hawthorne cas app

7/31/2019 Hawthorne CAS App

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Improvement Grant. We would begin implementation of our STEAM program in September 2013. The 2012- 13 school yea

will be used as the planning year for STEAM as we transition out of the SIG grant.

2. Give an Overview of your Creative Approach School Design:

Please refer to the definition, criteria, and process handout.

Our STEAM program design supports our mission of creating Powerful Teaching and Learning experiences that will

prepare our students with the knowledge, skills and personal characteristics that will allow them to be more thoughtful

productive, innovative citizens in a global sustainable world. The Science, Technology, Engineering, Arts, and Mathematics

focus at Hawthorne expands on our original math, literacy arts and science focus of the school by more clearly articulatingthe scope of the foundation, development, and opportunities we provide for our students. Focusing on standards -basededucation curriculum and content area integrated instruction, student learning is enriched and deepened with STEAMexperiences during and beyond the school day. Students are provided an array of opportunities to take what they

learn from content area instruction and apply it through project based learning and enrichment programs supported bPowerful Schools and CDSA after school programs. Application also occurs in the classrooms where teachers fullyintegrate technology in instruction. Students have tools to access their learning using laptops, ipads, document cameraand 3D projectors. Our outdoor garden area also serves as an environmental science classroom. Real world mentors i

the science, arts, and engineering fields will support student learning and instruction in the classroom. This focus servto create a K-12 pathway connection in the southeast region that connects our elementary school to the math/arts focuat Mercer and prepares students for the STEM program at Cleveland High School.

3. Creative Approach characteristics:Please give explicit detail and elements of your design plan.


Hawthorne has developed a strong community school where students, staff, family, and community partners are highlyengaged in preparing our students today for the global future. Our school staff is focused on delivering a 21st centuryhigh quality standards-based education to every child, every day. Our students will receive equitable access to a viablecurriculum in all content areas, and will become adept in the most current technology supporting learning, instructionand critical thinking. They will also receive educational and social opportunities to learn and demonstrate successfulproblem solving and critical thinking skills that support both their academic work and the development of positive andproductive relationships with their fellow students, their teachers, their families and the broader community.

Highlights of our Steam program will include:

SMART Boards, Digital Cameras, and 3D projectors in every classroom A character education program based on Positive Behavior Intervention Support Science Enrichment Class to extend learning opportunities throughout the day Excellent instruction in the arts from award-winning teachers Dedicated weekly technology/computer lab time at every grade level PK-5 Outdoor Science Classroom where Environmental Education is hands-on and inquiry-based MultiArts Integration Organizational structures which support teachers in having data-informed conversations about learning and

instruction as it directly relates to student achievement and well-being Collaboration with staff and students of Mercer Middle School and Cleveland High School Stem program Mathematicians and scientists in residence who share state-of-the-art learning and best practice with our

students Community learning partners including The University of Washington, Powerful Schools, Community Day

School Association and Emerald City Rotary.


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4. Parent and Community Involvement: (Please refer to the definition, criteria, and process handout.) How are

parents and community members involved in the development of this plan? Be sure you are explicit; broad

participation of family and community, how staff, families and community members will collaborate with each other

in the design of the program and monitoring of its success, and how staff will collaborate with each other to identify

the leadership and governance of the school.

As a SIG School, Hawthorne had already convened a program design team to work in collaboration with the Leadership team

staff and school community to implement our integrated Multi Arts focused program as a part of our School Improvement

work. This team is composed of staff, parents community partners and district representatives who provide input on program

design and present this information to staff. Our structure for decision making involves presenting design proposals to

building leadership team and staff for review and input. We then use our decision making matrix to ensure that all voices are

heard and collaborative process is in place. In preparation for the 2012-13 school year, Hawthornes Program Design Team

held meetings in the months February and March to discuss successful elements of our current instructional program design

maintain and grow as we transition from the School Improvement Grant. These discussions lead to the development of a

STEAM focused program that would integrate science, technology, engineering, arts and mathematics curriculum allowing

students to demonstrate knowledge of content area skills through project based learning. Our PTA, Friends of Hawthorne,

conducted a parent survey to provide input in the design process. We also gathered input from staff, students, community

based organizations and the business sector. A draft proposal of the STEAM program and a Declaration of Intent to

apply for Creative Approach School status was vetted to staff in May 2012 with the approval to move forward.

On September 28th the Design Team committee composed of Hawthorne staff, FOH members community partners

such as powerful schools, University of Washington worked on completing the proposal at a Design Team meeting.

