Waiting for Superman?  Not in Vancouver Public Schools.  We've known for sometime that he doesn't exist.  Our own superheroes (sans tights and capes) are making a difference for each student every day.  I want to introduce you to the supermen and superwomen of Discovery Middle School, recently accredited as the first IB Middle Years Programme World School in Southwest Washington by the International Baccalaureate Organization.  Only three other middle schools in Washington State have IB World status. Similar to the International Baccalaureate (IB) program for high school students, the Middle Years Programme (MYP) offers rigorous academic studies for middle school students. MYP students are encouraged to see the interconnections among all areas of learning—language, humanities, mathematics, arts, sciences, and physical education. Eight academic areas, including a world language other than English, are required. To qualify, Discovery staff members completed an intensive three-year authorization process, which included training and the revamping of instruction to be interrelated with a global focus. They submitted a 350-page application, and hosted a two-day review by IBO officials last spring.  Indeed, a superhuman effort and accomplishment!What makes this achievement so remarkable is the context in which it occurred.  As you'll recall from last spring, Discovery was one of the 47 schools on the state's “persistently lowest achieving” list according to federal accountability guidelines.  Of those schools identified by the state, 75 percent are middle schools with twice as many students in poverty and English language learners than the state average.  Discovery is no exception with nearly 70 percent of its students qualifying for subsidized meals.  The feds would have liked our district to remove the principal and half of the staff to “turn-around” this school.  We didn't.  And what were their 2009-10 state assessment results?Meteoric! In every grade, reading and math state assessment results improved with gains of three percentage points or greater, including “out of this world” gains of 20 percentage points in 7th grade reading and nearly 15 percentage points in 8th grade math.  You wouldn't know that by reading the “Daily Planet.”  These results should be cause for a celebration of what's working well in our public schools. John Collins, author of Good to Great got it right when he wrote,…

When schooling is all said and done, the quality of the relationships that have been forged sets students up for future success. That is why I was struck by recent efforts at McLoughlin Middle School to ease the transition of English Language Learner (ELL) students from Jason Lee. Transitions are difficult for all of us, but they are particularly difficult for middle-level students. The entire Mac community understands that relationships bring results.  Mac's mission is to make a connection with each student. On June 2, the school's staff took the opportunity to welcome ELL students to their new home. With the help of the PTSA and the WEB (Where Everyone Belongs) student mentors, incoming students experienced the magic of Mac:  a welcoming, diverse, student-focused learning community. The new “Macsters” arrived looking apprehensive and not too happy. Eleven WEB leaders were waiting to greet them as they got off the bus. They ushered the students into the Media Center where they met a host of staff members, watched the dance class perform a collection of West African movements to the music of Yole, and participated in ice breaker activities led by the WEB mentors. The WEB mentors engaged the visitors in their native language, drawing all the students into the community conversation, putting them at ease, and ensuring that they had fun. The WEB mentors put on a Mac Attire fashion show and then took students on a tour of the school. Then everyone gathered in the cafeteria for cookies and a final presentation.  The PTSA welcomed students with their first Mac Spirit T-shirts, wrapped in ribbon with gift tags personalized with each student's name. McLoughlin counselors and PTSA worked together to ensure that each child felt welcome. They even contacted Jason Lee to get approximate shirt sizes. Talk about personalization! As the new students were boarding the bus to go back to Jason Lee, staff members noticed that many were putting on their Mac Attire T-shirts over their clothes. They were smiling and laughing with a sense of belonging. Later, a Jason Lee teacher sent an email letting Mac staff know that students proudly wore their new shirts the rest of the day. It stated:  “Students were so much more at ease when they returned—what a difference this made!”  What a powerful illustration of reaching out, personalizing an experience, and showing empathy. I think it is captured poignantly in Virginia Satir's poem, Making Contact.…

