missing required credits. The program is currently in its second year of operation and has helped five students earn their diplomas and 18 students to earn GEDs, with several more poised to do so. Additionally, Open Doors helps students prepare resumes, find jobs or apply to colleges. The idea behind Open Doors is to allow students the flexibility to go at their own pace, but also to work around job schedules, family obligations, medical needs, etc. Jaden looks forward to following through on future goals such as going to college and getting a business license. Jaden says, "I would love to take art or even learn to become a wedding planner." Jaden sends out a big "thank you" to everyone at Open Doors for helping her.

"Where you are is not where you have to stay and what you have is not all you can have." (quote hanging in Gary Gaggens' classroom)

Jaden Akers with her baby

16 | Education Connection, Summer 2017

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College Bound Burlington-Edison High School Student: Eric San Juan Cuamacateco Eric San Juan Cuamacateco's college application process began this winter when he realized he better get moving after seeing other students applying. However, he didn’t know where to start, so went to Nallely Carreon Carrillo, the Migrant Graduation Specialist in the student career center at Burlington-Edison High School. Reflecting back on the college application process, Eric said, “At first I was nervous because I didn’t have anyone to look to for guidance at home. But, when I came to the career center to ask for help, Nallely was there to guide me through the process. We started with the WSU application. Nallely helped me to edit it before I sent it in. The Central application was next and then the WWU. Everyone in the career center helped. It was a team effort. I was also advised to go on some campus visits that were arranged through the career center. We went to WSU, CWU and EWA.”

Eric and Nalleley at the B-E High School Student Career Center

Nallely said, “Eric did awesome. He attended a week-long leadership camp called "Dare to Dream" at University of Washington. The students spend a week in Seattle learning about college. It’s great experience because they get to immerse themselves in the college life and envision themselves there. They hang out with college students and professors getting to know new people and leave the valley. Staying on campus, I really think that experience got him going.”

When asked about his parents' reaction to getting college acceptance letters, Eric said, “They are really proud of me. When I got my first acceptance letter from WSU, my mom teared up a little because I’m the first in my family to go to college." The following is Eric's college application essay: One day my mom came to pick me up from school, she was wearing her muddy work clothes after a long day in the raspberry fields. As I was walking towards her I could feel everyone looking and judging me. It made me feel inferior or unworthy to go to that school, because of my mother's appearance. This instance immediately made me question who I was. At the start of second grade my mom made me transfer schools so that I would be enrolled at the same school as my younger brother. At that moment I couldn't have imagined what an impact this change in school would have on my identity. Growing up in this predominantly white environment allowed me to slowly forget about my Mexican culture. There came a point where I was ashamed of being Mexican. Being the oldest in my family, and a first-generation Mexican-American; early schooling was difficult due to language barriers. Since my parents only spoke Spanish at home, I didn't learn English until I started school. I could not understand what was being taught, which lead me to fall behind. I had to stay after school, every day for a year to improve my English, because I couldn't read at the same level as my peers. I was ashamed of who I was. I could not communicate with others around me. I was treated differently by being excluded from friend groups, clubs, events, etc. I eventually got to the same level as all my peers and was able to start excelling academically. While trying to fit in with a new group of friends I lost a part of my identity. I did not need to be ashamed of who I really was in order to be accepted. Last summer I attended a week long program at the University of Washington called "Dare to Dream". Being a part of this program made me realize I should not be ashamed of where I come from. I met people with similar backgrounds that have come from working in the fields like my family and I. I realized it wasn't necessary to push my culture and roots aside. I understood that I could be proud of who I was, and where I come from and achieve even more by embracing who I am. I wanted the same life my friends had without being associated with working in the fields. I did not want to be seen as the kid who worked in the fields with his parents. But now I understand that this profession is dignified and I’m proud that my parents were able to provide for my family with that arduous job. By attending college, I know I will have taken advantage of all the opportunities that have been presented to me. There have been a lot of barriers I have had to overcome in order to be proud of my heritage, but doing so has only made me stronger and more driven to be proud of where I come from. This is now my motivation to work hard to reach my goals. My parents, like many before them, came to United States in search for a better life for their family. I am determined to be successful, because I not only carry my own, but also my parents dreams and wishes. They have worked so hard to give me a chance at a better life and I believe it’s time for me start to give back to them by showing them that all their sacrifices were not in vain. As of the end of March 2017, Eric has been accepted to CWU, WWU, and WSU. He will decide where he is going by May 1st. So far it is a draw on which university he will attend. He said he hopes to someday have a job like Nallely's working for a school district "helping kids just like me." nwesd.org | (360) 299-4000

"There have been a lot of barriers I have had to overcome in order to be proud of my heritage, but doing so has only made me stronger and more driven to be proud of where I come from." - Senior student Eric San Juan

