LESSONS LEARNED FROM THE NORTHWEST AND BEYOND 2010 ANNUAL REPORT Founded in 1966 as the Northwest Regional Educational Laboratory, Education Northwest works alongside educators, administrators, policymakers, and community members to transform teaching and learning. Four priorities frame our work: • Supporting educators • Strengthening schools and districts • Engaging families and communities • Conducting research, evaluation, and assessment Our mission is to improve learning by building capacity in schools, families, and communities through applied research and development.

LESSONS LEARNED FROM THE NORTHWEST AND BEYOND 2010 ANNUAL REPORT

1 A Message to Our Members 2 A Year of Accomplishments 4 Lessons Learned Choosing a School Turnaround Provider Creating Schools That Support Success for English Language Learners Leveraging the Unique Features of Small, Rural Schools for Improvement Planning a School-Based Mentoring Program Lessons Learned From High School SLC and Small School Reform Efforts 16 Organizational Structure 17 Governance 18 Financial Highlights 20 Contracts Funded 22 Members A Message to Our Members

To borrow a phrase from Charles than 300,000 students out of 2.1 • Leading and sustaining school Dickens, 2010 was “the best of times million total). Of the nearly 1,100 improvement e"orts, particu- [and] the worst of times.” While the districts in the region, 240 have larly in schools identi%ed as in economic downturn continued to a greater than 10 percent His- need of improvement by federal force states and schools to slash panic population and 33 exceed 50 and/or state mandates budgets and make painful choices, percent Hispanic enrollment. #e • Improving secondary education, the federal government cushioned overall student minority rate now including increasing academic some of the blow with American stands at 28 percent, but less than performance, graduation rates, Recovery and Reinvestment Act 5 percent of Northwest teachers are and readiness for postsecondary (ARRA) money that was used from racial or ethnic minorities. success by many districts to fund sta" #e number of children in the As this annual report demon- positions. As our evaluation of Northwest eligible for free and strates, Education Northwest is Idaho’s ARRA educational spend- reduced-price lunch has increased working alongside Northwest ing found, 79 percent of funds by 14 percent in the last two years. educators, policymakers, parents, were used to save jobs that would Nearly one in %ve children in the students, and communities to have otherwise been reduced or region live in families receiving address these issues. In spite of eliminated. #e Race to the Top public assistance—about the same the %nancial barriers and other and Investing in Innovation grant number as the national average. obstacles we face, we remain com- programs helped to promote out- In the Northwest, educational mitted to improving education for of-the-box educational reforms, priorities remain focused on clos- all students. while School Improvement Grants ing the achievement gap. #rough provided targeted support for the analysis of client requests, student nation’s chronically lowest per- assessment results, and various forming schools. state and federal data sources, Both the nation and the region Education Northwest identi%ed Dr. Carol "omas continued to experience demo- the following needs as most salient Chief Executive O&cer graphic shi$s that have impacted to educators and policymakers in the classroom. All %ve Northwest our region in 2010: states represented on our board • Reducing the great disparities (Alaska, Idaho, Montana, Oregon, in educational participation and and Washington) have seen an performance among student increase in Hispanic student enroll- groups, based on race and ethnic ment, which reached 14 percent origin, family income, and Eng- of all students in the region (more lish language pro%ciency

1 A Year of Accomplishments

Fiscal year 2010 was marked by part of that work, we produced Strengthening schools and historic challenges in the regional, a 15-minute video and accom- districts national, and global economies. panying professional develop- • Education Northwest was #e infusion of more than $100 ment guide on how successful named a partner in the Race billion in American Recovery and schools around Alaska are using to the Top (RTT) National Reinvestment Act funds helped principal walk-throughs to Technical Assistance Network, ameliorate the situation, but states, improve instruction. #e video a $40 million project led by ICF districts, and schools continued to was distributed to every district International. We will serve as struggle with shrinking budgets in the state. the technical assistance provider and rising costs. Despite the bleak to support RTT implementation %nancial situation, Education • Teaming up with Corwin, we throughout the nation. Northwest succeeded in securing published Culturally Respon- 155 new and continuing contracts sive, Standards-Based Teaching: • #e Oregon Department of and grants, earning $19.3 mil- Classroom to Community and Education chose Education lion. We supported educational Back. To reach a broader reader- Northwest to direct the Oregon improvement e"orts throughout ship, the authors updated their Leadership Network (OLN), the region and the nation with 2005 book that was originally a 10-year partnership among almost 1,200 workshops, train- developed for Northwest audi- 19 of the state’s school districts ing institutes, and other services ences. #e new edition includes that collectively educate about for close to 20,000 participants. national examples, up-to-date half of the state’s students. Two #e following is a sampling of our resources, and tools to help OLN institutes organized by wide-ranging work: schools and districts incor- Education Northwest attracted porate their students’ cultural 300 participants each. Founded Supporting educators traditions into standards-based with support from the Wallace • As part of our Regional Edu- instruction. Foundation, the OLN is the only cational Laboratory work, we national network that focuses on hosted 10 Bridge Events across • We successfully completed key building educational leadership the region. #ese forums are federal initiatives, including for equity. designed to promote a dia- work by the Northwest Regional logue among nationally known Comprehensive Assistance Cen- • We created a clearinghouse for researchers and local practitio- ter (NWRCC) and the Region X information and resources on ners and policymakers. Topics Equity Assistance Center (EAC). the American Recovery and ranged from dropout prevention In the coming year, NWRCC Reinvestment Act (ARRA) to to adolescent literacy, data use, will focus on three of the admin- help our Northwest stakehold- charter school e"ects, turn- istration’s reform priorities: ers stay current on this unprec- ing around chronically low- Great Teachers/Great Leaders; edented federal investment in performing schools, and early Statewide Systems of Sup- education. With weekly news childhood development. port; and Common Core State

2 • We began work to enhance Conducting research, Oregon’s State System of Support evaluation, and assessment to include screening, hiring, and • A team of Education North- placing 48 coaches in 68 schools. west evaluators received a Our ongoing professional highly competitive $2.8 mil- development is giving coaches lion research grant from the and principals research-based Institute of Education Sciences strategies to increase student to study the impact of Proj- achievement. Engaging families and ect GLAD (Guided Language communities Acquisition Design). Although • Our third annual national • An e-learning course developed Project GLAD is widely used, institute on high school reform, by Education Northwest was one our randomized controlled trial From Structure to Instruction, of 13 award winners recognized is the %rst rigorous study of this attracted a capacity crowd of by the International E-Learning model of instruction for English nearly 600 educators to Las Association. #e interactive language learners. #e three- Vegas, NV. Teams from school course, created for the Corpora- year study will involve %$h- districts around the country had tion for National and Commu- grade teachers and students in high praise for practitioner-led nity Service, focuses on VISTA 25 Idaho elementary schools. presentations on a wide range of Civil Rights and Responsibili- high school reform topics and ties. VISTA is Volunteers in Ser- • Idaho education o&cials com- sessions designed to help inter- vice to America, a program that missioned Education North- ested participants respond to the deploys volunteers as capacity- west to conduct a three-phase U.S. Department of Education’s builders in low-income commu- evaluation of how school Smaller Learning Communities nities. Education Northwest has districts in the state used $280 Program 2010 RFP. long been a national leader in million in ARRA funds. #e online and face-to-face training study documented the use of • Education Northwest was of VISTA members and pro- ARRA and other funds to save tapped by the American gram directors. jobs that would have otherwise Institutes for Research to been eliminated and to support conduct communications and • #e O&ce of Faith-Based and other items such as curriculum, dissemination for a %ve-year, Neighborhood Partnerships professional development, and U.S. Department of Education enlisted two Education North- technology enhancement. study of school turnaround. As west sta" members to plan and a partner in this e"ort, we will facilitate a meeting at the White • We collaborated with the produce materials and organize House on school turnaround. Washington O&ce of Superin- events that o"er an ongoing, #e event, cosponsored by the tendent of Public Instruction on in-depth picture of how and why Corporation for National and a successful proposal to study School Improvement Grantees Community Service, examined the Striving Readers program. are taking action: adopting and the role of community-based Our sta" will conduct a four- implementing new strategies, organizations in this di&cult year evaluation of the program, distributing funds, improving work. which is aimed at improving the the capacity of school person- reading skills of middle- and nel, and ultimately improving high school–aged students who student outcomes. are reading below grade level.

