Page 1Report of Progress, 2014/15

WHEREWe AreWe’ve Been

We’re Going

2014/15

Celebrating our 10th year!

Presented November 9, 2015

Table of Contents

!A3 Graduates, 2009 to 2014 Page 3 .........................

Forward Page 4 ........................................................

The A3 Vision & Mission Page 5 ...............................

Where We Are Page 6-11 ..............................................The 2014/15 Report Card • Relevant School Data • Proficiency • Administrative Development • Survey Data

Where We’ve Been Page 12-15 ........................................EDCRO • History & Internships • The Community Agreements • Student & Intern Stories

Where We’re Going Page 16-19 .......................................Project Math • Fertilab Partnership • On-line Portfolios and Learning Management System

A3 Staff, Governing & Advisory Board Page 20............

Page 2Report of Progress, 2014/15

This 2014/15 Report of Progress is presented by the A3 Leadership PDC (Professional “Doing” Community); Michael Fisher, School Director • Ed Mendelssohn, Managing Director • Wendy Zacharias, Counselor • Josh Metzger, Humanities and Student Support • Scott Crowell, Humanities • Mallory Welch, HSC • Jason Valley,

HSC Lead Teacher • Jessica Thomas, Internship Coordinator. !The Academy of Arts and Academics, Health and Science Campus.

615 Main Street, Springfield, OR 97477 • 541 744-6728

www.a3school.org

Graduates, 2009 - 2015. Celebrating 10 Years as an SPS School!

Page 3Report of Progress, 2014/15

Class of 2009 Starla Maree Clyne Victoria Violet Phillips Virginia Marie Edwards Kearston Nichols Chad Hunter Myles Davis Brandon R. Foster Richard Archibald Sharaya Lynn King Kelly Hensley Victoria Monique Amee McClain Kimberly LeAnn Messer Shireen Balou Sarah Jane Love Levi Andrew Harris Chris J. Radillo-Venegas !Class of 2010 Andrea Marie Fuller Lisa Marie Ferschweiler Kelly Kanani Eriksen Jesse Káula Eriksen Kate Becker Joshua David Baker Matthew Carl David Hutchings McKenzie Alyse Meads Stewart Boyatt Robin C. Burns Carlie Corrisø Micah J. Busterø Roth LeRoy Preston Sunrea Linnae Clayborn Brittany Rose Ivey Casey Nathaniel Brandel Hannah Leigh Broadbent Nikki Lenay Brackett Annmarie Murray Ian Boyd Mitcheltree Nicole Buwalda Daniel James Cordua Kristen Marie Buchanan Raegan Weir Elizabeth Ashley-Hope Glander Zachary Ray Lehman Dan J. Lopez Simon Zed Arnold !Class of 2011 Kayleb Hanna Ashlee Lauren Mondou Sarah Fenneran Emily Anne Ellingson-Ford Tyler Jonathon Keffer Paul William Beers Serena Luna Agterberg Sydney Elizabeth Plaza Allyson Snyder Stefhani Anderson Patience Murray Heaven Leigh Goddard Sterling Ryan Royer Julia Aubrey Spencer Erica Lee Goldstrand Samuel Charles Bacon Kymberlee Michelle Meyers Joel T. Smith Dillon Herman Renee Sangermano Ayamih Kesner Cruz Riley Damian Wrey Bunner David Thomas Hutchings Ian William Anderson Amy Rachelle Gadbois Brenna Danielle Strassburg-Skinner Anthony Taylor Koza

Katelynn Tallman !Class of 2012 Kheldaeran Houston Forrest Halpren Davis Wilson Anthony Molinari Whitney Salgado Kiernan McGuigan Samantha Mayfield Alisa Rose Cheyanne Winter Tillery Elle Kirkman Forrest McCammon David Smee-Dunn Lars Thornton-Schweighauser Robert Lopez Ashleah Bullock Griffin Carson Jonathan Lymath Samantha Dunaway Shantelle L. Brown Zamir Wassermiller Jackson Davis Austin Dummer Bailee Keele Tianna Kelton Morgan Marie Swallow Abigail Stollar Morgan Jones Katie Hayden Addison Chappel Kyler Scott Paige Harwood Katy Delavan Shelby Lynn Harvey Deirdre Ann Ganley Ariel Michelson Andrew Felton Marina Zeleny Zelia Alvarez Elam Alyssa Anne Weise Daniel Coats Bree Webb Sasha Fernandez Alisha Mae Gauderman Mekayla Means-Brous Wraith Bryson Powell Jacob Phillips Austin Hodgin Andrea Coffee Anne Margaret Strassburg Halley Rose Balkovich Kiya Weiss Jeremy Black Janne Keskinen Bailey Weir !Class of 2013 Rosella Cobiskey Kelsey LeeAnn Miller Gladden Malachi Estey Sephirah Krinsky Maxwell Green Bree Powers Alexandra Lahmann Chris Edwards Laura Leister Sabrina Becker Lizzie Bradley Ashley Bacon Sarah Mini Carlos Amiel Hentze Kenzie Rayne Damron Anna Elliott Connor Stenzel Paisley Jones

