Seattle Public Schools Creative Approach Schools Application

Declaration of Intent May 10, 2012

Application Due to Joint Committee October 4, 2012

Application Approval November 8, 2012

The Creative Approach Schools as described in Article II of the Collective Bargaining Agreement (2010 2013), states: SEA and SPS will develop and negotiate a process, approved by both parties, that will allow agreed upon schools to be able to apply for broad exceptions from SPS policies and collective bargaining agreements in return for enhanced autonomy and accountability. The process designed will include how schools qualify and from which SPS policies and collective bargaining agreement sections schools may be exempted. As of February 15, 2012, negotiations have been completed and the Memorandum of Understanding has been approved by the Seattle Education Association and the Board of Directors of the Seattle Public Schools.

Name of School: Hawthorne Elementary Principal: Sandra Scott

Submitted October 4, 2012 DECLARATION OF INTENT

Please include in the Declaration of Intent the start-up date, an overview of the school design, initial characteristics of the Creative Approach School, and how parents and community will be engaged. To declare your intent to pursue a Creative Approach School proposal, please answer questions 1 4. Questions 5 10 will be part of the full application proposal.

1. Start-up Date: When will your Creative Approach School begin?

Hawthorne is proposing to become a Creative Approach School by implementing a Science Technology Engineering Arts and Mathematics program (STEAM). This program is an extension of the work that we have implemented under the School

Improvement Grant. We would begin implementation of our STEAM program in September 2013. The 2012- 13 school year 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 articulating the scope of the foundation, development, and opportunities we provide for our students. Focusing on standards -based education curriculum and content area integrated instruction, student learning is enriched and deepened with STEAM experiences 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 by Powerful Schools and CDSA after school programs. Application also occurs in the classrooms where teachers fully integrate technology in instruction. Students have tools to access their learning using laptops, ipads, document cameras, and 3D projectors. Our outdoor garden area also serves as an environmental science classroom. Real world mentors in the science, arts, and engineering fields will support student learning and instruction in the classroom. This focus serves to create a K-12 pathway connection in the southeast region that connects our elementary school to the math/arts focus at 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. Please refer to the definition, criteria, and process handout.
Hawthorne has developed a strong community school where students, staff, family, and community partners are highly engaged in preparing our students today for the global future. Our school staff is focused on delivering a 21st century high quality standards-based education to every child, every day. Our students will receive equitable access to a viable curriculum in all content areas, and will become adept in the most current technology supporting learning, instruction, and critical thinking. They will also receive educational and social opportunities to learn and demonstrate successful problem solving and critical thinking skills that support both their academic work and the development of positive and productive 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.

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 to 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 the 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

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

Please refer to the definition, criteria, and process handout. 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 to be successful students high school graduates ready for college, careers and life in the 21st century. To this end our instructional 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 education , 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 implementation several 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 will focus 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 math and reading scores as evidenced by MAP assessments and MSP assessments scores in reading. Our achievements gain

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 conferences -- 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 educational 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.

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 that 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 more 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 lowincome 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 students 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

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 actually 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 mathematics 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

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. By the end of the year, the students will have had a minimum of 4 to 5 three to four week curricular blocks that will focus 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 4th 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 States. 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 rigorous 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;

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 for 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 6-8 have shown a long trend of improvement across the state of Maryland. However, the percentage of students proficient or advanced at Bates has grown nearly 12 times faster than the state in reading, and four times faster in math. Science 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 contribute 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 Department 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. This 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

and that students achievement gains correlated with more favorable attitudes toward school and learning. Last year, a 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 arts 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 of 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 inquiry around 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. Supported 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 Formative Assessments, 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?

Student assessment data will be analyzed and reviewed in the Fall, Winter and Spring trimesters. Information from the 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, Global Awareness 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 I and grant funds to support the program for sustainability. Further a budget will be constructed to reduce the amount of 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 student 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 21st Century Schools Grant after the SIG grant ends in June 2013. Lastly, negotiations with the teacher and principal union, through the Teacher and Principal Effectiveness Teams, will put 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