3 Lessons Learned

More than four decades of work- Choosing a School drawing up a list of questions to ing with education stakeholders Turnaround Provider use to reach a short list of provid- and researching best practice have Droves of school turnaround provid- ers to interview. Cut past slogans taught sta" at Education North- ers are chasing the massive federal and general statements, such as, west some important lessons on infusion of funds "owing into failing “All children need to read

5 blue-ribbon panels and commis- successful business. Working with Creating Schools That sions that can be helpful since they a provider who is unskilled or Support Success for review a broad array of material inept with management and %scal English Language Learners and summarize professional wis- practices is a fast track to failure The past two decades have brought dom in the %eld. somewhere during the turnaround the second largest wave of immigra- process. tion in U.S. history. This has led to a At the point of contract, discuss rapid and unprecedented in"ux of Seeing is and specify in the document how immigrants to the Paci$c Northwest believing. you will resolve issues that arise. as well as a rise in the number of 4 Nothing is quite as Make sure you have an articulated English language learners (ELLs) in Lesson # powerful as seeing plan of action, a time line, and schools. Between 2002–2003 and the provider in action, in a setting speci%ed benchmarks. Be as 2007–2008, the Northwest’s annual similar to yours. Ask the provider speci%c as possible. Discuss how growth in ELL enrollment was nearly for a full list of sites with contact you will resolve issues that arise $ve times faster than the national information. School improvement and specify a resolution process average. By 2007–2008, ELLs repre- expert Sam String%eld recom- in the contract. sented 8.6 percent of total public mends calling %ve schools from the school enrollment in the Northwest. list at random to ask them about Summary To address these changes, many their experiences. Calling sites at #e turnaround process is a di&- district leaders in the Northwest are random ensures you are not cult one. #e chances of its success taking a direct role in supporting contacting only the provider’s most are much greater if a well-quali%ed the education of ELLs. These leaders successful “showcase” sites. Narrow provider, who understands your are looking for programs, strategies, the %ve to two to three sites, taking school and its improvement needs, and practices to help this growing pains to %nd sites similar to your is brought in as a partner in the population of students develop own. Visit the two to three sites process. Choosing a provider is a English pro$ciency while simultane- (virtually or in person) to conduct key decision, with potentially life- ously mastering academic content. an inquiry. Interview a variety of altering consequences for students. The following lessons are intended sta" who works with the provider Choose wisely. to address questions that admin- to ensure you have di"erent istrators may have about how to viewpoints. Go to your site visits mitigate barriers to the linguistic and with a well-prepared agenda and a academic achievement of ELLs. They coordinated team. will also help leaders provide better support to teachers as they learn and implement evidence-based instruc- Make sure your tional practices for ELLs. provider is in it for 5 the long haul. Lesson # Turning around a Make success for failing school is a massive commit- ELLs a central issue. ment of resources and expertise. 1Ensuring the suc- Providers must be able to show a Lesson # cess of ELL students track record of long-term delivery requires the commitment of of e"ective services. As well, they everyone in the school commu- must demonstrate the %nancial nity. In our work with districts and organizational capacity of a and schools, we have found that

6 Service Spotlight Under a $2.8 million grant from the Institute of Education Sciences, Educa- tion Northwest evaluators are conducting a three-year experimental study of Project GLAD (Guided Language Acquisition Design). Although Project GLAD has been used by more than 48,000 teachers in 13 states to help English language learner (ELL) students develop academic English skills, the model has never undergone such a rigorous evaluation. Our randomized controlled trial will involve $fth-grade teachers and stu- dents in 25 Idaho elementary schools. Teachers in treatment classrooms on the most e"ective program will receive GLAD training and follow-up coaching for two years. Teachers model. In fact, di"erent models in control classrooms will not be trained during that time but will subse- may be appropriate to di"erent quently receive GLAD training. settings and su&cient evidence is The research team will focus on whether GLAD training impacts student not always available. For example, outcomes in reading, writing, and science. According to Principal Inves- research does not de%nitively tigator Theresa Deussen, “Since its development in the 1990s, GLAD has support bilingual or English-only been very popular with educators. This is a great opportunity to rigor- instruction. ously test its impact and to address a compelling and growing need in the Bilingual programs o"er stu- region for programs that work with ELL students.” dents the opportunity to develop Deussen adds that Idaho was selected as the study site because it has a their literacy skills in two lan- rapidly increasing ELL population and its teachers have not been trained guages, and research suggests that previously in GLAD strategies. Idaho Superintendent of Public Instruction in the longer run, students who are Tom Luna acknowledged, “Education Northwest is working with the Idaho taught in bilingual programs are State Department of Education to provide research-based, professional not disadvantaged in their English development to Idaho teachers so we can all work together to improve skills, as people sometimes fear. In student achievement among our limited English pro$cient students.” practice, however, relatively few ELLs actually receive bilingual instruction, o$en because of dif- %culty obtaining primary language developing and communicating in implementing those practices. instructional materials or %nding a uni%ed vision for improving In one district, the administrators teachers who are appropriately instruction and services for ELLs attended all ELL-related profes- trained and have academic

7 Use consistent Implement Build a bridge and reliable strategies that to families and procedures to 4 are supported by 5 community

3 Lesson # Lesson #

Lesson # identify and place research. members. ELL students. Although there is an emerging ELLs learn best when home, Most districts are guided by state body of research evidence on school, and community are linked. policies and procedures in the teaching ELLs, many teachers are #e school climate should rein- identi%cation, placement, and exit not aware of the %ndings. Most force the belief that students’ lan- of eligible ELL students. Districts preservice teacher preparation guages and cultures are resources will want to follow these policies programs do little to help future for further learning. Displays of and practices consistently. When teachers work e"ectively with student work, multicultural and state policies and procedures do this population. As a result, new multilingual school activities, not exist, districts will want to ad- teachers may hold misconceptions and the inclusion of adults from vocate for them, because uniform about how ELLs learn, including students’ communities all provide and standardized criteria con- the belief that most ELLs should such evidence. Schools with a tribute to positive outcomes from be able to acquire English pro%- welcoming and inclusive climate services and programs. ciency within two years and that intentionally build culturally rel- In Education Northwest’s techni- ELLs should avoid using their evant topics into the curriculum. cal assistance activities, a frequent native language while acquiring In focus groups conducted by %nding has been that identi%cation English. Veteran teachers also re- Education Northwest, parents and reclassi%cation procedures are port that they have had little or no consistently call for opportunities o$en based on the subjective judg- professional development on how to provide input and to receive ments of the sta" involved. In some to instruct ELLs e"ectively. more information from the school cases, students who were eligible for Because many teachers re- in a language and format they services were not identi%ed because ceive minimal training, it falls on understand. #is suggests that the procedures varied by school districts to provide professional some districts are not taking full and were not centralized at the dis- development and information advantage of the crucial support trict o&ce. Some of the problematic about how ELLs learn. An impor- that parents and communities can practices included lack of train- tant step is to develop among all provide. Opportunities for two-way ing on the use of home language teachers a thorough understand- communication with families must surveys, inconsistent procedures in ing of the ELL program model be created by school leaders and administering the surveys, and lack being implemented at the school, classroom teachers. Supporting this of language translation for parents. as discussed above. Additionally, dialogue requires that schools and To prevent these problems, the school districts can focus on sup- districts communicate with parents identi%cation, placement, and exit porting teachers’ understanding of in their primary language. #e cost procedures must be well known by the key principles about how ELLs of community liaisons and inter- the school sta" and administered learn and the academic challenges preters can sometimes be shared equitably. they face. by two or more schools. Another strategy that schools sometimes use is to recruit bilingual volunteers to serve in these roles. Parents in focus groups said that the most helpful resource was to have multilingual sta" available to help them interact with teachers and administrators. Outreach activities that bring Leveraging the Unique parents and community members Features of Small, Rural together at the school make family Schools for Improvement members feel like they belong. Much of the Northwest region Some strategies that districts have (Alaska, Idaho, Montana, Oregon, used to create successful events and Washington) is rural in nature— include accommodating parents’ made up of communities isolated by work schedules, providing child distances and populated by fewer care and transportation, and in- than 2,500 residents. Accordingly, cluding extended family members. 39 percent of the schools in the O"ering educational opportunities Northwest are rural, compared to 31 such as family literacy programs percent nationally and 69 percent of and English as a Second Language Northwest districts are rural, com- classes for adults are also good pared to 56 percent nationally. While ways to bring adults to the school. there are challenging economic and Because of limited access to social di&culties encountered in outside resources, things get cre- Summary both rural and urban schools, it is ated, repaired, and accomplished Continuing immigration trends important to use the small size and in ingenious ways. Rural school suggest that the importance of autonomy that characterizes rural organizations tend to be