Anna Miller Anthony Smith Marley Gilliam Lily Partridge Cassidy Rose Swain Blaise Stewart Britteny Brandenfels-Mestaz Oscar Medina Austin Walker Erica Marjama Taylour Mickel Logan Walsh Evalina Raine Stauble Justin Upshaw Sara Taylor Brie Trotts Hannah Lynn McClain Rayne Snyder Adrion Izak Daniel Trujillo AJ Baker Ezekiel Culliton Scheidt Travis Hodgin Jacob Shipton Madelline Van Etten Stephanie B. Young Shelby Nelson Tiffany Beatty Zev Macgregor Tarquinn Boyatt Jordan Ledbetter Christina Bergman Kali May Lamont Alicia Berning-Anderson !Class of 2014 Mackenzie Charelle Tillery Rowan Asher Johnson Bre Lim Miranda Reed Carl Cross Antonia Hanson Erin Buhler Jesse Able Darian Pape Gabriel Edmonds Oscar Bersani Christian Beachem Michael Warren James Brown Aiden Middleton Samuel Castaneda Shyla Victoria Stone Rhodec Erickson Abigail Rose Anderson Corinna Ann Hess Mack Veltman Sammy Caylor Morganne E. Roy Amanda Schrenk Christian Clyne Garret Wilson Faith Grossnicklaus Sionna Stevens Erin Wexler Hayden Fillmore Taylor Cole Adeyline Gabuya Alayna Lorilie Allen Thomas Oliver Newman Taylor Freeman Felix Aglwin Blades Courtney Williams Amanda Stanley Rachel Tippett Erika Reyes-Guillien Claire Femal* Evan Ferguson

Class of 2015 Shayla Kunkle Evan Smith Ashlei Vincent Gypsy Prince Jeremiah Price Alx Bunner Nick Prazniak Preston Mauldin Marissa Gingell Katie Mueller Rachel Dickey Emily Mason Kraymer Keele Owl Blue Jimmy Carpenter Alejandro Camacho Isaac Palmer Calen Hoover Riley Mayfield Savannah Mayfield Madeleine Doerr Maria Gomez David Logan Macie Chunn Megan Rockwell Lindsay Ellison Cole Kiester Madeline Pearson Davy VanDerSommen Michael Johnson Tyra Potter Elizabeth Wilkinson Chris Rivera Ralyn Case Tiernan Pietsch Christian Montes Jasmine Daniels Adelynn Harrison Emmitt Nelson Meka Gil Gates Bojarsky Joshua Wright Caleb Peterson Everette Somers Hunter Johnson Haile Tanner Drew Chappel Andy Hendricks-Mack Samm Cobiskey Alex Johnson Sam Adams Rowan Cianciulli Anahkin Hand Xavier Burks Christina Hart Angelica Tucker Roman Stewart Nick Gonterman Thomas Hutchings Destiny Putman Victoria Emmons Melody Lusk Drake Summers Noah Ferguson Roya Hejazi Sam Oelke Fyona Rose-Dow Matthew Adelaars Spencer Thompson Amaya Malliett-Socia Wylee Tolson

Forward For this year’s Report of Progress, we went to the

Springfield School Board directly to ask them what

they’d most like to see. We proposed that the theme

of this year’s report would revisit our original vision

& mission (facing page) that has not changed much

since our inception in 2004. The SPS Board

members were receptive to that framework, however

we also got considerable feedback that, though their

interest in A3 was certainly about how we were

currently and historically meeting our vision/mission

goals and serving our community, they were also

deeply interested in where we were going and the

stories of our graduates and current students.

!Well, funny you mention that.

!Cause we love to talk about our kids. And we’ve

been talking about our long range plan for a couple

of years now. We’ve got big ideas that are informed

by where we’ve been, where we’re at, and, most

certainly, where we want to go.

!

