Success Stories
Great things are happening in Seattle Public Schools. Be inspired by stories of
teachers, students, and community members who are contributing to the success
of our schools. If there's a great success story in our school district that
you think we should add, be sure to let us know!
The Charles Simonyi Fund for Arts and Sciences has awarded Alliance for Education a $643,000 two-year grant to support and expand the highly regarded Inquiry Science program in Seattle Public Schools. The grant was announced by Susan Hutchison, Executive Director of the Simonyi Fund. "By making this investment in Seattle Public Schools??? nationally recognized inquiry science program, we hope to encourage others to step forward and support our public school students in Seattle,"said Hutchison. "Everybody—students, our community, and the region—benefits from a well-educated and highly-skilled future workforce." The gift will be used to advance the district's goal of access to excellence in K-12 science education through high quality, inquiry-based science teaching and learning for all students.
In Inquiry Science, students learn about science by doing science. Inquiry methods are noteworthy because they create enthusiasm and increased achievement in science among children of all racial, ethnic, and economic backgrounds. Through support for professional development, updated curricula, and science-inquiry materials, the Simonyi grant will bring the significant benefits of inquiry science to all students in the Seattle Public Schools.
The Simonyi Fund distributes funds exclusively to organizations that demonstrate excellence in arts and sciences. It was established by Dr. Charles Simonyi, who was the chief architect of Microsoft Word, Excel, Multiplan and other software applications.
A Focus on Literacy
More than 1,700 educators in over 90 schools are working toward using
common strategies and skills to improve student literacy in Seattle Public
Schools. The Literacy Initiative is a K-12 intensive research-based training
program reinforced with onsite classroom coaching visits. "This program
enriched my classroom practice," says Gerardine Carroll, a language arts
teacher at Chief Sealth High School. "But, the real power goes beyond what's
happening in my classroom. Across classes, grades and schools, teachers are
using common strategies and common language around literacy instruction.
Students see these patterns and that reinforces their learning. Thinking maps,
for example, are a visual tool which students use to connect their ideas to
paper, step-by-step, in the reading and writing process. These maps can be used
in math or social studies classes, in third grade or tenth grade. The more
students use such tools consistently over time, the more their competence,
engagement, and confidence in their learning grows."
Classroom-tested strategies are based on the latest research about brain
functioning, the relationship between learning and thinking, the impact of
cultural connections on improving learning, and the importance of language
skills in developing competence in reading comprehension and writing. The
Literacy Initiative, launched in 2000, is sustained through public funds and
private contributions from The Boeing Company through Alliance for Education.
An extensive analysis of data completed in December 2002 shows that teachers'
consistent use of Literacy Initiative strategies has contributed to increasing
reading scores for students at all levels on the state's WASL test.
Smaller Learning Communities Hold Promise
There is growing evidence which suggests that the establishment of smaller
learning communities in high schools holds promise for improving the academic
performance of our nations' youth. Smaller groups of students and teachers
allow for flexible approaches to teaching and learning. Smaller learning
communities can also increase teachers' ability to know and meet students'
individual and unique learning needs.
Kevin Barth is a science teacher in the Environmental Sciences Academy, a small
learning community at West Seattle High School. He shares some insights about
the community's involvement with the academy—
"In thinking about the impact of extending learning outside the classroom
walls, I anticipated seeing benefits for my students—for example, meeting
professionals in the environmental sciences, doing research in the field and
presenting work to knowledgeable and interested experts. What's been more
surprising is how I've looked at how I teach in new ways by having more shared
experience with my kids in the real-world settings. I have more knowledge about
what interests them and more context for creating relevance in their
classroom-based learning. Also, the support and the investment of the community
has been energizing. This community presence in schools is a powerful tool. The
academy and the community share responsibility for the progress that we're
making around student's learning."
Alliance for Education encourages small learning communities through advocacy
for supportive policies, securing funding (more than $3 million since 2002) and
connecting hundreds of volunteers who provide expertise and the kind of
community-based learning experienced by Kevin's students.
The Faces of Cleveland High
There's a new sense of pride and belonging among students and staff at
Cleveland High School. Inspired by the new skills she gained from the
Technology Infusion in Small Schools (TISS) project, teacher Rebbecah Emanuel
helped her students develop a multimedia background for a "previously bland"
choral presentation. The kids took the digital photos, chose the music, and put
it all together in a slide show that portrays Cleveland's diversity, creates a
sense of community and brings tears to most adults' eyes.
Emanuel was initially uncertain of the TISS project's benefits, but she agreed
to participate so she could learn to use the "cool" technology tools. She now
believes so strongly in the power of technology as a student engagement and
teaching tool that she is working on her Masters degree in technology
education.
TISS was developed at Cleveland and funded by the Paul G. Allen Foundation to
explore how technology can be applied and leveraged with other systemic reform
initiatives (e.g., smaller, personalized learning communities) to increase
student achievement by increasing teacher productivity and effectiveness and
enhancing communication among students, parents and teachers. It pays for
teacher training and technology supplies (e.g., digital cameras and software)
and provides an innovative model for teacher collaboration and peer support.
Cleveland High School is a south-end school that over the years has struggled
with issues of low student achievement and high teacher turnover. Since 2003,
the high school has been divided into smaller themed schools designed to foster
more personalization, relevance and achievement. These are essential
ingredients for school improvement.
Alliance for Education played a lead role in developing the project and funding
proposal, serves as the fiscal manager and shares in the project oversight. The
Alliance supports other technology-related reform initiatives at Cleveland,
including the InfoTech Academy.
New Graduation Requirements Await Class of 2008
Parents of students enrolled at Chief Sealth and West Seattle High Schools,
as well as the parents of several local middle schoolers, attended the High
School Graduation Requirements Forum. The forum educated parents about the
important role they play in supporting their children as they pursue the much
tougher graduation standards for the Class of 2008 and beyond. The event was
sponsored by Alliance for Education, Partnership for Learning, the Seattle
Chapter PTSA and the Office of the Superintendent of Public Instruction.
Alliance for Education's public engagement efforts have moved from
district-wide initiatives, to more localized responses to address emerging
challenges faced by principals, teachers, students and communities. The
principals of Chief Sealth and West Seattle High Schools identified the lack of
understanding by parents of the new graduation requirements as one of the major
issues that they faced. This public forum was designed to respond to such
issues. Attendees learned the rationale for the tougher academic standards,
supports their schools have developed to raise academic achievement, and the
crucial role that parents must play in ensuring their student's success.
The Alliance for Education is partnering with other groups to hold similar
forums on High School Graduation Requirements and other topics of interest in
other Seattle neighborhoods.