9 Service Spotlight Delivering professional development can be a considerable challenge in Alaska, where school districts cover up to 22,000 square miles of rugged terrain, students may travel by boat and ATV to daily classes, and residents depend on air taxis to connect them to the outside world. That’s one rea- son why the Alaska Department of Education & Early Development asked Education Northwest and its partner the Alaska Comprehensive Center to create a 15-minute video to introduce “principal walk-throughs” to schools around the state. service agencies or consortia to These quick visits—whether they’re called learning walks, data walks, or achieve an economy of scale to walk-throughs—help principals systematically gather data on instruc- plan, purchase, and deliver area tional practices. The principal then can share with teachers areas to focus professional development or share on, especially when targeting grade-level expectations. Walk-throughs a specialist across district lines. In are not typically part of the teacher evaluation process. Instead, they pro- another example, some schools vide a way for principals and teachers to communicate about classroom and districts are turning to online instruction on an ongoing basis. providers or virtual high schools Education Northwest sta# visited Big Lake, Palmer, Bethel, and Manoko- to o"er foreign language, advanced tak to show how principals at each of these locations have adapted the mathematics, and other hard-to- walk-through process to meet their own school’s needs and context. In sta" courses. the tiny, remote Yup’ik village of Manokotak, Principal Herman Gerving may visit each classroom a couple of times a day, while Principal Gene Stone at Palmer Junior Middle School just outside of Anchorage observes Models for school each teacher once a week, followed by a debrie$ng. improvement By providing every district in Alaska with a copy of the video and accom- 4 likely look a little panying guide, Deputy Commissioner of Education Les Morse is hoping Lesson # di"erent in small, that this tool for school improvement takes hold. “We want to do the remote communities than in same thing with the walk-through as we do in drilling down with the other areas. data,” he says. “Instead of just seeing whether the student is getting an A In places with few specialized or a B or a C, we want to see, is this teacher teaching to the standards? Is personnel and limited central of- it evident what the students are learning and why they’re learning? And %ce sta", planning and implement- when there are issues that are challenging, can the principal help diag- ing improvements are more o$en nose and get spot on, what is it? Where did things go wrong? Where do accomplished by the total group you need to change your instruction?” through consensus, rather than committee. Parents, the communi- ty, and the local school board will play instrumental roles in planning groups, or other conditions can made advances as a means for and conducting school improve- help “smooth” the variability of improving educational opportuni- ment e"orts. Improved instruction these quantitative data. ties in rural school settings. While may likely play out through activi- Since context is important, locally available, high-quality, ties jointly planned by individual consultants should encourage sta" face-to-face instruction is o$en teachers and their students. members to contrast their perfor- preferred, electronic means of Consultants should be inclusive mance with similar size schools to delivering professional develop- when making task assignments gain perspective. ment and instructional support and put more emphasis on imme- may be a necessary and viable diate implementation than lengthy option. Ensuring equal educational planning processes. #ey should Use technology opportunity is a continuing chal- frequently debrief with the team appropriately as lenge, particularly in remote areas, on what is being learned. 3 one strategy to that can be addressed through Lesson # address the needs a variety of creative means. For of students and sta". example, it is common for small Distance learning and other com- districts to engage in cooperative munication technologies have agreements through educational

10 Don’t Planning a School-Based #e truth is, mentoring is o$en underestimate Mentoring Program more targeted. Even if the goal 5 the ability of rural School-based mentoring (SBM) of the program is youth develop- Lesson # schools to get has exploded in popularity in ment in the broadest sense, the things done. recent years. Today approximately matches will still wind up focusing Rural schools and communities one fourth of the youth mentor- on certain goals and aspects of face unexpected challenges and ing programs in the country use a the young person’s life. To ensure obstacles on a day-to-day basis school-based format in which a K–12 correspondence between actual and usually consider them to be student is paired with an adult from mentoring activities, the structure routine. Simple, elegant rem- the community or an older (usually of the program, and the stated out- edies are common and taken for high school) peer in a supportive comes of program, we recommend granted. While there may not be one-to-one relationship at the school programs start with a logic model a lot of tolerance for paperwork site. that establishes these connections. or activities that are considered Such programs have tremendous burdensome, sta" will o$en get potential to help students in a num- work done properly, on time, and ber of academic and psychosocial Make sure your with little complaint when given domains. However, there are some program model the rationale for speci%c tasks. critical ingredients—as well as com- 2 has appropriate Consultants should use sound mon pitfalls—to keep in mind when Lesson # short-term and reasoning when challenging rural developing a successful school- long-term outcomes. schools with high expectations. based mentoring program. SBM programs sometimes focus Discreet steps with reasonable too much on big picture, long- time lines and expectations should term outcomes at the expense of characterize any improvement Develop a logic more immediate, and measur- plan. Finally, we suggest that model that able, short-term ones. While your external providers remember to 1speci#es how program may have long-range goals such as increased college at- celebrate accomplishments along Lesson # the intervention the way. of mentoring works for your tendance or improved graduation students. rates for participants, keep in mind Summary One of the most important aspects that they may be quite a ways o", Taking the time to learn about the of a mentoring program (school- and that many factors can impact local setting before o"ering advice based or otherwise) is alignment those eventual outcomes other is one way for outsiders to show of program activities with desired than your mentoring program. So, respect for small-school students outcomes. Many school-based pro- we encourage SBM programs to and teachers. In order to be truly grams promise funders that they focus on more immediate returns helpful, visiting consultants need will impact areas like grades and on investment: improved atten- to spend more time listening than test scores, drug and alcohol abuse, dance, teacher-reported improve- speaking; capture successes in and family and peer relations, ments in classroom behavior, and metaphoric ways through stories; without ever really articulating how improved study habits. remember that simple, obvious so- the intervention of mentoring is lutions are preferred; support

11 Service Spotlight Once mentors learn about the complexities of their role, they often wish they were better prepared. A new online course by Education North- west does just that, through 13 video scenarios that depict common mentoring challenges and how to handle them. The vignettes in Talking it Through: Communication Skills for Mentors (http://talkingitthrough. educationnorthwest.org) are based on the experiences of actual mentor- ing pairs and feature real youth and real mentors. “For years, mentoring programs have been asking us for video-based Build a solid training that addresses those awkward, real-life situations that arise infrastructure for between mentors and mentees, so we’re thrilled to make this new implementing the 3 resource available to the $eld,” says Nicky Martin, director of Education Lesson # program. Northwest’s National Mentoring Center. “And in this economy, when SBM programs have the advantage many programs are struggling, we are especially happy to o#er it at no of building on existing school re- cost. We hope it can be a useful supplement to any well-rounded mentor sources, facilities, and sta&ng, but training plan.” that does not mean that they are inexpensive to set up, or inherently The videos, which run 3–7 minutes each, demonstrate how to respond easy to manage. When designing to di&cult situations and communicate e#ectively on the spot. Project your program, consider sta" roles, Coordinator Amy Cannata points out, “The segments o#er guidance on sta" communication, sta" stabil- developing key skills, such as knowing how to be empathetic and atten- ity, program partners, program tive, when to set boundaries, and when to contact program sta# for help.” materials, and a mix of activities The videos are enhanced with tips and resources, and a printable journal and interactions. feature keeps users actively engaged in the course.

