I have always considered it a great blessing that my occupation and my vocation have coincided; that my professional life has been my calling.  I have found inspiration in my concern for the welfare of children.  A former mentor of mine helped me understand the difference between talents and gifts when he said that talents are the things we can teach others, but gifts are uniquely for us to do.  This month's e-news is a story about service and gratitude.  It is a story, an epilogue of sorts, which speaks to the difference so many of you have made in the life of one family.  As many of you know, I serve on several community boards, including The Columbian's Advisory Board.  It is through this connection that I met Den Fusso, a parent of three recent graduates from Skyview High School—Nicko (2003), Logan (2006), and Renata (2008), who are now successful in college and careers.  Last spring, Den expressed her deep gratitude for the quality of education her children received in Vancouver Public Schools.  Her children's teachers had been a positive influence.  Without their dedication, wisdom, respect and encouragement, her children would not be in such successful places in their lives today.  Since our meeting was about to begin, I invited Den to send me an e-mail with some of the names and contributions made by our staff.  I received that message this month.  She was apologetic about the delay, but in our profession, we are accustomed to being patient, knowing that the fruits of our labor can be years or even decades away.  Den asked me to share her letter, so I am.  She writes, “When I've been concerned, I've been vocal.  I think it's important to be even more vocal when I'm pleased.”

I often wonder what, if anything, will be remembered when it's all said and done, and kids are “finished” with school. I barely can remember last week, let alone what “standards” were taught in Mr. Caples' fourth period algebra class in 1977. When it comes right down to it, school is about relationships. Always has been, always will be. The relationships we form with others create the enduring memories. Some people assume that children walk into schools ready to learn—ready to have the content poured into them. If that were true, our work would be easier. But it isn't true. As educators know, a lot more goes on in a kid's head than just school. So, we have to teach to the heart. Children must feel loved, a sense of belonging, safe and secure. Without attending to those basic needs, our power to teach and inspire them is limited. If we think about meeting those needs as conditions for achieving success in our schools and classrooms, then we make a significant investment toward graduating competent, responsible, and compassionate citizens. That's what this month's message is about—it's about “heart work.” This story is about a conversation I recently had with Jason, a sixth-grader in Mr. Travis Neil's block class at Thomas Jefferson Middle School. I love to be in classrooms. Interaction with kids is what drew me into the profession, and I still can get a lot of juice from hanging out with squirrely sixth-graders on a Friday afternoon. As you might imagine, it's not easy for the superintendent to “sneak” into a class unnoticed. Some students have wondered aloud if I'm with the FBI! My dark suit and cropped buzz cut are misleading, I'm sure. Part of my visitation routine at all grade levels is to engage students in conversations about what they are learning, why they are learning, and how they might use their knowledge in the future. Our discussions often go in interesting directions, and I love it when this happens. Kids are naturally curious and routinely hilarious if we give them voice. Jason was completing an independent project focused on the production of a movie poster and script for his own rendition of Poe's “The Tell-Tale Heart.” This young budding playwright was very articulate in explaining the task and was animated by the horror genre. He was not quite Stephen King, but clearly he was passionate about his work. When he finished describing the climax of the story plot, I was amazed at the high level of interest and enthusiasm he had developed in completing this assignment. Jason truly was engaged. Before I left, I asked Jason what he liked most about school. I've posed that question to students probably thousands of times throughout my career, and I've heard all the typical answers—from lunch, to recess, to football, to band, to drama, to “when it's over.” Rarely have I heard what Jason shared with me that afternoon. His response was, “Mr. Neil.” Sure, Jason may, and I repeat may, remember his first attempt to re-master Freddy Krueger. But I doubt it. I do know this: he'll never, ever forget Mr. Neil. Now, that's heart work. Travis, thank you. In this season of thanksgiving, I'd like to say how much I appreciate the work you do each and every day. I encourage you to take stock, during the holiday break, of all of your blessings: family, friends, colleagues, and our students. The difference we can and must continue to make for our children is remarkable. I know Jason feels blessed to have Mr. Neil. Have a wonderful Thanksgiving. Take care,