A final rough draft of the proposal will be made available to staff and parents for review prior to final submittal to th

district on October 15th.

What partnerships, if any, will you anticipate developing to support your Creative Approach School?

The following partners will be involved in the process and provide support for the STEAM program at Hawthorne

Powerful Schools

Community Day School

Emerald City Rotary

Microsoft

Southeast Coalition All Fives In Five

Seattle School District Family and Community Partnerships

OSPI Arts Program


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University of Washington

National Science Foundation

Collaboration with Mercer Middle School and Cleveland High School

Expeditionary Learning

The following questions are for the Full Application Process


5. Curriculum, Instruction, and Assessment are critical elements to the success of every school as it relates to

student academic growth and closing the opportunity gap:A.Please describe the essential elements of your instructional model and how it sets high expectations for what

students should know and be able to do across grade levels and subject areas? Please include how different student

learning styles will be addressed and different teacher instructional styles will be implemented?

Our goal at Hawthorne is to ensure that our students are prepared with the tools at elementary that will enable them t

be successful students high school graduates ready for college, careers and life in the 21st century. To this end ourinstructional program and course work will reflect a focus reflect a focus on 21st century skills such as critical

thinking, communications, collaboration, initiative and selfdirection. Student work will be embedded in real world

problems. This will allows students to apply their content knowledge and skills way that is relevant, has personal

significance and real world application. STEAM instruction will address the diverse learning styles of Hawthorne

students, allowing for instructional concepts to be presented in multiple ways (kinesthetic, visual, musical, auditory)and integrated across curricular subjects to deepen learning and understanding. Community partners, higher educatio

, local businesses and STEM based organizations will serve in collaboration with Hawthorne staff to provide

expeditionary experiences and residency instruction for our students. To prepare for STEAM program implementatioseveral staff attended an Expeditionary Learning workshop to learn how to create structures that foster high levels of

student engagement and provide supportive learning environments for project based learning. These classrooms will

serve as pilot/demonstration classrooms during the 2012-13 school year. Student projects in these classrooms willfocus on environmental science, robotics and Art /Science integration.

6. Evidence, Research, or Rational: What evidence, research, or rational will be implemented that will

serve as the foundation of the design of your school, to ensure you are effectively raising student achievement, and

closing the achievement gap?

Hawthorne Elementary was awarded the 3 year School Improvement Grant (SIG) in 2010. With these funds

we embarked upon a strategic plan to improve achievement for all students at Hawthorne by implementing a program

that infused the Arts and technology in the core curriculum to improve academic achievement and student

engagement. We have made strong progress towards achieving these goals, as evidenced by growth increases in ma

and reading scores as evidenced by MAP assessments and MSP assessments scores in reading. Our achievements ga


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over the past 2years have provided us with the strong desire to continue this transformation with the goal of

Hawthorne a model among Seattle schools in the Southeast region and begin the creation of a K12 pathway that will

serve to prepare young children for the next stages of public school education. The goals of this integrated STEAM

program are to propel each child towards a successful career at middle and high school, and beyond that prepare them

for the new economy where technical and higher education are required for success.

The National Science Foundation are finding that the arts help young people stimulate "the development of

21st Century creativity skills and innovative processes" is exceptional, and it sends the signal that this is what

America's schools are most in need of. NSF funded the Art of Science Learning last year to produce three conference

-- in Washington, D.C., Chicago, Illinois and San Diego, California to look at what business, education, and

communities across the United States were doing to merge the "two cultures" of art and science. In the process,

Harvey Seifter, head of the project and founder of the Art of Science Learning firm, explored a framework for

sparking creativity and innovation in our schools, our workplaces and in our nation; a proposal that the NSF might

find attractive to underwrite. Developing the Habits of Mind and the 21st Century Skills and Common Core

Standards of: collaboration, co-operation, self-confidence, character building, exhibition skills, public speaking,

presentation, observation, concentration, focus, articulation and critical thinking are all in the forefront of educationa

reform. Richard J. Deasy, director of the Arts Education Partnership, offered, "What is very clear in recent public

opinion polling and our own research is that people across the country want a much more engaging and broadened

education for students. They want schools to help students set high standards for themselves, have ambition and

aspirations for success, and develop the skills to fulfill their dreams and meet the demands of the 21st century world

in which we live. And, the majority of voters (88%) believe that an education in and through the arts is essential to

developing the capacities of the imagination that empower students to achieve these goals. We have never seen this

clear or strong an indication of public support for arts education. (Following text taken directly from the Report from

the Presidents Committee on the Arts and Sciences 2011) In his 2008 Arts Policy Campaign platform, President

Barack Obama argued for reinvesting in American Arts Education and reinvigorating the American hallmarks of

creativity and innovation.