ACEs and Trauma-informed Practices A Game Changer

As teachers, administrative staff, and student support personnel, we know that a significant number of angry, depressed, addicted, and sometimes suicidal students are walking the halls of our schools. These youth are dealing with multiple traumas in their life, struggling to cope in an environment that requires maintaining control. Understanding how to engage these students in a healthy, positive way has become critical. Starting in 1995, Kaiser Permanente began a major study of childhood trauma. The study, which popularized the concept of Adverse Childhood Experiences (ACEs), was based on surveying over 13,000 members of the large HMO. Researchers found that a staggering 44 percent of respondents reported suffering sexual, physical, or psychological abuse as children, and 12.5 percent reported having a mother who had been treated violently1. Over the past decade, numerous studies have confirmed these percentages. The link between repeated ACEs and diminished classroom success is now well established. In schools and classrooms all over the country, educators are beginning to screen for ACEs and are trying to come to grips with how to be sensitive to the fallout from these experiences, both in their teaching practices and in exercising classroom discipline. Nationally, ACEs research has led to a trend in legislation and juvenile justice practices toward approaching young people in ways that break dramatically from the past. The challenge of modifying approaches to discipline in order to avoid creating further trauma in the lives of these young people has led to decriminalizing many activities that formerly led to incarceration. Interventions that include rehabilitation, family services, mental health referrals, and restorative justice are rapidly becoming the norm in juvenile justice. Schools are being challenged, often through legislative mandate, to join this trend toward non-punitive solutions. Here in Washington, during the 2016 legislative session, two pieces of legislation, HB 2449 (relating to truancy) and HB 1541 (relating to discipline), drove this message home to our school districts in a dramatic way. Thanks to ACEs, change is in the air; schools face an avalanche of initiatives centered on trauma-informed practices. School districts find themselves exploring creative procedures and interventions, and implementing evidenced-based social-emotional learning (SEL) programs like Positive Behavioral Intervention & Supports (PBIS). Systemic approaches to bullying, like the evidenced based OLWEUS Bullying Prevention Program, offer hope for schools struggling with this ongoing issue. Additionally, the enormous barriers and overwhelming stress our educators face has led to a resurgence of interest in the OSPI initiative known as Compassionate Schools. The impact of ACEs on student behaviors should not be underestimated; we have become increasingly concerned about school safety. Interventions based on trauma-informed practices change the way we approach disruptive and self-defeating behaviors. Increasingly, schools and their districts are using approaches based on tiered interventions. Many studies point to the effectiveness of these early interventions that interrupt the pathways to disruptive or violent behaviors. While the simple approach of investigating, documenting, and providing effective interventions for behaviors seems obvious, for many schools this approach requires a shift; learning to adjust from “reacting” to behaviors, with traditional

18 | Education Connection, Summer 2017

forms of discipline, to “understanding and responding” to the underlying drivers of these behaviors. The film Paper Tigers focuses on an alternative school in Walla Walla where ACEs became the central theme for dealing with a population of at-risk students. From teaching students to understand their own challenges resulting from adverse experiences to training staff how to be aware and sensitive to these challenges, the film documents the trials and successes experienced by everyone. For many educators, viewing this film completely changed the way they look at their school community. The need for trauma-informed practices in our schools is clear, but where to begin? Child development psychologists Masten and Coatsworth identified three key factors common to all competent children: 1. A strong parent-child relationship, or, when such a relationship is not available, a surrogate caregiving figure who serves a mentoring role; 2. Good cognitive skills, which predict academic success and lead to rule-abiding behavior; and 3. The ability to self-regulate attention, emotions, and behaviors 2 These findings led to the development of the Attachment, Regulation, and Competency (ARC) model – building secure attachments between child and caregiver(s); enhancing selfregulatory capacities, and increasing competencies across multiple domains. Translating the ARC model into actions means schools must: • Partner with families and strengthen traumatized children’s relationships with adults in and out of school; • Help children to modulate and self-regulate their emotions and behaviors; and • Enable children to develop their academic potential. 1 In the book, Helping Traumatized Children Learn1, the authors suggest a flexible framework for implementing trauma-informed practices in any school community. The framework encourages evaluating each of the following six key elements from a traumasensitive perspective: • • • • • •

school-wide infrastructure and culture; staff training; linking with mental health professionals; academic instruction for traumatized children; non-academic strategies; and school policies, procedures, and protocols

Obviously, this is a major paradigm shift. Here at the NWESD, we are committed to providing strong support to districts and schools as they move forward with trauma-informed approaches to school culture, discipline, and classroom instruction. Please contact us and let us know your needs for training and support. 1. Helping Traumatized Children Learn 2. The development of competence in favorable and unfavorable environments. Lessons from research on successful children. Masten, AS & Coatsworth, J. Am Psychol. 1998 Feb; 53(2): 205-20.