Plan for the issues that the If matches will not be continu- How can sta" be recon%gured to 4 school year itself ing on to the next year, programs save costs? Could new partners Lesson # presents. should prepare youth (and their help keep the program going? Can Several major research studies mentors) for that circumstance well you build in a consistent stream of point out that the nature of a typi- in advance. Build in opportunities revenue? Programs that we have cal school year is one of the more for the match to say goodbye in a seen close o$en put o" answering di&cult aspects of implementing positive way. Mentoring relation- these types of questions until it SBM programs. Short duration ships that end under bad circum- was too late. and a limited number of meet- stances or without an opportunity ings hinder the development of for closure have more negative Summary many mentoring relationships in e"ects than not providing a mentor #e National Mentoring Center at the school environment. Success- in the %rst place. Education Northwest and many ful mentoring is all about quality other agencies around the country interactions that take place con- o"er resources that can help you sistently over long periods of time, Prepare for the plan and implement an evidence- and both the daily school schedule long haul from day based SBM program. In many ways, and the annual calendar of the 5 one. SBM can provide a frequently miss- school year can get in the way. Lesson # One challenge ing element to the modern K–12 Programs can do a number of we’ve witnessed is the number of experience—the element of com- things to maximize the amount of programs that ramp up under a passion and unconditional support. mentoring youth receive during particular funding cycle only to School-based mentoring can bring the school year, such as starting close when that initial funding community members and students mentor recruitment in the sum- ends. #ese program closures are together in a way that many other mer and providing opportunities o$en quick and di&cult, leading to school-based services cannot. for matches to meet during school prematurely closed matches. breaks. What will it take for the pro- gram to be fully self-sustaining?

12 Lessons Learned From A strong vision Northwest’s publication From High High School SLC and Small of improved School to Learning Communities School Reform E"orts 1instruction needs emphasizes that rigorous and rel- For the last decade, small learn- Lesson # to drive high school evant curriculum and instruction ing communities (SLCs) and small reorganization. and interdisciplinary teacher teams schools have dominated the educa- Educators have tended to approach are highly interrelated, mutually tion landscape as cures for large, SLCs and small schools as merely dependent dimensions of practice. comprehensive high schools’ failings: structural changes. However, when Strong relationships can be lever- high dropout rates and graduates a strong instructional vision drives aged to create better conditions for unprepared for postsecondary reorganization, district and school teaching and learning—di"erentiat- careers and college. Recently, rede- sta"s see restructuring itself as ing to students’ interests and needs; sign e#orts have begun to falter in only one dimension of the reforms motivating students through high light of evaluations showing stalled they need to pursue to institute expectations and personalized sup- implementation and limited impacts. high school best practice. #e ports; and assessing student prog- Education leaders and practitioners vision for instruction speci%es the ress on a frequent and formative are left to wonder, should we cut our research-based instructional prac- basis. Sta" members also use com- losses and pin our hopes on another tices and goals for student achieve- mon planning time to collaborate reform movement? Evidence and the ment that SLCs and small schools more e"ectively with each other, experience of Education Northwest, are meant to achieve. For example, students, and families to support gained from working with more than one large, urban district speci%ed both student and teacher learning. 1,200 secondary schools and districts in its transformation initiative Faculty and leaders work toward a nationwide during the past six years, that “participating schools will use singular or coherent instructional o#er two reasons for not following their small size to develop focused vision in mutually reinforcing ways. that course. First, research suggests and coherent instructional pro- Faculty strives to realize the vision that SLC and small school structures grams which include challenging through instruction and student are useful—if not su&cient—reform and relevant curricula that develop support. Leaders of successful SLCs objectives: Further instructional im- students’ basic literacy skills and and small schools focus on the provements are needed. Second, stay- result in high-level competencies structural changes (e.g., planning ing the course allows sta# members in all subject areas.” #eir stated time, reduced student load) that to learn and build on achievements, goals were to “graduate at least 90 support teachers’ adoption of e"ec- including stakeholders’ ownership of percent of ninth-graders in four tive instructional strategies. reforms. Finally, continuing the initia- years [and] ensure all students tive has implications for the e&cient graduate ready for college with use of resources at a time when such real postsecondary options.” A vision that resources are severely strained. capitalizes on Taken together, research and 3 small scale focuses experience suggest that high school A strong vision Lesson # on strengthening improvement has less to do with of improved the instructional core. identifying another, “better” reform 2 instruction SLCs and small schools that than implementing the current Lesson # capitalizes on attempt to operate as they always strategies fully and faithfully. The six small scale. have (i.e., as comprehensive high lessons that follow identify key needs A central question for SLCs and schools with many course o"erings for implementing SLCs and small small schools is how to capital- and levels) inevitably %nd it dif- schools more e#ectively. ize on smaller units to achieve %cult to organize all students and improved instruction. Education teachers within teams that share

13 common classes and planning improvement initiatives restruc- reforms, some schools manage to time. #is substantially weakens tured working conditions to make move with dispatch to implement teams’ ability to build a strong and this di&cult work doable. Teachers SLC structures. #eir goal has coherent program. particularly welcomed increased been to design the reforms in one How can sta" members provide instructional time and smaller year and implement them in the the challenges and support all student loads. Strengthening the next so that sta" can quickly begin students need while preserving the core in these ways required more to improve instruction, aided by structural integrity of the SLC? #e teachers in core subject areas. the new structures. #ese schools answer is to “shore up the core,” Choices had to be made in al- o$en enjoy stable and strong signaling that all students’ mas- locating resources among course school leadership and receive sup- tery of core content is the priority. o"erings and services. Principals port from well-established, third- Leaders eliminate remedial course used a combination of strategies to party partners. o"erings to expose all students to move resources to the core, such as rigorous content. Sta" members eliminating electives and partner- develop complementary strategies ing with community colleges to Full and sustained to support students with a history o"er advanced courses. implementation of underachievement by o"ering of reforms

Lesson # 6 them a double dose of math or requires district English. #ey may also o"er tuto- stewardship. rials that are taught by the same Swift In our work, we have observed that teacher as the core course or hold implementation school districts that adopted a dis- academic advisories. 5 of SLC/small trictwide policy to reorganize high Lesson # school structures schools into SLCs or small schools allows sta" to take up the generated excitement and momen- Substantial work of strengthening the tum for the reforms even as they changes in instructional core more quickly stirred controversy. High school 4 resource and e"ectively. leaders in these districts experi- Lesson # allocation are A widespread belief among reform- enced sustained support from the required to strengthen the ers has been that high school district and the community-at- instructional core. redesign takes years to accomplish large; district leaders saw progress, Creating a rigorous, relevant, and since it involves whole school if at a slower pace in some schools coherent core curriculum requires transformation, cultural change, than others. In districts where only SLC and small school teachers to and structural reorganization to some of the high schools pursued change their practice and adopt support instructional innovation. reorganization, a di"erent pattern new roles. Teachers need extensive A typical pattern that reforms have emerged. Many schools under these periods of time to collaborate on followed is a year of planning, conditions are still struggling to improving instruction and to take followed by incremental steps to implement reforms or have backed on new responsibilities that might establish ninth-grade houses, and away from them. Creating a mix of have been the sole function of a then eventual scaling back of plans traditional and reorganized high specialist in a comprehensive high to extend interdisciplinary teaming schools conveyed the idea that high school. Professional development, to upper grade students in the face school transformation is a pun- planning, and collegial exchange of multiple electives and pathways. ishment rather than a set of best require resources. In spite of the many barriers to practices that improve education Leaders who succeeded in implementation that slow or stall for the highest, as well as the lowest, gaining teacher ownership of progress of SLC and small school performing students.