Page 4Report of Progress, 2014/15

!!!!!!!!!!!!!!!!!!!!!!!!!

Page 5Report of Progress, 2014/15

Vision: Every student a learner, a teacher, a leader.

Mission: To inspire learning, engage passion, and empower transformation through high academic standards and professional-level arts and science experiences.

!!!! !

!!!!Strategies:

!!!! ! ! ! !COMMUNITY

is our partner. With the help of our neighbors in the downtown core and throughout Lane County, we provide powerful student

internships, mentoring and community projects.

!! ! !PARENTS

are our key allies in helping our students reach their potential. We provide parenting resources, coaching for college entrance & financial

aid, and opportunities for parents to connect with each other.

STUDENTS are at the core of our mission. We stimulate higher level thinking through investigation and through experiential, innovative approaches to learning.

TECHNOLOGY On-line tracking of

student progress and portfolios • Easy

access to resources • Guided access to a variety of powerful

technology resources • Focus on reliable on-

line research

DIVERSITY Engage all student

populations, seeking and embracing diversity in all

pursuits • Hiring a diverse staff • Seeking truth in the sciences, humanities, and the

arts

STATURE Dual enrollment with

UO and LCC • College-ready

preparation • High graduation rates •

Model proficiency and project-based learning

• Highly qualified & recognized staff

INVOLVEMENT National, State, and

local affiliations • Active Governing and Advisory Boards • Participants in

downtown and Springfield Schools

initiatives • Community awareness through

internships

The A3 Vision/Mission, statement of who we serve, and the strategies we use to achieve our goals is the foundational document that we reference when measuring our effectiveness and evaluating opportunities for growth.

Where We’re At.

The 2014/15 Report Card. !!!!!!!!!!!!!!!!!!!!!!!

Page 6Report of Progress, 2014/15

A3 continues to generate high Language Arts & Writing test scores. A benefit, we believe, of our focus on an integrated, inquiry, project-based curriculum and daily writing group.

We continue to be concerned that our math scores are below state and district averages. We believe our recent shift to a project-based math curriculum will improve test scores and will most certainly provide ample work-sample/performance, opportunities for students who chose to opt-out of standardized assessments or don’t

test well.

Though our overall graduation and college/career readiness rates remain high, they have inexplicably dipped from last year. We’re looking in to this as our anecdotal data would suggest differently.

We attribute our low and constantly improving dropout rate to an intentional and consistent focus on our school-wide Community Agreements, equity & gender work, and on proficiency/project-based learning. Our Continuing Education scores are also an area of

concern as, again, the number reflected here is in stark contrast to what A3 graduates are reporting. We suspicion

that some students are not accounted for as they are attending schools outside of Oregon.

Student/School Data In 2014/15 we didn’t have a single expulsion hearing. However, we did face one of the more trying years for the overall amount of discipline and school environment issues. Last year, we graduated the largest class ever; 74 students - a reflection of the Health and Science Campus reaching its full potential (we even had to hold the graduation ceremony at Springfield High School). However, with growth comes growing pains, and the amount of staffing for school-wide student support didn’t measure up to our investments in additional classroom space, afternoon sections, and greater support for college connections. As a result, we processed as many as two school environment/parent complaints or student engagement issues a week; a considerable escalation, considering most years we process that many a month. !It’s also worth noting that the 2014/15 school year saw a greater involvement of our LBGTQ student community. We don’t keep records of the number of students who identify as LBGTQ, however it’s no secret that our small school size and open environment is often seen as a refuge for students who are on the fringes at traditional schools. As such, we have instituted clear policies around gender-specific bathrooms, allowing that students who have consistently identified as one gender be encouraged to use the bathroom that is most comfortable for them. We have designated three bathrooms as gender neutral and have begun looking at options for more gender neutral facilities in all our buildings. Further, our “Choices” curriculum (see Page 14) features opportunities for all students to engage in gender and equity discussions and we have started a gender and equity staff “PDC” (Professional Doing Community) that meets regularly to raise equity questions through the lens of privilege and tokenism. !

Page 7Report of Progress, 2014/15

Total number of students on an Individual Education Plan (IEP): …….33 ...........

• Autism Spectrum Disorder:….……………12

• Learning Disability: ......17 • Communication

Disorder: ……..…………1 • Other Health Impaired: ..4 • Emotional Disturbance: ..2

Total number of students on a 504 Plan: 36 ...........