nwesd.org | (360) 299-4000

For further information or questions, about ACEs and Trauma-informed Practices please contact: Jodie Desbiens Director of Behavioral Health & Prevention Services jdesbiens@nwesd.org | 360-299-4010

Mike Stamper Prevention Center Coordinator mstamper@nwesd.org | 360-299-4038

prevention workshops and classes register >> nwesd.gosignmeup.com Issues of Abuse for Educators Event ID: 31897

Youth Mental Health First Aid Training

This six-week on-line course will help educators develop skills in the identification of neglect, physical abuse, emotional abuse, sexual abuse, and sexual exploitation as well as substance use disorders and domestic violence in the home. Information about the impact of abuse on the behavior and learning abilities of students will be provided including the possible indicators of substance use, violence and youth suicide. Participants will develop strategies to identify students in need of support, implement basic intervention strategies within school and community systems, and comply with mandated reporting requirements. Meets state standards and certification/recertification requirements. Presenter: Corey Hodge Facilitator: Jane Morgan Clock Hours: 12 College Credits: Seattle Pacific University – 1 Credit Registration Fee: $150 Location: Online Course Dates: May 1, 2017 – June 9, 2017

Interested in learning more about ACEs? Watch our calendar at www.nwesd.org for updates on registration information for these upcoming summer trainings: Motivational Interviewing for Educators Workshop Trauma Informed Schools (ACEs, Resiliency, ISF) Signs of Suicide Gatekeeper Training PREPaRE Workshop 1 PREPaRE Workshop 2

Participants will learn how to: • Assess for risk of suicide or harm • Listen non-judgmentally • Give reassurance and information • Encourage appropriate professional help • Encourage self-help and other support strategies Target Audience: Teachers, coaches, counselors, school administrators, volunteers, and youth workers who work with middle school/high school-aged students, parents, and the general public Facilitator: Mia Troy Clock Hours: 8 Registration Fee: Free Location: Marysville School District Board Room Time: 8:00 AM – 5:00 PM

Coming up...

• • • • •

Youth Mental Health First Aid is a public education program that introduces participants to risk factors and warning signs of mental illnesses, builds understanding of their impact, and overviews common supports. This 8-hour course uses role-playing and simulations to demonstrate how to offer initial help in a mental health crisis and connect persons to the appropriate professional peer social and self-help care. The program also teaches the common risk factors and warning signs of specific types of illnesses like anxiety, depression, substance use, bipolar disorder, eating disorders, and schizophrenia. Sponsored by Project AWARE grant.

Event ID: 31890 Presenters: Erik Haakenson & Natalie Gustafson Date: May 13, 2017 Event ID: 31891 Presenters: Rebecca Ford & Madysen Pruss Date: June 20, 2017 Event ID: 31892 Presenters: Erik Haakenson & Mike Stamper Date: June 21, 2017

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Education Connection, Summer 2017 | 19

special programs workshops and classes Early Childhood SpEd/Early Intervention PLC Meeting Event ID: 31639 This Professional Learning Community (PLC) is designed toward further implementation of evidence-based practices in early childhood education. There are four PLCs per year. Each session will address objective 1, while also including instruction in one of the other objectives. Participants are encouraged to network and share their expertise/experiences with others. Objectives are: 1. Review Washington State’s Early Learning and Development Guidelines to formulate MAGs and data collection tools. 2. Review research/strategies to support parent participation. 3. Review strategies to support appropriate behavior/social skills. 4. Study strategies toward embedded SDI in settings with typically developing peers. Target audience: Early childhood and preschool providers and support. Presenter: Lara Cole Facilitator: Kristi Gunerius Registration Fee: Free Location: NWESD Date: May 23, 2017 Time: 9:00 AM – 12:00 PM

Engaging Challenging Conversations Event ID: 31953 Conflict is inevitable. It shows up whenever we challenge people and systems to change. The choices we make when faced with conflict determine whether it will be a negative or positive influence. Leaders often report that the ability to navigate conflict and facilitate challenging conversations determines personal and organizational success and is their greatest challenge. This interactive two-day seminar will introduce a framework for understanding the dynamics of difficult conversations along with strategies for improving personal and organizational effectiveness. This course is planned for teams, but individuals are welcome. Presenter: Greg Abell Facilitator: Kristi Gunerius Clock Hours: 12 Registration Fee: Free Location: NWESD Dates: May 8-9, 2017 Time: 9:00 AM – 3:30 PM __________________________________ PBIS Implementation Event ID: 32008 Expand your leadership skills and knowledge to develop a sustainable and effective multitiered system to support district- and schoolwide PBIS. Participants will:

• •

• • •

•

Identify key members to include in each stage of implementing PBIS. Identify and discuss critical questions to support selection of evidenceand research-based practices and interventions to fit the resources, strengths and needs of the population served. Locate and review evidence (district and school data) needed to define a goal/ success criterion. Identify classroom, school and district data to gather and include in measuring progress toward their identified goal. Identify and discuss data to inform on-going improvement cycles to use policy-to-practice and practice-policy feedback loops that support alignment of resources and efforts for sustainable implementation of PBIS. Sponsored by NWESD and University of Washington, Bothell

Target audience: Special education administrators, school leaders, and implementation teams. Presenter: Wendy Iwaszuk Facilitator: Kristi Gunerius Clock Hours: 6 Registration Fee: Free Location: NWESD Date: May 11, 2017 Time: 8:30 AM - 3:30 PM

ParaProfessional Assessment Testing The ParaProfessional Assessment for prospective and practicing paraprofessionals measures skills and knowledge in reading, mathematics, and writing, as well as the ability to apply those skills and knowledge to assist in classroom instruction. The test consists of 90 multiple-choice questions across three subject areas of reading, mathematics, and writing. Approximately two-thirds of the questions in each subject area focus on basic skills and knowledge and the remaining one-third of the questions focus on the application of those skills and knowledge in a classroom setting. All test questions are in English, delivered on a computer, and administered at NWESD from 9:00 AM to 12:00 PM on the following dates: Facilitator: Kristi Gunerius Clock Hours: 0 Registration Fee: $115 Location: NWESD Time: 9:00 AM – 12:00 PM

Event ID: 31754 Dates: • •

May 2, 2107 August 22, 2017

Event ID: 31967 Dates: • • • • • • • • • • •

September 14, 2017 October 19, 2017 November 16, 2017 December 14, 2017 January 11, 2018 February 8, 2018 March 8, 2018 April 12, 2018 May 10, 2018 June 14, 2018 August 9, 2018

Registration is online and space is limited to eight participants per session. Once registration is confirmed, participants will receive information on how to prepare for the assessment. 20 | Education Connection, Summer 2017

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Paraeducators Institute Event ID: 31963 Facilitator: Anita Garcia-Holzemer Registration Fee: $75 Location: Northwest Career & Technical Academy, Mount Vernon Dates: May 2, 2017 – May 30, 2017 Time: 4:00 PM – 6:00 PM

You may attend as many or as few of the sessions as you have interest or scheduling availability. The registration fee is $75 for one or five sessions. Each session will be two hours in length and will meet every Tuesday evening in May. All paraeducators are invited to participate in these professional learning opportunities covering a variety of topics. Come and build on your knowledge to help in your career. Session topics include the subjects of English Language Arts Comprehension Strategies, Science Strategies, Math Routines, Migrant Issues, Para and Teacher Roles in the classroom, Behavior Principles, and Autism 101.

May 2, 2017

May 16, 2017

May 30, 2017

Class 1: Questioning Strategies Presenter: Brian MacNevin As UW researcher Mark Windschitl says, student talking IS thinking. For students to engage in making meaning, to participate and contribute to the class, and to engage in managing their learning, they need opportunity and support in productive talk and discourse. This session will introduce some tools and strategies meant to help students engage in conversation for learning and unpack some contexts for student discourse.

Class 1: Mathematically Productive Instructional Routines Presenter: Mary Ellen Huggins Participants will review strategies that may be used with small groups of students to build number sense and access the Standards for Mathematical Practices. Some topics include: Number Talks, Ten Minute Talks, My Favorite kNOw, and the Clothesline Activity.

Class 2: Comprehension Strategies Toolkit (Gr K-2) Presenter: Kim Kellogg Are you looking for ways to help your students better understand what they have read? This session will provide you with a variety of easy-to-implement and effective strategies that support your students in comprehending both literary and informational texts.

Class 2: Autism 101: Current Research & Characteristics Presenter: Lara Cole Review of current research on the diagnosis/ prevalence of Autism Spectrum Disorders in the United States and associated learning strengths and challenges will be covered during this session.

Class 2: Basic Behavioral Principles: How We Tick Presenter: Lara Cole Many hear the term ABA and automatically think of table work with a single preschool student with autism. Did you know that Applied Behavior Principles are used every day, in every classroom, and in your day-to-day life? This workshop provides an overview of the basic principles and how they are used in general and special education classrooms and in daily life.