14 Service Spotlight A long-term partnership between Education Northwest and Je#erson County Public Schools (JCPS) in Louisville, KY, is helping the district launch a “Make Time for What Matters Most” initiative for students in 11 low-per- forming high schools. The two organizations collaborated on a successful Investing in Innova- tion (i3) federal grant. With the i3 funds, Education Northwest will provide technical assistance to help six low-performing high schools increase Summary the time and quality of instruction in the core curriculum. Education Northwest sta# also helped JCPS develop a successful Smaller Learning Our %rst three lessons suggest Communities proposal. Under this $ve-year grant, we will support $ve that sta" members and leaders of additional high schools’ e#orts to implement schools of study designed to successful SLCs and small schools prepare students for postsecondary success. and their districts are able to reenvision quality instruction at Going after big gains in performance, the schools are using several aligned the high school level as a well- strategies. “Making time” means using resources di#erently; schools will taught, rigorous, core curriculum. target using time more e#ectively, in the master schedule and in the #e second three lessons suggest classroom, to drive academic acceleration. The schools are also upping the that successful SLCs and small time devoted to collaborative teacher learning. “Time is a vital resource schools require substantive forms and always in short supply,” says Education Northwest’s Diana Oxley. “You of support. Supports that proved have to be strategic in how you use it. Research points to using time in critical included more focused three ways: more instructional time in the core, collaboration among sta#, and e"ective use of resources and and individual support for students who struggle the most.” a short time line for restructuring What “matters most” is ensuring that all graduates are ready for college designed to create conditions for and careers. Education Northwest is helping JCPS sta# develop a common targeted instructional innovation. understanding of what it means to be ready for college; we’re also helping Not least, district leaders “had the to design common classroom, advisory, and cultural supports that will backs” of these schools. permeate each school. #ese lessons emerged from broad-based observations and evaluations of restructuring e"orts, but it remains to be seen whether they can lead to success at scale. Better informed e"orts should help to increase implementation and reveal more clearly the merit of these reforms. Organizational Structure

The chart below re$ects Education Northwest’s structure in FY2010. In FY2011, Dr. Robert Rayborn retired and Drs. Terri Akey and #eresa Deussen were named co-directors of the Center for Research, Evaluation, and Assessment.

BOARD OF DIRECTORS Jerome Colonna, Chairperson

EXECUTIVE OFFICE Dr. Carol Thomas, Chief Executive Officer Steve Fleischman, Deputy Executive Officer

CENTER FOR CENTER FOR CLASSROOM TEACHING AND LEARNING SCHOOL AND DISTRICT IMPROVEMENT Dr. Rob Larson, Senior Program Director Danette Parsley, Senior Program Director

Classroom-Focused Research and Evaluation Program Recreating Secondary Schools Program Core Academics Program Improving School Systems Unit Equity Program School Improvement Research Unit Mathematics Education Unit

CENTER FOR CENTER FOR SCHOOL, FAMILY, AND COMMUNITY RESEARCH, EVALUATION, AND ASSESSMENT Dr. Eve McDermott, Senior Program Director Dr. Robert Rayborn, Senior Program Director

Child and Family Program Research and Evaluation Program Education, Career, and Community Program Assessment Unit National Mentoring Center Language and Literacy Unit Volunteer Leadership Center

OFFICE OF OFFICE OF OFFICE OF OFFICE OF FINANCE PLANNING AND OUTREACH HUMAN RESOURCES INFORMATION TECHNOLOGY Joy Bell, Dr. Steve Nelson, Kathryn Hoyt, Eugene Story, Administrative Director Administrative Director Administrative Director Administrative Director

Accounting Marketing Facilities/Purchasing Communications Outreach and Support

16 Governance

Education Northwest is a private, Cody Claver Denise Juneau nonpro#t corporation governed by Vice President Montana Superintendent a board of directors representing School Development, K12 Inc. of Public Instruction constituent groups in the Northwest. (ID) (Nancy Coopersmith, #e board is composed of: representative) • Chief State School O&cers Karanja Crews (CSSO), or a representative, Teacher Jerry Keane Portland Public Schools (OR) Superintendent of the %ve Northwest states Post Falls School District #273 • Elected district superintendents Juan Carlos Cuadros (ID) of member institutions from each Assistant Principal Northwest state Eugene School District 4J (OR) Tom Luna • Appointed representatives of Idaho Superintendent classroom teachers, building Randy Dorn of Public Instruction principals, higher education, pri- Washington Superintendent (Luci Willits, representative) vate schools, local school boards, of Public Instruction teacher education institutions, (Dr. Alan Burke, representative) Dr. Bruce Messinger community-based organizations, Superintendent Dr. Roberta Evans business, and parents Helena Public Schools (MT) Dean, School of Education University of Montana Sean Murray Jerry Colonna President Dr. Patrick Haggarty RealTime Performance, Inc. (WA) Chair Superintendent Superintendent Diocese of Helena and Billings/ Dr. Perla Rodriguez Beaverton School District (OR) Great Falls (MT) Principal Forest Grove School District (OR) Dr. Jannette R. Hill Michael Hanley Vice Chair Commissioner Mo Sanders Chair, Division of Education Alaska Department of Education Principal Lewis-Clark State College (ID) & Early Development Soldotna Montessori Charter Je" Weldon (Les Morse, representative) School (AK) Secretary-Treasurer Jeri Harris Frederick Striker Attorney, Felt, Martin, Frazier & Teacher Former School Board Member Weldon PC (MT) Seattle School District (WA) Battle Ground School District #119 (WA) Dr. Barbara Adams Dr. Mary Alice Heuschel Researcher Superintendent Dr. Tom Stritikus University of Alaska Statewide Renton School District (WA) Dean, College of Education University of Washington Steve Bradshaw Dr. Randy Hitz Superintendent Dean and Professor Carol VanDerWege Sitka School District (AK) Graduate School of Education Teacher Susan Castillo Portland State University (OR) Kenai Peninsula Borough School District (AK) Oregon Superintendent Wendy S. Horman of Public Instruction School Board Member (Ed Dennis, representative) Bonneville Joint School District (ID)

17 Financial Highlights (FY2010)

These #gures are summarized from our audited #nancials for September 1, 2009 through August 31, 2010. Education Northwest received an unquali%ed opinion from Ho"man, Steward & Schmidt, P.C., our external auditor. For a copy of our complete %nancial statements for FY2010, please contact our O&ce of Finance.

August 31, 2010 (With comparative amounts for 2009) 2010 2009

ASSETS Current assets: Cash and cash equivalents $ 574,234 $ 718,421 Contracts receivable 727,088 787,029 Unbilled expenditures on contracts 1,430,828 2,059,961 Other receivables 49,036 65,542 Inventories 188,370 187,926 Prepaid expenses 69,850 40,929 Cumulative underabsorbed indirect costs 487,199 429,949 Total current assets 3,526,605 4,289,757

Prepaid rent 107,452 — Investments 8,437,175 7,950,314 Property and equipment 1,385,638 176,696 Total assets $ 13,456,870 $ 12,416,767 LIABILITIES AND NET ASSETS Current liabilities: Advance funding on contracts $ 543,191 $ 519,979 Accounts payable and accrued liabilities 495,334 693,795 Accrued payroll liabilities 928,063 803,858 Current portion of capital lease obligation 130,902 — Total current liabilities 2,097,490 2,017,632

Capital lease obligation—net of current portion 591,635 — Accrued postretirement benefit obligation 93,245 93,245 Total liabilities $ 2,782,370 $ 2,110,877

Net assets: Unrestricted: Available for general operations $ 1,574,224 $ 2,178,880 Designated by board of directors 8,437,175 7,950,314 Net investment in property and equipment 663,101 176,696 Total unrestricted net assets 10,674,500 10,305,890 Total liabilities and net assets $ 13,456,870 $ 12,416,767

18 August 31, 2010 (With comparative amounts for 2009) 2010 2009

Support and revenue: Federal grants and contracts $14,109,770 $ 16,737,746 Other grants and contracts 3,791,977 3,782,110 Sales of materials 339,401 546,414 Conferences 542,134 520,745 Royalties 64,397 86,429 Investment FMV gain (loss) 486,860 (570,682) Other revenue and net gains 8,829 685 Total operating revenue 19,343,368 21,103,447

Expenses: Personnel compensation $ 8,311,963 $ 9,354,325 Personnel benefits 2,942,096 3,191,400 Travel and transportation 611,754 840,647 Postage and shipping 99,719 150,722 Occupancy 2,729,482 2,867,667 Printing and reproduction 317,136 557,148 Other services 2,631,392 3,684,565 Supplies and materials 152,854 269,816 Subcontracts and non-IDC 1,111,422 1,748,085 Contract advocacy 63,371 53,999 Over (under) applied indirect (57,250) (511,075) All other 60,819 (56,655) Total expenses 18,974,758 22,150,644 Excess of support and revenue over expenses before underabsorbed indirect costs $ 368,610 $ (1,047,197)