• Autism Spectrum Disorder: ......................4

• Other (Anxiety, ADHD, ADD, PTSD, Medical): ….30

• Number of students recently moved from IEP to 504 Plan: ...........2

2015/16 Enrollment

Total Current Students: 353

Female: 215 Male: 138

In District: 194 Out of District: 159

F/R Lunch: 44%

White: 77.6% Black/African American: .5% Hispanic: 7.1% Asian/Pacific Islander: .8% American Indian: 2.5% Multi: 11.5%

Graduating Class of 2015 Graduates: 74 Total Scholarship: $355,450 Average GPA: 2.85 Enrolled 2/4 year college: 58% Military: 0%

Also in 2014/15… Internships 93 College Credits Earned 347

Current Total FTE: 28.05 Teaching: 18.4 Support: 9.65 !*Note: “Support” encompasses admin, classified, clerical, custodial, counseling, & SpEd

District FTE: 14.65 Admin, Certified, Classified

A3 Teaching FTE: 7.3 A3 Support FTE: 6.1

Student/Staff Ratios: Morning Academics: 26/1 Writing Group: 12/1 Afternoon Arts Core: 25/1

Proficiency In 2014/15, A3 received an $86,000 grant from the Oregon Department of Education to improve practice in proficiency as well as serve as a proficiency model for other schools. Over the course of last year, we led workshops and day-long trainings for teachers throughout the Willamette Valley, as well as for our own staff on the A3 inspired “C3 Proficiency Based Teaching and Assessment System” that is designed to encourage greater class engagement through content, community, and create learning targets. !As a staff, we also dug a bit more deeply into the work we’ve been doing with student-led conferences and juried reviews. Students present their learning to a variety of panels of adults three times a year. However, our grant-funded visitations and study have shown that we have not fully realized the benefits of truly portfolio-based system. See the “Where We’re Going” section of this report for what next steps we envision. !

Page 8Report of Progress, 2014/15

The “C3” Proficiency-based Teaching and Assessment System !

The premise: Proficiency-based teaching and learning, coupled with clear and effective assessment empowers learners and gives relevance to learning. However, there are practical concerns as well: if it’s really only about remembering, understanding, and applying the content and a kid can show that he/she can do that through standardized tests and measurements, then do they really need to go to class? State law requires that grades accurately judge what a student “knows” about the subject and cannot be inordinately influenced by outside factors such as behavior or attendance. !However, this simplistic vision doesn’t address what makes proficiency learning so meaningful. Proficiency should not be simple regurgitation of facts found in a Google search, but instead proficiency is a holistic approach that measures not just what a student knows, but what a student can do with what he/she knows. We call this system “C3” - short for Content, Create, Community. In this system, Content learning targets get the bulk of the weight in any class and, rightly, if a kid never came to class, but could, indeed, regurgitate back the content learning targets at a proficient level, then he/she likely deserves the full 60% of the grade that he/she would get. That’s a D. It’s passing, but it’s not proficient. Real proficiency happens when students engage BEYOND the Content; when they Create and when they work interdependently with their peers and with experts in a Community.

Revised: 5/25/15

Cognitive CONTENT Area Learning Targets

60% of the class grade. !These learning targets are generated from state and common core standards and are assessed through Bloom’s low-level cognitive domains. Note that you MIGHT be able to accomplish at least some of these without attending class regularly. • Remembering:

• “I can describe the different types of persuasive logic” • “I can locate terms and vocabulary essential to poetry”

• Understanding • “I can infer relationships between focal length and shutter

speed” • “I can classify different species of animals”

• Applying • “I can implement different types of shading and lines in my

work” • “I can exhibit the essential elements of my project plan in a

prezi”

COMMUNITY Learning Targets

20% of the class grade. !These targets focus on the process work, the “soft” skills of proficiency like leadership, humility, collaboration, adaptability, loving to learn and re-learn, and ownership. •“I can provide evidence of

group communication, sharing work, mutual respect and problem solving, setting clear goals and meeting deadlines.”

•“I can defend my learning process with evidence of persistence, refinement, and how my work matters to me.”

Analysis, CREATE, Evaluation Learning Targets 20% of the class grade. !These targets focus on Bloom’s higher level cognitive skills that are best demonstrated and honed by ATTENDING CLASS REGULARLY. • Analyzing

• “I can outline and compare the pros and cons of the different group approaches to our project”

• Evaluating • “I can extrapolate a set

of potential outcomes for our project with my group”

• Creating • “I can create a

demonstration booth with my group”

Morning Glory Ritchie, Graduating Class, 2018. “I’ve learned to always start out by asking group members about what outcome do they want out of a project? It’s not about managing just the work; it’s also about being honest with people,” reflects sophomore Morning Glory Ritchie. “People want to be at A3. A lot of it is student-run. I didn’t always connect with the people, but I’ve learned to find those connections in my classes.” Morning Glory hopes to attend UO after graduation. She’s not sure what she wants to study in 2018/19 as a college freshman, but she is sure that she wants to get into a pre-calc class at UO now. “I’m already talking to Wendy about that,” she says with a smile.