May 9, 2017 Class 1: Migrant 101: Basics of Migrant Education Presenter: Enrique Lopez Come learn the basics of migrant education and how it impacts students in the classroom. Class 2: Paraeducator and Teacher Roles: Complimentary, Yet Distinct Responsibilities Presenter: Lara Cole This session will examine the similarities and differences in teacher/para roles as well as strategies for effective team work in a variety of educational settings.

May 23, 2017 Class 1: Universal Design & Instructional Strategies to Support Participation for All Presenter: Lara Cole Basic strategies and differentiation to increase participation for all learners will be discussed in this session, as well as an overview of new developments in neuroscience and what it means to be a “typical” learner. Class 2: Comprehension Strategies Toolkit (Gr 3-8) Presenter: Kim Kellogg Are you looking for ways to help your students better understand what they have read? This session will provide you with a variety of easy-to-implement and effective strategies that support your students in comprehending both literary and informational texts. nwesd.org | (360) 299-4000

Education Connection, Summer 2017 | 21

teaching & learning workshops and classes Academic Language & Diverse Learners Event ID: 31962 Join author/presenter Gisela Ernst-Slavit as she examines academic language use in different content areas and effective strategies for diverse learners. This course will focus on the importance of academic language and its application across different content areas. Participants will make connections to the ELA, CCSS and NGSS as well as to language and content standards for English Learners. This is an interactive presentation with group activities, thinkpair-share, and short video clips. Participants will receive a copy of Gisela’s book, Academic Language in Diverse Classrooms: Definitions & Contexts. Presenter: Gisela Ernst-Slavit Facilitator: Jennifer Longchamps Clock Hours: 6 Registration Fee: $60 Location: NWESD Date: August 15, 2017 Time: 8:30 AM - 3:00 PM __________________________________ Close Reading: Digging Deeper Using Linked Text Sets Event ID: 32005 So your students are able to read a text closely, annotate the text, and answer textdependent questions. Now what? The ELA standards require that our students be able to “gather evidence from multiple print and digital sources” in order to “support analysis, reflection, and research.” Teaching with linked text sets is a perfect extension of close reading you can implement with your students. Linked text sets include a range of print and media including informational texts, picture books, literary passages, poetry, video clips, primary sources, music, and much more organized around a topic or theme. Participants will learn how planning instruction using linked text sets coupled with close analytical reading results in higher student engagement and deeper learning for students. Time will be provided for participants to create their own linked text set.

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Presenter: Kim Kellogg Facilitator: Anita Garcia-Holzemer Clock Hours: 5 Registration Fee: $25 Location: NWESD Date(s): July 31, 2017 Time: 9:00 AM - 3:00 PM __________________________________ Code.org K-5 Computer Science Fundamentals Participants will learn how to teach computer science skills such as critical thinking, logic, persistence and creativity in problem-solving aligned to all subject areas. Computer science and computational thinking skills will be addressed through hands-on “unplugged” and online activities, including computer programming and coding. Skills of a computer scientist through the computational thinking practices of creativity, collaboration, communication, persistence and problem solving will be emphasized. Computer science themes of algorithms, data, abstraction, computing practice and programming, computers and communication devices, and community, global and ethical impacts. Curriculum provided by Code.org aligns to the CSTA Computer Science Standards with multiple connections to content standards in ELA, Mathematics and Science. Please bring an electronic device on par with a laptop computer from which you can comfortably read and access internet resources. Presenter: Kathy White Facilitator: Nancy Menard Clock Hours: 6 Registration Fee: Free Location: NWESD Time: 8:30 AM - 3:30 PM Event ID: 31965-STEM Date: June 22, 2017 Event ID: 31966-STEM Date: August 14, 2017 __________________________________

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Concept-based Curriculum & Instruction Event ID: 32010 In this highly interactive session for K-12 teachers, Mischelle Darragh will challenge your mind as she contrasts a threedimensional concept-based instruction model with the two-dimensional coverage model. Participants will see and discuss how a teacher can use the three-dimensional concept-based model and learn specific practical instructional strategies that engage the hearts and minds of students. On day two, participants will expand their understanding of the conceptual level of knowledge, thinking, and understanding through learning the key components in developing a concept-based unit of study. Participants will view examples of threedimensional units across contents and be guided in developing a collaborative unit of study. Presenter: Mischelle Darragh Facilitator: Anita Garcia-Holzemer Clock Hours: 12 Registration Fee: $175 Location: NWESD Dates: August 8 - 9, 2017 Time: 8:30 AM - 3:30 PM __________________________________ Creative Coding: Introduction to Scratch Grade 3+ With Scratch, you can program using coding blocks to create projects that demonstrate learning, interactive stories, games, art, music, animations, simulations, illustrations, and digital media. Build confidence and enrich the subject areas of language arts, science, social studies, math, computer science, foreign languages, and the arts. Share your creations with others through your classroom community/ teacher dashboard, allowing students to share/publish/learn and comment on other student projects. Explore projects in all subjects that have already been created, then learn from others by looking inside at their code, (remix) play with the code and make it your own.