As you know, Discovery and Jason Lee middle schools recently were designatedTier II schools. This designation makes the schools eligible for federallyfunded competitive School Improvement Grants (SIGs). Grants are being madeavailable for 2010-2011 and beyond with funding through the American Recoveryand Reinvestment Act (ARRA). These schools qualify because: 1) they areeligible for, but do not receive, Title I, Part A funds (eligibility is basedon the percentage of students from low-income families); and 2) they are in thestate's lowest five percent of “persistently lowest-achieving secondary schoolsthat are eligible for, but do not receive Title 1, Part A funds.” Principals Chris Olsen and Susan Cone have offered graciously to move toother schools to allow Discovery and Jason Lee to receive this additionalfunding, as required by federal guidelines. Their actions are about putting theneeds of students first. Poverty, student mobility, and second languagelearners significantly impact both Discovery and Jason Lee. These principalsrecognize that additional resources could improve student achievement at thesetwo schools. They are demonstrating value-based leadership, and I want to honorand recognize their contributions. I also want to acknowledge the “can-do”spirit and flexibility of Marianne Thompson and Curtis Smith, who have acceptedthis new challenge. They are eager to get started.I was pleased to see The Columbianhighlight the assets and recent improvement efforts at Discovery and Jason Lee.Over the past three years, Discovery has implemented whole school reformthrough the Middle Years Programme, an internationally recognized academicprogram similar to the International Baccalaureate program for high schoolstudents. Discovery also has a Challenge/Honors program. Jason Lee is themiddle school magnet site for English Language Learners and a Challenge/Honorsprogram and recently implemented Advancement via Individual Determination(AVID), a College Board program designed to develop student college readinessskills. The strategies identified as part of the grant application extend theimprovement efforts currently underway and are aligned with the district'sDesign II Strategic Plan (e.g., extended school day, tiered interventions, andincreased family and community engagement).Faculty and staff at both schools have wondered, “So what does this Tier IIdesignation mean?”  As ChrissBurgess, associate superintendent, was quoted in The Columbian, “It means high accountability for everyone.”  If the grant is awarded, additionalresources will be provided to assist those schools and their communities. Staffmembers who choose to remain at those schools will have more support to make adifference with students impacted by poverty. Resources are crucial.  Striking the right balance betweenaccountability and support can lead to transformative results. Teamwork,collaboration and tenacity are essential ingredients, too. This work is notjust Discovery's or Jason Lee's “heavy lifting” to do alone. This work is notjust the responsibility of core instructional staff within the two schools.This work will require us collectively to roll up our sleeves and do whateverit takes to get the job done, regardless of our roles. I have a great deal ofconfidence in our principals, faculty, staff, and district leadership team toensure that our students in both schools cross the finish line.

I love to read.  Those of us who are passionate readers probably have more books on our nightstands than we have time to read.  That's my story.  It's why I'm just getting to Doris Kearn Goodwin's A Team of Rivals.  This biography of Abraham Lincoln describes the qualities that brought him from obscurity to the White House—his compassion, his honesty, and his ability to empathize with others.  The book highlights Lincoln's ability to bring disparate people (including his three main rivals for the 1860 Republican nomination) into his presidency and how he used their talents to hold the country together throughout the Civil War.  Some historians attribute President Lincoln's success during our nation's darkest days to his remarkable emotional intelligence.  Mr. Lincoln once said, “Most people are about as happy as they make up their minds to be.”  Spot on. I'd like to introduce you to Jett, a first-grader at Lincoln Elementary School.  About a year and a half ago, Jett was a typical kindergarten student at Lincoln.  He had friends, he was learning, and he loved school.  One day, his teacher noticed that Jett's eyes seemed to wander.  Although he had known most of his letters and numbers by the time he was four, he was forgetting much of what he had learned.  He also complained of headaches.  Jett's mother took him to a local hospital where a CAT scan was performed.  A malignant tumor was found in his brain.  Jett was rushed to the hospital by ambulance to Doernbecher's that same day to have surgery. His prognosis was not promising.  Since that first emergency procedure, Jett's treatment has included additional operations, chemotherapy and radiation—all of which have impacted Jett in profound ways—impaired cognition, disorientation, and persistent shakes.  These symptoms very likely will be permanent.  In Jett's own words, his story sounds like this:  “When I was five, I came to Lincoln and I was in Mrs. Kornell's class.  I had a lump in my head and that's when I went to the hospital.  I ate healthy food and the doctors made me better.  Now, I am in first grade. I do the Pledge of Allegiance every morning.”  Jett tells the facts, but to know Jett, you've got to understand his heart.  He is a remarkably resilient, inspiring, and charismatic young person.  He is simply joyful.  Jett loves coming to school, and he has an amazing attitude.  He always has a smile on his face and he loves other kids.  Lincoln staff constantly overhears Jett telling others, “You're my best friend,” or, “I really like you.”  His passion for Lincoln Elementary and personal regard for his peers is unmatched.  His spirit is infectious!  For example, one of Jett's favorite TV shows is “Dora, the Explorer.”  Jett believes he can speak Spanish and says “hola” over and over again at school to everyone he meets.  He tells others when he grows up he wants to teach Spanish and be called “Mr. Jett.”  I'll honor that request.  Mr. Jett has taught the Lincoln staff a great deal already—about courage, hope, and maintaining a positive mental attitude.  I'd like to close by sharing this last story which so powerfully illustrates Jett's unbounded optimism.  Jett has a very difficult time getting on and off the bus.  So, the Lincoln team implemented several accommodations, including front door drop-off and staff assistance.  Secretary Eva Johnson volunteered to help Jett.  One day as she did this, she told Jett that it was Friday—her favorite day of the week.  Jett looked at Eva, paused, and then responded, “Every day is my favorite day of the week.”  Talk about…