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The value of arts education is often phrased in enrichment terms--helping kids find their voice, rounding out

their education and tapping into their undiscovered talents. This is true, but as Presidents Committee saw in schools

all over the country, it is also an effective tool in school-wide reform and fixing some of our biggest educational

challenges. It is not a flower, but a wrench. At this moment in our nations history, Americas schools are facing

huge challenges, including: A dropout rate that approaches 50% in some demographics. A narrowed curriculum and

strict focus on standardized testing that teaches students to fill in multiple choice bubbles instead of how to think

creatively and problem solve, skills that are essential for helping them to compete in todays economy. An

achievement gap between our highest and lowest performing students that is ever-widening. Teachers who want to

reach out and engage their students, but lack the tools with which to do so. Research over the past decade reveals tha

these are the areas where effective arts education strategies, especially arts integration techniques, have yielded

practical and impressive results. While many may be familiar with these studies, a brief recap as it folds into the

Reports updated findings: Two seminal studies with large sample sizes from the late 1990s showed that low income

kids who participated in arts education were 4 more times likely to have high academic achievement and 3 times mo

likely to have high attendance than those who didnt, and that these students were more likely to be elected to class

office and participate in a math or science fair. Updates to these studies in the past few years, tracking the same kids

well into their mid-twenties, showed that these advantages only increased over time, and that arts-engaged low-

income students are more likely than their non-arts-engaged peers to have attended and done well in college, build

careers, volunteered in their communities and participated in the political process by voting. The conclusion of these

recent studies is that on average, arts-engaged low-income students tend to perform more like higher-income student

in the many types of comparisons that the studies tracks. In the last five years researchers also have begun to explore

the benefits of an arts education on a childs mind. In particular, the field of neuroscience is beginning to unravel the

many ways that the arts can influence cognitive development.

Their findings include: Music training is closely correlated with the development of phonological awareness

one of the most important predictors of early reading skills. Children who practiced a specific art form developed

improved attention skills and improved general intelligence. Training their attention and focus also leads to


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improvement in other cognitive domains. Arts Integration techniques, which use multiple senses to repeat

information, cause more information to be stored in long-termas opposed to short-termmemory, and may actual

change the structure of the neurons. Arts integration is a field particularly promising area for further development.

Recent research has shown impressive results in reaching the lowest performing learners, and raising test scores

without narrowing the curriculum. CAPE (Chicago Arts Partnership in Education) was a school-wide model for arts

integration. The 19 Chicago elementary schools operating the CAPE model showed consistently higher average

scores on the districts reading and mathematics assessments over a six year period when compared to all district

elementary schools. Last year, Montgomery County, Maryland compared three arts integration-focused schools

(AIMS) to three control schools over a three-year period. They found that AIMS schools with the highest percentage

of minority and low-income students reduced the reading gap by 14 percentage points and the math gap by 26

percentage points over a three-year period. In the control schools, the number of proficient students actually went

down 4.5%. The Montgomery County evaluation also closely tracked the experiences of classroom teachers as they

learned how to integrate the arts. Almost all teachers (79%) agreed that they had totally changed their teaching and

(94%) that they had gained additional ways of teaching critical thinking skills. North Carolinas and Oklahomas

network of A+ Schools is a whole-school reform model. Everybody participates in professional development in arts

integration, from the principal to the cafeteria lady. It incorporates Gardners theory of multiple intelligences, recent

brain research findings, and dance, drama, music, visual art, and creative writing. These school tracked consistent

gains in student achievement as compared to state and district averages. Importantly, years of research in both NC

and OK A+ Schools show that A+ students consistently score as well or higher on statewide reading and mathematic

assessments as students from more advantaged schools.