Presenter: Kathy White Facilitator: Nancy Menard Clock Hours: 4 Registration Fee: $60 Location: NWESD Time: 8:30 AM - 12:30 PM Event ID: 32026-STEM Date: June 28, 2017 Event ID: 32031-STEM Date: August 3, 2017 __________________________________ Creative Coding: Introduction to Scratch Jr. - Grades P-2 This is a fun, playful and developmentally appropriate way to engage your youngest students, encouraging them to create using colorful coding blocks to build confidence and share their ideas (no reading required). Innovative projects and training empower pre-school and primary educators to teach coding within existing lesson time and without prior experience. Use songs, jokes, stories, and rhymes as learning tools then provide time for students to create projects that demonstrate learning, interactive stories, games, art, music, animations, illustrations, and digital media including the ability to record their own voices in their projects. Presenter: Kathy White Facilitator: Nancy Menard Clock Hours: 3 Registration Fee: $50 Location: NWESD Time: 1:00 PM - 4:00 PM Event ID: 32029-STEM Date: June 28, 2017 Event ID: 32030-STEM Date: August 3, 2017 __________________________________

Deep Dive Into the Next Generation Science Standards Understand the architecture and development of the Next Generation Science Standards (NGSS). Learn about the connections between the Washington State Science Standards and the NGSS and develop a deeper understanding of the specific standards for your grade level. Increase your understanding of the Washington State implementation timeline for the NGSS and consider key instructional shifts for these new standards. Presenter: Brian MacNevin Facilitator: Nancy Menard Clock Hours: 6 Registration Fee: Free Location: NWESD Time: 8:30 AM - 3:30 PM Event ID: 31689 Date: June 20, 2017 Event ID: 31690 Date: July 25, 2017 __________________________________ Incorporating Art into the Core Curriculum Event ID: 32003 During this three-day workshop held at the North Fork Studio in Edison, students will explore how the art elements and principles of design are pertinent to Common Core State Standards. Through hands-on projects incorporating a variety of arts materials and practice in Visual Thinking Strategies, students will discover how the arts can enliven and enrich learning for the benefit of students. A $15 materials fee is required to be paid to the presenter at the first class session. Presenter: Christine Wardenburg Skinner Facilitator: Anita Garcia-Holzemer Clock Hours: 15 Registration Fee: $185 Location: North Fork Studio, Edison Dates: July 18 - 20, 2017 Time: 9:00 AM - 3:00 PM __________________________________ nwesd.org | (360) 299-4000

Making Content Accessible for All Learners Event ID: 32002 This course is designed to give classroom teachers the knowledge and tools needed to make content accessible for diverse learners in the classroom. During day one of this course, participants will learn about the language proficiency levels of ELL students and the implications for teaching and learning, as well as strategies for building academic vocabulary. Day two will focus on strategies and tools to increase student engagement. Participants will walk away with concrete strategies that work not only for ELLs, but for all students who need additional support in rigorous content classrooms. Presenter: Katie Brown Facilitator: Anita Garcia-Holzemer Clock Hours: 11 Registration Fee: $150 Location: NWESD Dates: August 1 - 2, 2017 Time: 9:00 AM - 3:30 PM __________________________________ Mathematics Menu of Best Practices Event ID: 32016 The Math Menu offers several best practices for all students as aligned with the Washington State Kâ&#x20AC;&#x201C;12 Learning Standards for Mathematics and the National Council of Teachers of Mathematics. These practices are considered best practice for core instruction as well as intervention groups. This one-day professional learning experience will provide an opportunity for educators to become familiar with the menu. Participants will spend time thinking critically about the menu and how to best implement these high-leverage practices. Target Audience: Grades K-8 Presenter: Mary Ellen Huggins Facilitator: Nancy Menard Clock Hours: 6 Registration Fee: Free Location: NWESD Date: August 1, 2017 Time: 8:30 AM - 3:30 PM __________________________________ Education Connection, Summer 2017 | 23