Recently, I met with Laura Weigandt, a teacher at Discovery Middle School who works in the Structured Communication Classroom. Here's what she said: “I feel blessed to be working for Vancouver Public Schools. As a first year teacher, I've heard so many stories from my former PSU classmates about the lack of support, resources, and work conditions that they face in other places. I also feel incredibly blessed to have discovered my passion for working with students on the autism spectrum. My students all have the most beautiful minds and spirits. It is my job to help the rest of the world see that in them.” I was on a routine site visitation when I met Laura. Although our contexts are different in terms of roles and responsibilities, I found we have a lot in common. We are optimists—we see challenges as opportunities. On the worst days, we're both just “firefighters” trying to manage the latest crisis. But on our best days, we're helping others see possibilities—for our community, Vancouver Schools, our employees, and the students we serve. I'm not sure which of our jobs is the most difficult—I suspect it really depends upon the crisis! But I do know this, I have a deep respect and professional regard for those who choose to work with our special needs students. Most describe it as a “calling.” Not surprisingly, that is Laura's story. She has worked for VPS since 2005 and began as a staff assistant in the Structured Communication Classroom (SCC) at Lakeshore Elementary School. She's in her first year teaching the SCC program at Discovery Middle School since completing her graduate degree at Portland State. But her pursuit of what she describes as “the best job in the world” began in her youth. Laura has a close family member with autism. When this person was young, he was inaccurately labeled as mentally retarded, and was not given the attention and support that he needed to flourish. Later in life, other people recognized his unique needs, and refused to give up on him by providing support and holding him to high standards. Today, this relative is primarily independent, has been named Employee of the Month three times, and even holds season tickets for the University of Oregon football games! I'm sure he was celebrating the outcome of the “Civil War” with thousands of others at Autzen Stadium! This personal experience has shaped Laura's core. She sees her students as children first, and as children with disabilities second. Laura shared that working with children on the autism spectrum can be incredibly difficult because no one child is like the next. But the rewards and benefits of helping each child blossom into an independently functioning adult far outweigh any of the challenges she may experience. I thank you, Laura, and all of you who see challenges as opportunities. I, too, feel blessed to be working for Vancouver Public Schools. Have a wonderful holiday season! Take care.

Something changed for me when I became a parent.  I now know the capacity of the human heart to love.  I've been known to tell folks that parents don't give us their children, they don't give us their students— they give us their babies.  I've witnessed enough tears on the first day of kindergarten and at graduation to know those tears are the same.  There is a sacred trust between educators and families, and we have a moral responsibility to treat that trust with reverence. I now get choked up about all sorts of things on all kinds of occasions.  Recently, I found myself saying good-bye to Dr. Jackie Merz-Beck, principal at Minnehaha Elementary, who retired from Vancouver Public Schools after a 30-year career in education.  I wanted to wish her the best in retirement and thank her for years of service to students and families.  I was retelling a story about a conversation I had that morning with a student in one of her 3rd grade classrooms.  I was almost through the telling when my voice began to waver and tears welled.  So what caused this reaction? As I typically do when I make classroom visits, I try to find a seat right next to students.  I usually engage students in a conversation about what they are learning, why they are learning it, and how it will be useful in the future.  I sat next to a young lady who was very eager to speak to me.  As we finished our conversation, she proceeded to tell me that her birthday was four days ago.  I wished her a happy belated birthday.  She then shared that her father's birthday was the day before, and her brother's was two days prior.  I thought that was quite a few birthdays at one time and said so, wondering if they celebrated all the birthdays at once in their family.  Her response:  “We don't have birthday parties.  We can't afford to.”  I learned later that her life circumstances are challenging.  But that's not what brought me to tears.  It was this student's passion for making something of her life—it was her expression of her hopes and dreams, in spite of these circumstances. Students are often curious with the Dr. title and often ask where my lab coat is.  This young lady followed suit.  And I'm always a bit chagrined, in the right sort of way, when I have to explain that I'm not that kind of doctor.  When I finished describing my title and degree, there was a pause.  The young girl looked at me and retorted, “Well, I'm going to be the kind of doctor that has a lab coat and stethoscope and helps people.”  Don't you just love the courage and tenacity of this young lady?  It's that passion and hope that is so compelling, and for me, so moving.  It's resiliency in its purest form. It reminds me of the sacred trust I spoke of earlier.  It speaks to our moral purpose of service to our children in public schools and captured so poignantly by Bettye Spinner in Harvest Home…