Hawthorne STEAM Phase 1

So far a new program called ArtSci (copyright Eve Hammond 2012) has been started at Hawthorne with

STEM being infused with ARTS teaching and learning. For the full year of 2012-13 the Science and Arts curriculum

will be aligned in the ARTS classroom. Students will be exposed to STEM concepts through the lens of the visual

and performing arts. Plans include ArtObservations (copyright Eve Hammond 2012) curriculum developed to help


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students gain valuable observation and analysis skills through the viewing of Science and Art materials as well as a

hands-on project based classroom environment that fosters innovative and holistic ways of seeing the world around

them. ArtMath curriculum (copyright Eve Hammond 2012) in which students have mathematics inclusion that

involves Art as Math and Math as Art such as the works of MC Escher is part of the next block of instruction. B

the end of the year, the students will have had a minimum of 4 to 5 three to four week curricular blocks that will focu

on specific science, technology, engineering, and mathematics concepts but seen through the lens of the Arts

culminating in a full school production of Where Have all the Wild Things Gone a full play based on the

environments and ecosystems of the Pacific Northwest. The ARTSCI concept covers all grade levels scaffolding up

through the simple concepts for kindergarten and building to a culminating ARTSCI portfolio for the 4 th and 5th

grades. The focus would be on project based learning and on the concept of Habits of Mind which Common Core

embraces.

STEAM would be implemented at Hawthorne starting with the ARTS and Technology classes and then

building into the classroom infrastructure. The Arts and Technology specialists would have common planning time

with classroom teachers as well as additional planning time to create and develop new and unique curriculum based

on the SPS Science and Arts Standards as well as Common Core, 21st Century Skills set and Habits of Mind. From

current research, Hawthorne Elementary would be one of the only elementary STEAM programs in the United State

This program would make Hawthorne unique among Seattle schools and particularly south End schools. We would

also be partnering with Mercer and Cleveland schools to streamline the learning curriculum across schools (Unified

vision across partnered schools in the south end of Seattle) to focus on the STEM to STEAM focus. Examples of

other successful STEAM integrated schools in the nation include: (From the Edutopia Article A Research-Based

Approach to Arts Integration) At Bates Middle School in Annapolis, Maryland, arts integration has helped raise

student achievement. Job-embedded professional development, differentiated arts instruction, and critical-thinking

skills integrated into the curricula have been key to their success. Arts integration has been shown by several rigorou

studies to increase student engagement and achievement among youth from both low and high socioeconomic

backgrounds (Catterall, Dumais, & Hampden-Thompson, 2012; Upitis & Smithrim, 2003, cited in Upitis 2011;


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Walker, McFadden, Tabone, & Finkelstein, 2011). Arts integration was introduced at Wiley H. Bates Middle School

(1), in Annapolis, Maryland, as part of their school improvement plan in 2008 after the district applied for and was

awarded a four-year grant under the Arts in Education Model Development and Dissemination (AEMDD) Grant

Program. Since arts integration was first implemented at Bates, the percentage of students achieving or surpassing

standards for reading has grown from 73 percent in 2009 to 81 percent in 2012, and from 62 percent to 77 percent fo

math during the same period, while disciplinary problems decreased 23 percent from 2009 to 2011. According to the

National Assessment of Educational Progress (NAEP) (2) data, math and reading scores among students in grades 6

have shown a long trend of improvement across the state of Maryland. However, the percentage of students proficien

or advanced at Bates has grown nearly 12 times faster than the state in reading, and four times faster in math. Scienc

achievement among eighth graders also has outpaced the state from 2009 to 2011. Teachers and staff report that arts

integration has been one of the key reasons for the school's improvement. Several research-based practices contribut

to the success of arts integration at Bates Middle School.

The growing coalition also includes three successful models for building capacities of the imagination that

lead to innovation with an education in and through the arts: The Dallas Arts Learning Initiative, the Ohio Departme

of Education initiatives to strengthen innovation along with STEM (Science, Technology, Engineering and Math)

through imaginative learning, and the Oklahoma Creativity Project. Each of these initiatives is successfully engaging

all levels of leadership and mobilizing public support for a new vision of education that will put imagination at the

core of learning in all subjects taught in schools. Arts Integration is a strategy for reducing achievement gaps:

Oklahoma A+ Schools: What the Research Tells Us 2002-2007, Nancy Barry (2010) A+ network consisted of public

private, and charter schools that use arts-integrated instruction to enhance learning opportunities for all students. Th

network of schools consisted of 39 schools, 12,636 students, and 874 teachers. These schools serve greater

proportions of racial and ethnic minorities and economically disadvantaged students. A five year evaluation of the A

Oklahoma program examined the impacts on student engagement and success and teacher engagement and

effectiveness. Investigated what is the impact of the A+ program (integrated arts) on student engagement and

success? Findings: that student achievement as gauged on state assessments improved in contrast to non-A+ schools