teaching & learning workshops and classes Number Talks Institute with Mathematics Education Collaborative Event ID: 31984 Numerical reasoning is the foundation for success in algebra and beyond. Through Number Talks, students develop deep understandings of the number system, number relationships, and operations. Learn how to make Number Talks a vibrant and essential part of your everyday classroom practice. Teachers will: • Deepen their mathematical understandings. • Sequence problems to help build important concepts and properties over time. • Experience a learning environment that embodies the Common Core State Standards for Mathematical Practice. • Learn ways to support and challenge all learners without labeling or grouping. Target Audience: Grades 4-12 Math Teachers Presenter: Cathy Humphries Facilitator: Nancy Menard Clock Hours: 13 Registration Fee: $310 Location: NWESD Dates: June 28 - 29, 2017 Time: 8:30 AM - 4:00 PM __________________________________ Number Talks: Thinking with Numbers Grades 3-5 Event ID: 31989 During this two-day course, teachers learn to help students acquire competence in computation using visual models and number relationships to build number sense and to develop numerically powerful strategies that make sense to students. Students work with numbers using strategies that are simple, yet meaningful and powerful. Teachers see these methods modeled as they observe children solving problems during Number Talks. Course time is also devoted to helping teachers strengthen their own understanding of mathematics. 24 | Education Connection, Summer 2017

Participants will receive a copy of Getting Started with Number Talks: A Number Talks Course Book for Grades 3-5 Classroom Teachers by Kathy Richardson and Cathy Young. Presenter: Kathy Richardson Facilitator: Nancy Menard Clock Hours: 12 Registration Fee: $240 Location: NWESD Dates: August 3 - 4, 2017 Time: 8:30 AM - 3:30 PM __________________________________ Ratio and Proportional Thinking Event ID: 31995 Ratios and Proportional Relationships is a major focus of middle school mathematics. The conceptual understanding students develop as they move from their understanding of fractions to making sense of ratio and proportions is an integral part of their mathematics in high school and beyond. Participants will become familiar with ratios and proportional thinking through the use of tape diagrams, ratio tables, double number lines, scaling, and percentages. Connections will be made between grade 6 and 7 Ratios and Proportional Relationships and grade 8 Functions. Those attending will have time to plan a Ratio and Proportional task for their students to use in the upcoming school year. Presenter: Mary Ellen Huggins Facilitator: Nancy Menard Clock Hours: 12 Registration Fee: Free Location: NWESD Dates: July 11 - 12, 2017 Time: 8:30 AM - 3:30 PM __________________________________

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Engaging Student Focus and Thinking Event ID: 32022 In this course, you will experience lively approaches to engage students with research-based classic and novel brainbased strategies that capture student focus and result in commitment to learn and enjoyment of learning. Seven different strategies for prompting student thinking will be presented and explored for their transfer to your classroom. Learn ways to signal your thinking skills emphasis. Discover ways to link Intelligent Behaviors to school work, explore teaching models that promote both critical and creative thinking, and develop methods for increasing student responsibility and leadership. This is a course for all teachers of all grade levels, including those working as a substitute or with a wide range of students. A $15 materials fee is required to be paid to the presenter at the first class session. Presenter: Mary Ann Johnson Facilitator: Anita Garcia-Holzemer Clock Hours: 30 Registration Fee: $355 Location: Everett Community Resource Center Date: July 24-28, 2017 Time: 8:30 AM - 3:30 PM __________________________________ Reading Foundational Skills: Strategies to Support Struggling Readers Gr 2-5 Event ID: 32006 How can we better support our elementary students who have difficulty reading accurately and fluently? The Reading Foundational Skills standards address the areas of phonological awareness, phonics and decoding, and fluency, which are critical for students to comprehend what they have read. This session will focus on instructional strategies to use as interventions with students who face challenges in these areas. Emphasis will be on high-leverage strategies that are effective, engaging, and widely applicable across texts. Participants will leave with resources they can immediately use in the classroom.

Presenter: Kim Kellogg Facilitator: Anita Garcia-Holzemer Clock Hours: 5 Registration Fee: $25 Location: NWESD Date: July 27, 2017 Time: 9:00 AM - 3:00 PM __________________________________ Writing for Deep Learning Event ID: 32011 Writing--perhaps now more than ever-is a crucial component of educating and preparing all students for deeper learning. Writing for Deep Learning focuses on four fundamental, transferable tenets of writing and explores how leveraging those tenets provides clear paths to creativity, communication, citizenship, critical thinking, character, and collaboration. Participants will engage in writing and reflection about their own practice. They will participate in teaching modules designed around core principles regarding transferable, adaptable writing concepts. This four-day course will help participants develop and embed sound writing strategies into new or existing curriculum. As well, attendees will explore rationale and methods to respond to student writing.