You can know the true quality of a community and the character of its residents by how it chooses to respond to crisis and loss. After observing and participating in the events of the past several weeks, I couldn't be more proud to call Vancouver home. I believe Gordon Patterson would have been proud as well. Late September was an unexpectedly difficult time for the Patterson family and friends, Hudson's Bay staff and students, and the rest of the Vancouver Public Schools family. Gordon was well loved. His passion for making a difference with each and every student was unparalleled. His gift was to demonstrate unconditional love for the people in his life. As one of the speakers at the memorial service eloquently stated, those in attendance evidenced his legacy. Gordon was a servant-leader. He was deeply committed to transforming lives and our community.  I did not know Gordon well. I spent time in his classroom twice last year—once during a site visit and the other on a patron tour. What I remember most about both visits is the degree to which students were engaged in their learning—authentically engaged—and how passionately and articulately those students spoke about the class, their projects, and their post secondary plans. No doubt, we've lost a terrific educator and a wonderful human being.  I'd like to share my deepest appreciation: To our Hudson's Bay administrators, staff members, and students for the professionalism, poise and compassion of their response; To our counselors, mental health professionals, and other district employees who were on site to assist our grieving students and staff; To our friends and partners, including the City of Vancouver, Vancouver Police Department, Evergreen Public Schools and other Clark County school districts, and Educational Service District 112 for sending additional crisis team members, and; To our community for rallying immediate support not only for Hudson's Bay, but also directly to the Patterson family.  I know that you join me in continuing to send thoughts and prayers to the Patterson family, our colleagues and students at Hudson's Bay, and all who were impacted by this tragic loss. Take care,

The story of the “Prodigal Son” is familiar to many of us. In part, it's the story of a rebellious son who rejects his father's upbringing. Prideful and strong, the son heads off to a far-away land, leads a wild life of adventure, and squanders everything of value. Not until he's confronted with failure and despair does he return home, willing to do anything to win back his father's favor. To his surprise, and the surprise of others, he's welcomed, without question, into his father's loving and forgiving arms. No amount of time, no amount of money, and no amount of rebellion could get in the way of the father's unconditional love for his returning son. This parable has been told in songs by the British heavy metal band Iron Maiden, Billy Joel, and U2, and it has been brought to the stage in Godspell. The pop culture appeal is universal because it's a story of triumph over tragedy. It also resonates with those of us who work in education. We have our share of rebellious “sons and daughters.” Most importantly, the “Prodigal Son” speaks to our core belief that each and every student can succeed—regardless of race, wealth or disability—with the right kind of support and unconditional love. This month's e-news message is a fitting tribute to one of our own “prodigal sons” and the dedication of a staff member who has made an lasting difference in the life of one of our graduates. This a story about the “power of one.” One child, one advocate, one relationship, one legacy.