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and that students achievement gains correlated with more favorable attitudes toward school and learning. Last year,

Montgomery County, Maryland study provided a more fine-grained look at the results of arts integration; the study

compared three arts integration-focused schools to three control schools over a three year period. During that time ar

integrated schools substantially reduced the achievement gap between high-poverty minority students and other

students. The arts integrated schools with the highest percentage of minority and low-income students reduced the

reading gap by 14 percentage points and the math gap by 26 percentage points over a three year period. In the

comparison schools, the number of proficient students actually decreased by 4.5% over the same time period (Real

Visions, 2007). The arts integrated schools with the lowest number of proficient students in reading and mathematics

at the outset of the study experienced a 23% increase in the number scoring proficient over a three year period.

And finally, even Elmo does STEM. Sesame Street announced just this past week that there will be a new

segment in the works in which Elmo works on his Science and Mathematics skills in a new skits called Elmos

Musical in which STEM concepts are introduced through the lens of the ARTS. Hawthorne is on the cutting edge

the new Habits of Mind, we are making the leaders of tomorrow today through our Integrated Arts and Technology

focus. We hope you will consider us for the Creative Approach Schools grant.

7. Accountability and use of data: How will you measure student achievement? Please include progress

monitoring as it relates to formative and summative assessments and how you will use data for collaborative inquiryaround how to improve student outcomes, specifically as is it relates to student achievement and closing the

achievement gap?

Measurement of student achievement will include enhanced use of formative assessments: This entails a three

tiered monitoring model to include a) formative, classroombased assessments monitoring mastery of skills taught

every 24 weeks; b) unitbased curricular assessments monitoring mastery of units taught every 46 weeks, and

c) interim/benchmark assessment monitoring progress toward standards every 3 months.

The assessment results will be incorporated into weekly common planning time for teachers by grade level. Supporte

by instructional coaches, teachers will use assessment data to adjust instructional plans by reteaching skills where

needed and adjusting instructional approaches as necessary. Assessments to be used include Columbia Teachers

College Running Records; Everyday Math Unit Assessments; Recognizing Student Achievement, EDM FormativeAssessments, State Benchmark data in the areas of Mathematics and Project Based Assessment Rubric based on

Common Core Standards.

8. Evidence of success:What benchmarks and timelines will be proposed to measure and evaluate school success

within the first three years?


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Student assessment data will be analyzed and reviewed in the Fall, Winter and Spring trimesters. Information from th

school wide data analysis will be used to inform instruction and implement midcourse corrections as necessary.

9. Waivers:Are you requesting a waiver from district policy or the Collective Bargaining Agreement?

Hawthorne is requesting to maintain the staffing structures and flexibility that are currently in place under the SIG

grant which include the following;

Flexibility in hiring positions that are essential to our program effectiveness i.e.: Arts and Science Specialists

School Business Officer.

Ability to continue the open hiring process that allows us the opportunity to interview out of district

candidates for position

Maintain SIG Commitment Contract for staff working at Hawthorne

Exemption from RIF as currently outlined for SIG Schools

10. Budget (cost neutral or external sustainable funding) and Decision Making:

The District has created a system using existing dollars that identifies, supports, and monitors level 1 schools and

targets resources towards improved performance. At the school based level Hawthorne will utilize SIG and baseline

Professional Development dollars to provide staff with professional development in Expeditionary Learning, GlobalAwareness instruction and STEM focused content instruction for the 201-13 school year to prepare for STEAM

implementation and build capacity of teaching and leadership staff. We will continue to use combined baseline, Title

and grant funds to support the program for sustainability. Further a budget will be constructed to reduce the amounof funding for external supports and services over the course of the three years.

We will also reach out to community partners and engage in enrichment and extended day activities to support stude

learning. These are likely to be sustained by the creation of neighborhood partnerships and FEATs. For example,Powerful Schools is a current partner at Hawthorne providing extended day instruction in the arts, sciences

mathematics and technology under the SIG grant and will continue under the 21 st Century Schools Grant after the SI

grant ends in June 2013.

Lastly, negotiations with the teacher and principal union, through the Teacher and Principal Effectiveness Teams, wput structures and processes in place that will lead to opportunities for continued conversation about teacher

incentives, career ladders, evaluation protocols, and teacher expectations beyond the life of the grant.

Please attach documentation of the 80% SEA membership Approval

Upon Completion of the full Application October 4, 2012

Using the Waiver Voting Process

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