19 Contracts Funded (FY2010)

Federal agencies Idaho Lincoln K–12 Schools Corporation for National and Blaine County School District Montana Early Reading First Community Service Coeur d’Alene Tribe Montana State University Institute of Education Sciences Idaho State Department of Montana North Central Education U.S. Department of Education Education Service Region Idaho State University Montana O&ce of Public Instruction Alaska Moscow School District Noxon School District Alaska Department of Education New Plymouth School District Poplar School District & Early Development University of Idaho Salish Kootenai College, Big Sky Avant-Garde Learning Association Science Partnership Fairbanks North Star Borough Indiana Superior Public Schools School District Indiana State Department of Whitehall School District Lower Yukon School District Education WORD, Inc. (Women’s Opportunity SERRC & Resource Development) University of Alaska Anchorage Iowa University of Alaska Fairbanks Iowa Department of Economic Nebraska Development #e Sherwood Foundation Arizona Keokuk Community School District Tucson Uni%ed School District New Jersey Kentucky Princeton Academy of the Sacred California Je"erson County Public Schools Heart Banning Uni%ed School District Brawley Union High School Louisiana New York El Monte City School District State of Louisiana Department of Enterprise Charter School Orange County Superintendent of Education Monroe-Woodbury School District Schools #e Dunham School Owens Valley Central School Oklahoma District Massachusetts Moore Public Schools YouthBuild USA Colorado Oregon Caprock Academy Michigan Astoria Public Schools Colorado Department Saginaw Township Community Beaverton School District of Education Schools Central Linn School District SkyView Academy Chalkboard Project Minnesota Churchill High School District of Columbia Guadalupe Alternative Programs Coos Bay School District American Institutes for Research E3: Employers for Education National Science Foundation Missouri Excellence Northwest Regional Professional East Aurora High School Georgia Development Center Forest Grove School District Habitat for Humanity Hacienda Community Development Montana Corporation Hawaii Bridger K–12 Schools High Desert Education Service Campbell High School Darby School District District Kauai High School Great Falls Public Schools Hillsboro School District King Kehualike High School Helena School District #1 Intel Corporation

20 Je"erson County School District Midland Independent School 509J District Lane County School District 4J Region 4 Education Service Center Lincoln County School District Sharyland High School McKay High School Socorro Independent School District Nike School Innovation Fund Neah-Kah-Nie School District 56 Virginia Oregon Community Foundation Manassas City Public Schools Oregon Department of Education Oregon Leadership Network Washington Oregon Mentors Chehalis Tribe Oregon Museum of Science and Edmonds School District Industry GEAR UP Washington Oregon State University Muckleshoot Tribal College Oregon University System New School Foundation Portland Children’s Levy Nooksack Indian Tribe Portland Public Schools Olympia School District Portland State University Sultan School District Roosevelt High School #e Tulalip Tribes Salem-Keizer Education Foundation Vancouver Public Schools Salem-Keizer Schools Washington O&ce of Superintendent Teacher Education Foundation of Public Instruction Union-Baker Education School Washington State University District World Vision, Inc. University of Portland Woodburn School District Wyoming Converse County School District Pennsylvania GEAR UP Wyoming Mid-Atlantic Network of Youth and Wyoming Department of Education Family Services Outside the United States South Carolina Bu"alo Trail Public Schools, Alberta, Greenwood High School Canada Colegio los Nogales, Bogotá, Tennessee Colombia Hamilton County Department of Commonwealth of Northern Education Mariana Islands Public Schools, Je"erson County School District CNMI Djonustumidstod MS, Iceland Texas Mount Cheam Christian School, Clear Creek Independent School British Columbia, Canada District Open Society Foundation, London, Eagle Mountain–Saginaw England Independent School District

21 Members

Education Northwest’s membership Members AK ID MT OR WA Totals comprises 921 Northwest agencies State education agencies 1 1 1 1 1 5 and organizations, three fourths of which are school districts, educational School districts 48 101 146 118 198 611 service districts, and public or private Private schools 3 4 3 11 11 32 schools. #ey are the primary clients Intermediate/county agencies 0 0 0 17 9 26 for our services and our partners in Colleges/universities 2 7 9 24 35 77 educational research and develop- Professional associations 11 6 6 44 48 115 ment. A complete list of member Other agencies and organizations 5 7 7 21 15 55 institutions, by state, follows. Totals 70 126 172 236 317 921 Alaska Adult Learning Programs Alaska Association of School Hoonah City School District Petersburg City School District Administrators Iditarod Area School District PFLAG, Anchorage Alaska Department of Education Immaculate Conception School Pribilof School District & Early Development Juneau Borough School District Saint Marys School District Alaska Gateway School District Kake City School District Sitka School District Alaska Parent Teachers Association Kenai Peninsula Borough School Skagway School District Alaska Sta" Development Network District Southeast Regional Resource Center Alaska State Writing Consortium Ketchikan Education Association Southwest Region School District Aleutians East Borough School Ketchikan Gateway Borough School Unalaska City School District District District University of Alaska Fairbanks Anchorage Education Association Ketchikan High School Parent University of Alaska Southeast Anchorage School District Teachers Association Valdez City School District Annette Island School District Klawock City School District Wrangell Public School District Association of Alaska School Boards Kodiak Island Borough School Yakutat School District Bering Strait School District District Yukon Flats School District Bristol Bay Borough School District Lake & Peninsula Borough School Yukon-Koyukuk School District Chatham School District District Yupiit School District Chugach School District Lower Kuskokwim School District Cook Inlet Tribal Council, Inc. Lower Yukon School District Idaho Copper River School District Matanuska-Susitna Borough School Aberdeen School District Cordova City School District District Albertson College of Idaho Craig City School District Matanuska-Susitna Education Assn American Falls Joint School District Delta/Greely School District Monroe High School Avery School District Denali Borough School District National Education Association, Basin School District Dillingham City School District Alaska, Fairbanks/Anchorage Bear Lake County School District Diocese of Fairbanks NEA–Alaska, Inc., Anchorage Blackfoot School District Fairbanks Native Association Nenana City School District Blaine County School District Fairbanks North Star Borough Nome Public Schools Boise City Independent School School District North Slope Borough School District District GLSEN, Alaska Northwest Arctic Borough School Boise Education Association Haines Borough School District District Boise State University Holy Name School Nunamiut School Bonneville Joint School District

22 Boundary County School District Idaho Falls School District Parma School District Bruneau-Grand View Joint School Idaho School Boards Association Payette Joint School District District Idaho State Board of Education Plummer-Worley Joint School Buhl Joint School District Idaho State University District Butte County Joint School District Immanuel Lutheran School Pocatello Community Charter School Caldwell School District J.A. & Kathryn Albertson Foundation Pocatello School District Camas County School District Je"erson County Joint School District Post Falls School District Cambridge Joint School District Jerome Joint School District Potlatch School District Canyon-Owyhee School Service Kamiah Joint School District Prairie Elementary District Board Agency Kellogg Joint School District of Trustees Cascade School District Kimberly School District Preston Joint School District Cassia County Joint School District Kootenai Joint School District Rich%eld School District Challis Joint School District Kuna Joint School District Ririe Joint School District Clover Trinity Lutheran School Lake Pend Oreille School District Rockland School District Coeur d’Alene School District Lakeland Joint School District Shelley Joint School District College of Southern Idaho Lapwai School District Shoshone Joint School District Cottonwood Joint School District Lewis-Clark State College Shoshone Teachers Association Council School District Lewiston Independent School Snake River School District Culdesac Joint School District District Soda Springs Joint School District Dietrich School District Mackay Joint School District South Lemhi School District Emmett School District Madison School District St. Maries Joint School District Filer School District Marsh Valley Joint School District Teton County School District Firth School District Marsing Joint School District Twin Falls School District Foothills School of Arts & Sciences McCall-Donnelly Joint School University of Idaho Fruitland School District District Valley School District Garden Valley School District Meadows Valley School District Vallivue School District Genesee Joint School District Melba Joint School District Wallace School District Glenns Ferry Joint School District Meridian Joint School District Weiser School District Gooding Joint School District Middleton School District Wendell School District Grace Joint School District Midvale School District West Bonner County School District Grace Lutheran School Minidoka County Joint District West Je"erson School District Growing Idaho’s Future Teachers Moscow School District West Side Joint School District Hagerman Joint School District Mountain Home School District Whitepine School District Hansen School District Mountain View School District Wilder School District Highland Joint School District Mullan School District Homedale Joint School District Murtaugh Joint School District Montana House Education Committee Nampa School District Alberton K–12 School District Idaho Association of School New Plymouth School District Alliance for Curriculum Administrators Nez Perce Joint School District Enhancement Idaho Department of Education Nez Perce Tribal Council Executive Anaconda School District Idaho Department of Health Committee Arlee School District & Welfare North Gem School District Arrowhead Elementary School Idaho Division of Professional- Northwest Nazarene University District Technical Education Notus School District Ashland Elementary School District Idaho Education Association Oneida County School District Avon Elementary School District