UW-CEL 5D+ Version 3 - What’s New & What’s Not Event ID: 31994 TPEP Version 3 of UW-CEL’s 5+ Teacher Evaluation Rubric was available in 201617 but becomes the official version for all districts using the UW-CEL 5D+ Framework in 2017-18. This session offers a face-to-face orientation to the new version, with opportunities for clarifying questions and interaction with colleagues to address local questions and issues related to the transition. It will include how and why the rubric was revised, what has not changed, and where to find the components you have been using for individual and school/district areas of focus. Participants will leave with a fully annotated copy of the new rubric and the instructional framework ready for use. Presenter: Edie Holcomb Facilitator: Jennifer Longchamps Clock Hours: 6 Registration Fee: Free Location: NWESD Date: June 27, 2017 Time: 8:30 AM - 3:30 PM __________________________________

Visual Literacy Event ID: 32004 A week of art-inspired activities will make connections with core curriculum. Learn the principles of visual composition to decode picture books, create handmade books, graph science observations, map steps to explain life cycle, use math vocabulary common to art, and explore art from an endangered culture. Ways to use art media will be taught each day including clay, watercolors, printmaking, and drawing. The final day includes Visual Thinking Strategies lessons at the Museum of Northwest Art in La Conner. Use art to help students acquire core knowledge, connect across disciplines, and relate what they learn to life. Class assignments will provide opportunities to use art media and teaching techniques appropriate for classroom settings K to 12th grades. Presenters: Nicolette Harrington & Christine Wardenburg-Skinner Facilitator: Anita Garcia-Holzemer Clock Hours: 30 Registration Fee: $355 Location: Wingshadow Studios, LaConner Dates: August 7 - 11, 2017 Time: 8:30 AM - 3:30 PM

August 17 – 18, 2017 at NWESD; September 9 & October 14, 2017 at Burlington-Edison School District. Participants must attend all four sessions. Presenters: Jeremy Voigt & Jennifer Bradbury Facilitator: Anita Garcia-Holzemer Clock Hours: 24 Registration Fee: $375 Location: NWESD and Burlington-Edison School District Dates: August 17, August 18, September 9, & October 14, 2017 Time: 8:30 AM - 3:30 PM __________________________________

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Education Connection, Summer 2017 | 25

Northwest Educational Service District (NWESD) Course Registration Form Online: Register online at www.nwesd.org with a purchase order or credit card. Mail-in: Mail registration form with check (payable to NWESD), purchase order, or credit card information to NWESD, 1601 R Avenue, Anacortes, WA 98221. Fax: Fax registration form with purchase order or credit card information to 360-299-4070. Register early - class sizes are limited. Classes not meeting minimum enrollment may be canceled. Cancellations must be received in writing no later than two working days prior to the course to receive refund. A $20 administrative fee will be assessed. Clock hours and college credit are available if indicated under individual course descriptions. Payment and application for clock hours and college credit will occur at the end of the course session. Please do not send payment for clock hours or college credit with registration. For registration information/assistance call 360-299-4043 or email registrar@nwesd.org.

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board of directors Charles Crabtree District 1 Bellingham, Meridian Dr. Jack Thompson District 2 Blaine, Ferndale, Lopez Island, Lynden, Mount Baker, Nooksack Valley, Orcas Island, San Juan Island, Shaw Island Mark Venn District 3 Anacortes, Burlington-Edison, Concrete, Conway, Darrington, La Conner, Mount Vernon, Sedro-Woolley Claudia Talmadge District 4 Coupeville, Lakewood, Mukilteo, Oak Harbor, South Whidbey, StanwoodCamano Dr. Alan Erickson District 5 Everett

Educational Service Districts have served Washington State for more than forty years, providing vital services and functioning as advocates for local districts. Northwest Educational Service District (NWESD) serves Whatcom, Skagit, Snohomish, Island, and San Juan counties. NWESDâ&#x20AC;&#x2122;s more than fifty programs are organized into seven departments to serve you: Administration, Early Learning, Fiscal Services, Prevention Center, Special Programs and Services, Teaching and Learning, and Technology Services. Please visit us on our website at nwesd.org for more information on each of these departments.

NWESD Mission

Together We Canâ&#x20AC;Ś provide leadership and cooperative services to our educational communities in support of their efforts to increase the number of students meeting state and local standards.

Clock Hours

For assistance with clock hours, please contact Kristine Juhl at kjuhl@nwesd.org or call her directly at 360-299-4057.

Joel Thaut District 6 Arlington, Granite Falls, Index, Marysville, Sultan Claudia Buxton District 7 Edmonds, Mukilteo

Classes not meeting minimum enrollment may be cancelled.

2015-2016 Annual Report

Gordon W. Griggs District 8 Edmonds, Mukilteo

Merle Kirkley District 9 Lake Stevens, Monroe, Snohomish

We are pleased to present the NWESD's 2015-2016 Annual Report. Read about the year in review and learn more about our philosophy, mission, student and teacher data, and stories from our region. View online >> www.nwesd.org/annualreportdata15-16

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Education Connection, Summer 2017 | 27

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1601 R Avenue Anacortes, WA 98221 Ph. 360-299-4000 Fx. 360-299-4070 www.NWESD.org