For generations, children have walked to school, slogging through the wind and rain. And, I suspect with all too much familiarity, that many young boys and girls have stomped in puddles or chased squirrels along the way. I'd like to share a story about the work of parent volunteers, partners, and staff members at Washington Elementary who are transforming relationships to ensure that students arrive at school on time, well fed, and ready to learn. This story is about a Walking School Bus. No, this isn't the Fred Flintstone version. Washington Elementary is the only school in the district where all children walk to school. For years, many students have struggled to get to school on time for breakfast and classes. This challenge inspired the idea of the Walking School Bus. Under the direction of Denisse Haney, family resource coordinator at Washington Elementary, walking routes are “driven” by volunteers who pick up students at designated stops. One parent drives the bus while another serves as the “caboose,” and the students form a single file conga line in between. The Vancouver School District Foundation provides financial support for the Walking School Bus, and parent and staff volunteers make it happen. It's a pretty simple concept, but no one fully anticipated the positive response. Initial plans were for 50 participants. So far, 135 students are registered as “riders.” That's more than 25 percent of the student body. Three walking routes are managed and supervised by parent volunteers. It's really remarkable. How do I know? I was a guest “driver” last Friday. I arrived at 7 o'clock in the morning, and the lead parent volunteer ushered me into the Family Resource Center office. I was given a vest and instructions with a route to follow. I could tell this person was matter of fact. (My momma raised no fool!). I wasn't about to question anything this woman asked me to do. I was assigned Route 3, which starts about five blocks from the school at the intersection of T St. and Fourth Plain. The route has four stops and typically serves almost 40 students. On Friday, we had a light run with roughly 25 students in tow. At the first stop, I met Miguel, a fifth grader wearing rubber boots and a plastic poncho. We talked a bit about school. Miguel likes math. As we were walking in a light rain, I marveled at how empowering this experience was for students and parents. Brianna, a third grader, was designated bus captain for the day and was responsible for punching student punch cards. I also was impressed at the sense of community that the program is creating in the neighborhood and at the school. I witnessed many families fall in line, including one mother and her baby in a jog stroller. And, as you can imagine, we had a parent who miss timed the “bus.” In fact, I was sent back across St. John's to gather Sabrina, a first grader who looked as if she just woke up. I learned from her mom as I took her daughter's hand that it was her sixth birthday. We hustled back to catch up with the rest of the bus. Brianna, who had fallen intentionally to the back of the line to greet her, punched her card, and then did the kindest thing. She put her arm around her shoulder, and it remained there for the rest of our trip. I loved witnessing this simple gesture of compassion and humanity. I felt compelled to share this story, because it illustrates so many of the relationships we must attend to: student to student, student to adult, adult to adult, and school to community. Learn more

Except for my daughter missing the bus, the first day of school was the smoothest in recent memory. To prepare a system of this size is no small undertaking, and I would like to express my gratitude to all of you. More than 3,200 employees pulled in the same direction to get our schools ready for 22,000 students. I especially want to acknowledge the efforts of our support staff—maintenance, custodial, and grounds personnel. Our schools and campuses were beautiful and spotless. Thanks also to the VSAA staff for your patience with the remodeling project and your hard work to re-open the building. I plan to send personal messages to you throughout the school year as a way of highlighting some of the dedicated and caring members in the Vancouver Public Schools family who are making a difference for our students. I hope you enjoy the stories. This story is about a missing student and one of our bus drivers, Linda Ingenthron. On the first day of school, Linda was completing her afternoon run from Jason Lee. One of her students, an 11-year-old, 6th grade, non-English speaking Cambodian immigrant, got off at the wrong bus stop. Linda completed her afternoon runs, but when the girl's family reported that she had not showed up at home, Linda knew something was amiss. She remembered that the student had appeared somewhat confused when she exited the bus. Linda drove her bus back to transportation and retraced her route in her personal car. She stayed in contact with our Transportation Department on her mobile phone and found the student walking along Andreson Road toward SR-500. Personnel from the school were dispatched to assist in transporting the student home. Linda certainly could have “punched out” and headed home to tackle her own list of to-do's. But she didn't. She set aside her own needs for those of another. That is about service to kids first. And, it's about adult to student relationships. Thanks, Linda. I know the girl's family is grateful, and so are we.