23 Bainville K–12 School District East Helena Elementary School Manhattan School District Baker School District District Marion Elementary/7–8 Schools Belfry K–12 School District Ekelaka Elementary School District Medicine Lake K–12 School District Big Sandy School District Elliston Elementary School District Melstone School District Bigfork School District Evergreen Elementary School District Miles City School District Billings Catholic Schools Fair Haven/Ulm School/Ulm 7–8 Miles Community College Billings School District Fair%eld School District Missoula County District 32 Bitterroot Valley Education Felt, Martin, Frazier, & Weldon, PC Missoula County School District Cooperative Fergus County District 14 Montana City Elementary School Bonner Elementary School District Florence-Carlton K–12 School District Boulder Elementary School District District Montana Education Association, Box Elder School District Fort Benton School District Beaverhead County Unit Bozeman School District Frazer School District Montana Education Association/ Broadus School District Frenchtown School District Montana Federation of Teachers Broadview School District Froid School District Montana O&ce of Public Instruction Browning School District Geraldine School District Montana Parent Teachers Assn Bureau of Indian A"airs Geyser School District Montana School Boards Association Butte Central High School Glasgow K–12 School District Montana School for the Deaf & Butte School District Glendive School District Blind Canyon Creek School District Gold Creek Elementary School Montana Small Schools Alliance Carroll College District Montana State Library Cascade County District 07 Grass Range School District Montana State University, Billings Cascade School District Great Divide Education Services Montana State University, Bozeman Charlo School District Great Falls School District Montana State University, Northern Chester School District Green%eld Elementary/7–8 Schools Montana Tech of the University of Child Care Partnerships Hamilton K–12 School District Montana Chinook School District Hardin School District Moore School District Choteau County District 08 Harlem School District Mountain View Elementary School Choteau 7–8/High Schools Harlowton School District District Clinton Elementary School District Havre School District Nashua K–12 School District Colstrip School District Helena School District Northern Rockies Educational Columbia Falls School District Helmville Elementary School District Service Conrad School District Highwood School District Noxon School District Corvallis School District Huntley Project K–12 School District Opheim School District Cottonwood Elementary School Joliet School District Ovando Elementary School District District Kalispell School District Park City School District Creston School District Lambert School District Pendroy Elementary School District Cut Bank School District Lame Deer School District Philipsburg K–12 School District Davey School Laurel School District Plains School District Dawson Community College Lewistown School District Plevna School District Dawson County District 11 Libby K–12 School District Polson School District Deer Park School District Lincoln K–12 School District Poplar School District Denton School District Livingston School District Potomac School District Dillon Elementary School District Lockwood Elementary School Powell County District 39 Diocese of Great Falls/Billings District Powell County High School District Drummond School District Lolo Elementary School District Power School District East Glacier Park Elementary School Loyola Sacred Heart High School Red Lodge School District District Malta K–12 School District Richland County District 42

24 Ronan School District White%sh School District Community College Uniserv Roosevelt County District 43 Whitehall School District Council/OEA Roundup Elementary School District Whitlash Elementary School District Concordia University Roundup High School District Wibaux K–12 School District Condon School District Scobey K–12 School District Wisdom Elementary School Confederation of Oregon School Shelby School District Wolf Point School District Administrators Sidney School District Woodman School District Coos Bay School District Smith Valley Elementary School Yellowstone County District 56 Coquille School District District Corbett School District Somers Elementary School District Oregon Corvallis Education Association St. Ignatius School District AFT, Oregon Corvallis School District Stanford K–12 School District Albina Head Start Creswell School District Sun River Valley School District Albina Youth Opportunity School Dallas School District Sunburst K–12 School District Alsea School District David Douglas School District Superior K–12 School District American Association of University Days Creek Education Association Swan River Elementary/7–8 Schools Women Desert View Elementary School Target Range Elementary School Amity School District Douglas County School District 4 District Angell Job Corps Center Douglas ESD #ree Forks School District Annex School District Eagle Point School District Townsend K–12 School District Archdiocese of Portland Eastern Oregon University Troy School District Arlington School District Echo School District University of Montana Ashland High School Enterprise School District University of Montana Western Association of Carlton Teachers Estacada Education Association Valley View Elementary School Astoria School District Estacada School District Vaughn Elementary School District Athena-Weston School District Eugene Education Association Victor K–12 School District Baker School District Eugene School District West Glacier Elementary School Bandon School District Forest Grove Education Association District Banks School District Forest Grove School District Westby School District Beaverton Education Association French American International White Sulphur Springs School Beaverton School District School District Bend-La Pine Administrative School George Fox University District Gervais School District Bethel School District Gladstone School District Blue Mountain Community College Glendale School District Boys & Girls Aid Society of Oregon Glide School District Brookings-Harbor School District Grant ESD Bureau of Indian A"airs Grants Pass School District Burnt River School District Greater Albany Public School Canby School District District Catlin Gabel School Gresham-Barlow School District Centennial School District Harney County School District 3 Central Point School District Harney County School District 4 Central School District Harney County Union High School Chemawa Indian School Harney ESD Chenowith Education Association Hermiston ESD Clackamas Community College Hermiston School District Clackamas ESD High Desert ESD Clatsop Community College Hillsboro School District

25 Medford Education Association Oregon School Boards Association Medford School District Oregon Science Teachers Assn Milton-Freewater Uni%ed School Oregon Small Schools Association District Oregon State Library Molalla River School District Oregon State University Monroe School District Oregon Trail School District Morrow School District Oregon University System Mount Angel Seminary Organization of the Forgotten Mt. Hood Community College Americans Myrtle Point School District Paci%c University Neah-Kah-Nie School District Parkrose Faculty Association Newberg School District Parkrose School District North Bend School District Pendleton Association of Teachers North Central ESD Pendleton School District North Clackamas Education Assn Philomath Education Association North Clackamas School District Phoenix-Talent School District North Marion School District Pinehurst School District North Wasco County School District Pleasant Hill School District Northwest Regional ESD Port Orford-Langlois School District Nyssa School District Portland Art Museum Holy Redeemer Area School Ontario Education Association Portland Association of Teachers Hood River County School District Ontario School District Portland Community College Je"erson ESD Oregon Association of Central O&ce Portland Federation of Teachers Je"erson School District Administrators Portland Public Schools Jesuit High School Oregon Association of Secondary Portland State University Jewell School District School Administrators Prairie City School District John Day School District Oregon Council for Exceptional Prospect Education Association Junction City Education Association Children Redmond School District Junction City School District Oregon Council of Teachers of Math Reed College Klamath County School District Oregon Education Association/Coos Reedsport Education Association Klamath Falls City School District Bay Education Association Reedsport Jr./Sr. High School La Grande School District Oregon Educational Media Assn Reedsport School District Lake County School District Oregon Federation of Independent Region 9 ESD Lake ESD Schools Reynolds School District Lake Oswego Education Association Oregon Speech/Language/Hearing Riverdale School District Lake Oswego School District Association Rogue River School District Lane Community College Oregon Association for Supervision Salem Education Association Lane ESD and Curriculum Development Salem-Keizer School District La Salle Catholic College Preparatory Oregon City School District Sam Case Elementary School Lebanon Community School District Oregon Counseling Association Sandstone Middle School Lewis & Clark College Oregon Department of Education Santiam Canyon School District Lincoln County School District Oregon Education Association Seaside School District Linn-Benton Community College Oregon Episcopal School Sheridan School District Llewellyn Elementary School Oregon Historical Society Silver Falls School District Lutheran Church-Missouri Synod Oregon Indian Education Assn Silverton Education Association Malheur ESD Oregon Museum of Science & Sisters School District McMinnville Education Association Industry Siuslaw School District McMinnville School District Oregon PTA South Coast ESD