As most of you know, I occasionally schedule time to work in schools. I've had the privilege of edging fields at Anderson, installing water heaters at Gaiser, cleaning classrooms at Fort, painting bathrooms at Sacajawea, replacing door locks at Felida, and dicing vegetables at Bay. The crews have been very gracious. I always tell them to direct me like any other member of the team, and I'm pleased to say that most do! Some folks think it's a bit odd that I do these field shifts. I commit to spending time this way for two simple reasons: To build relationships and to understand the contributions that different work groups make to the organization. It's impossible to know people and their work deeply unless you roll up your sleeves and work along side them. Here's what I've learned in the last three years: All employees are proud of their efforts and the impact they make on Vancouver Public Schools. They should be proud! Our employees embody this district's commitment to excellence. That's why this month's e-newsletter is a story of personal sacrifice, coming home, and making a difference. The two main characters (I mean that in a good way!) are electricians Craig Witt and Julio Valencia. I recently had an opportunity to work with Craig and Julio retrofitting outside light fixtures at King Elementary. Changing light fixtures from ballast and high wattage bulbs to compact low wattage fluorescent bulbs may not sound like racy work, but it's vital stuff. Going green and saving green are important outcomes any day! Retrofitting these light fixtures at King is projected to save $300 in utility related expenses. That may not seem like a huge amount, but multiply those expenses throughout the district where we reasonably and programmatically can replace outdated or high wattage bulbs, and we've saved some serious cash. Here's the kicker: we get a rebate on the hardware installation through a program administered through the Bonneville Power Administration and Clark Public Utilities. This retrofitting program was launched through employee initiatives. Someone had a good idea and ran with it. That kind of creative thinking and permission to take strategic risks brought Craig back to Vancouver Public Schools. Craig learned that the grass isn't always greener. He left our district for an electrician's position with another government entity. The difference in compensation was too good to pass up. After two months in his new job, he wanted to come home to his Vancouver family. The money was better, but he was less satisfied with his work. As we were leaning against the ladder, I asked Craig what makes Vancouver so special that he would willingly take a pay cut to come back. Craig responded “It's the people I work with, like my friend Julio, who are so enthused about making a difference and we've got the freedom to act upon it.” I understood immediately; having a cause is different than having a job. As St. Paddy's Day rapidly approaches, recognize that our success as a school district is built upon the talent and hard work of caring people, not just good fortune. The focused, dedicated, and entrepreneurial spirit of our employees across all work groups makes this district a special place. Julio and Craig get it. I'm proud of their work and their contributions to “our bottom line.” Thanks again for all you do. Take care,

"I know how they feel, I would never tell anybody about my family. I was too embarrassed." Josh "I feel great when I go up to King...it feeds my soul.” Kenny "It makes me think about what I want out of my own success." Marcus Dynamic quotes from dynamic young men. This holiday edition of Webb e-news is about the greatest gift of all—friendship. This is a story about mentoring and modeling, caring and compassion, tears and joy. It's about the relationships formed between boys from Martin Luther King Elementary School and teens from Fort Vancouver High School. John Griffin, associate principal at Fort Vancouver, is the creative, caring spark behind the Dynamic Young Men, a group of Fort students who had encountered some difficulty in school. At a recent district meeting, Griff described his work with the Dynamic Young Men to a colleague. He knew that a mentoring relationship would be transformative for these students, because teenage mentors often benefit as much, if not more, from their special relationships with younger kids. Melle Soles, associate principal at King, immediately thought of a group of “frequent flyers,” or students who have spent a great deal of time with her for a variety of reasons. Was this conversation happenstance or “divine intervention?” Either way, I see it as a beautiful illustration of what can be accomplished through professional collaboration. For several weeks, the Dynamic Young Men have visited King Elementary during lunch recess. They've connected with the King Kids outside on the playground by shooting hoop and playing tetherball and wall ball. Recently, the relationship went to a new level when the Fort students, along with John and Melle, met with the King students to talk about success in school and in life. The conversation that unfolded was remarkable for its honesty and empathy. The students sat around a table and introduced themselves—first the Dynamic Young Men and then the King Kids. They shared their interests, hobbies, and passions. Then, the older students told stories about their personal and “professional struggles”—difficulties at home and at school. Several of the teens revealed that they had never met their fathers, and that food and money were always concerns. Griff and Fort Vancouver High School, however, had made all the difference in their lives. They felt loved. They felt empowered. As one of the Fort students spoke about never seeing his dad, one of the King Kids grunted, "Hmff!" Griff asked, "Can someone relate?" The boy answered “yes,” and then the King Kids simply opened up their hearts. Emotions cascaded and eyes filled up with tears of anger, sadness and loss. The Dynamic Young Men offered a comforting reassurance: "You've had difficulty, but it will be okay. Education is one of the keys to overcoming those struggles. We and others are here for you.” Compassion, friendship and hope: these are the greatest gifts of the season. I wish the happiest of holidays to you and your family. Take time to relax, renew, and reconnect. Merry Christmas!