26 South Umpqua Education Assn Almira School District Clover Park Education Association South Umpqua School District America’s Foundation for Chess Clover Park School District Southern Oregon University Anacortes School District College Place School District Southwestern Oregon Community Archdiocese of Seattle Colton School District College Arlington School District Columbia County Education Assn Spring%eld Education Association Asotin Education Association Colville School District Spring%eld School District Auburn Education Association Coulee-Hartline School District St. Helens Education Association Auburn School District Coupeville School District St. Helens School District Bainbridge Island School District Crescent School District St. Paul School District Battle Ground School District Curlew Job Corps Conservation Ctr Step It Up, Inc. Bellevue College Davenport School District Student Leadership Development Bellevue Education Association Deer Park Elementary School Foundation Bellevue School District Dieringer School District Sutherlin School District Bellingham Education Association Diocese of Yakima Sweet Home School District Bellingham School District East Valley School District Technology Educators of Oregon Bethel Education Association Eastern Washington University #ree Rivers/Josephine School Bethel School District Eastmont Education Association District Bethlehem Lutheran School Eastmont School District Tigard-Tualatin School District Bickleton School District Eatonville School District Tillamook School District Big Bend Community College Edmonds Community College Treasure Valley Community College Bishop Blanchet High School Edmonds Education Association Troy School District Blaine School District Edmonds School District Tucker-Maxon Oral School Boeing Company ESD 101 Umatilla-Morrow ESD Boistfort School District ESD 105 Umpqua Community College Bremerton School District ESD 112 Union School District Brewster School District ESD 113 Union-Baker ESD Burlington-Edison Education Assn ESD 123 University of Oregon Burlington-Edison School District Ellensburg Christian School University of Portland Bush School Ellensburg School District Wallowa School District Camas School District Elma School District Warner Paci%c College Cape Flattery School District Emmanuel Presbyterian Church West Linn-Wilsonville School Cascade School District Endicott School District District Cashmere School District Entiat School District Western Oregon University Catholic Diocese of Spokane Enumclaw School District Western Regional Resource Center Central Kitsap School District Ephrata School District Westside Economic Alliance Central Valley School District Everett Community College Willamette ESD Central Washington University Everett School District Willamette University Centralia College Evergreen School District Wilson Elementary School Centralia Education Association Evergreen State College Winston-Dillard School District Centralia School District Ferndale School District Wolf Creek Job Corps Center Chehalis School District Fife School District Woodburn School District Cheney School District Franklin Pierce School District Worksystems, Inc. Chewelah School District Freeman School District Yamhill-Carlton School District Childhaven, Inc. Gar%eld School District City University of Seattle Glenwood School District Washington Clark College Global Community Institute Aberdeen School District Clarkston School District Gonion Education Management Adna School District Cle Elum-Roslyn School District Services

27 Gonzaga University Monroe School District Paci%c Science Center Foundation Grand Coulee Dam School District Montesano School District Palisades School District Granger School District Morton School District Pasco School District Grapeview School District Moses Lake School District Pateros School District Grays Harbor College Mossyrock School District Pe Ell School District Green River Community College Mount Pleasant School District Peninsula College Highland School District Mt. Baker School District Peninsula School District Highline Community College Mt. Vernon School District Pomeroy School District Highline Education Association Mukilteo Education Association Port Angeles Education Association Highline School District Mukilteo School District Port Angeles School District Hood Canal School District Municipal League of King County Port Townsend School District Hoquiam School District Naches Valley School District Prosser School District Hoquiam Teachers Association Napavine School District Public School Employees Issaquah Education Association Newport School District of Washington Issaquah School District Nine Mile Falls School District Puget Sound ESD Kahlotus School District Nooksack Valley School District Pullman Education Association Kalama School District North Beach School District Pullman School District Kelso Education Association North Central ESD Puyallup School District Kelso School District North Franklin School District Queets-Clearwater School District Kennewick Education Association North Kitsap School District Quilcene School District Kennewick School District North Mason School District Quillayute Valley School District Kent School District North #urston School District Quincy Education Association Kettle Falls School District Northeast Washington American Quincy School District Kiona-Benton City School District Society of Curriculum Directors Raymond School District La Center School District Northport School District Renton Education Association La Conner School District Northshore Education Association Renton School District Lacrosse School District Northshore School District Richland Education Association Lake Stevens School District Northwest Commission on Colleges Richland School District Lake Washington Education Assn & Universities Ridge%eld School District Lake Washington School District Northwest ESD 189 Ritzville School District Lakeside School Northwest Indian College Riverview School District Lakewood School District Oak Harbor School District Rochester School District Liberty School District Oakville School District Royal School District Longview Education Association Ocean Beach School District Saron Lutheran Church Longview School District Ocosta School District School Information Research Service Lynden Christian Schools Odessa School District Seattle Community College District Mabton School District Okanogan School District Seattle Education Association Manson School District Olympia School District Seattle Paci%c University Mary M. Knight School District Olympic College Seattle Post Intelligencer Mary Walker School District Olympic ESD Seattle School District Marysville Education Association Omak School District Seattle University Marysville School District Onalaska School District Sedro-Woolley School District McCleary School District Orcas Island School District Selah School District Mead School District Orchard Prairie School District Selkirk School District Medical Lake Education Association Orondo School District Sequim School District Mercer Island School District Orting School District Shaw Island School District Meridian School District Othello School District Shelton School District Mill A School District Paci%c Lutheran University Shoreline Community College

28 Shoreline School District Wapato School District Skagit Valley College Washington Association of School Skamania County Education Assn Administrators Skykomish School District Washington Department of Public Snohomish Education Association Instruction Snoqualmie Education Association Washington Education Association Snoqualmie Valley School District Washington Education Association Soap Lake School District for Higher Education South Bend School District Washington Federation of South Kitsap School District Independent Schools South Puget Intertribal Planning Washington School Directors Assn Agency Washington Science Teachers Assn Spokane Area Superintendents Assn Washington State American Society Spokane Education Association of Curriculum Directors Spokane Lutheran/LCMS Washington State Library Spokane School District Washington State Parent Teachers Squaxin Island Indian Tribe Association St. John School District Washington State University Steptoe School District Washougal School District Stevenson-Carson School District Wenatchee Education Association Sultan School District Wenatchee School District Sumner School District Wenatchee Valley College Sunnyside Education Association West Valley School District, Spokane Sunnyside School District West Valley School District, Yakima Tacoma Community College Western Washington University Tacoma Education Association Weyerhaeuser Foundation Tacoma School District Whatcom Community College Taholah School District White Salmon Valley School District Tahoma School District Whitman College Teaching, Learning & Technology Whitworth University Tekoa School District Wilson Creek School District Tonasket School District Winlock School District Toppenish School District Woodland School District Touchet School District Yakima School District Tukwila School District Yakima Valley Community College Tumwater School District Yakima Valley Opportunity University of Puget Sound Industrial Center University of Washington Yelm Community Schools University Place Education Assn Zillah School District University Place School District University Preparatory Academy Vancouver School District Vashon Island School District Wahluke School District Waitsburg School District Photo credits— Pam Voth: cover insets, Walla Walla School District pp. 6, 8, 9, 13, 15, 19, 21; Kevin Jahnsen: p. 11; Walla Walla University Lisa Wardle: pp. 25–26; Stacey McRae/ Wapato Education Association iStockphoto: cover.

29 101 SW Main St, Suite 500 Portland, OR 97213 503.275.9500 educationnorthwest.org

LESSONS LEARNED FROM THE NORTHWEST AND BEYOND 2010 ANNUAL REPORT