Administrative Development A3 was founded on the precept that everyone teaches and that administrative duties would be shared across the staff. However, faced with a student body of over 350 students, our model of one half-time administrator was getting overwhelmed. Early in 2014/15 we began a process to develop a “co-director” administrative structure. We would maintain our current “School Director” who would serve as the CEO of the organization and then hire a “Managing Director” to serve as a sort of Head of Operations. Set backs with the district administration would not allow us to hire this new position as a district employee, but we were still able to attract several qualified candidates and, eventually, hire Ed Mendelssohn as an A3 Charter School employee to fulfill this new role. Ed co-teaches a project-math class in the morning as well as leads a Writing Group after lunch. We’re still trying to get him to declare an art form. He draws well so we think he’s going to settle on Visual Arts.

Page 9Report of Progress, 2014/15

Gypsy Prince, Graduating Class, 2015. Gypsy distinguished herself last year as the Oregon State representative at the national Poetry Out Loud competition, an all-expense paid trip to Washington DC. She followed that up by becoming A3’s first Ford Family Foundation Scholarship winner. Gypsy currently attends the Clark Honors College at UO. Gypsy credits much of her success on the project-based work she did at A3. “I learned to trust my peers and, together, we actually did great work!” As well, Gypsy capitalized on her internship with the local non-profit, 90x30, where she wrote and co-produced a video about child abuse. 90x30 was so impressed, they’ve hired her part time this year to continue that work. Gypsy is a first-generation college-student in her family. Her advice: “Take ahold of the opportunities given to you. Take risks. Pay attention. What’s really going on isn’t always obvious! There is so much opportunity at A3!”

Leadership PDC Works with the School

Director !The School Director is

responsible for the educational and curricular

components of the school; spending time in classrooms,

working with PDC committees and serving as support for

Confluence.

The School Director teaches at least one arts class per semester

and is classified .5 Admin/.5 Teaching.

The School Director facilitates communication with all

stakeholders.

The School Director chairs and work collaboratively with the

Leadership PDC and serves on the Professional Development

PDC.

The School Director serves as the School’s CEO/Artistic

Director and collaborates with the Managing Director to

provide an additional level of oversight in Finance and

Budgetary planning and, when necessary, Expulsions.

School Director

A3 Governing Board

Sets policy, oversees mission & vision

Student Support PDC !The Managing Director is primarily responsible for the day to day operations of the school, overseeing finance and facilities.

The Managing Director works with staff on classroom management as a mediator and advocate.

The Managing Director co-chairs the Student Support PDC with the counselor.

The Managing Director teaches math/science and is classified .5 admin/.5 teaching

The Managing Director reports to the School Director, though the relationship is seen as collaborative rather than entirely subordinate.

Managing Director

Policy Interactive Survey Parents, students, and staff participated in a comprehensive survey that was designed, implemented, and evaluated by the independent survey company, Policy Interactive. The survey results are generally positive, but also identify places for improvement. !Policy Interactive provided us some snap shots of the data that allowed us to make some comparisons. The full survey presentation is published on the A3 web site, under the “latest news” section, right side column, on the home page. On download day - annually the day after the last day of school - we took all the data collected, blew it up on large sheets of paper, hung it around the room and did a “chalk talk” style protocol to consider what the data was telling us and what conclusions we could gather from it. !In general, the survey results are very positive. As a trend, parents seem to see the A3 vision, mission, and the school’s delivery on that promise more favorably across all data points than the students or even the staff. However, even in places where we need to get better, data trends suggest a direction, rather than sounding an alarm. As a staff we were gratified that both students and parents agree that the number one reason to attend and graduate from A3 was to “learn things which help through life,” which validates our mission as a college-prep - perhaps more accurately, a “life-prep” - school. And that conclusion was supported by a follow-up question which showed that more than 82% of staff, students, and parents believe that “A3 is doing a good job of preparing students to go to college or university.” A point further supported by our graduates who currently attend or have graduated from college. !

Page 10Report of Progress, 2014/15

How well is A3 preparing its students to go to college or a university? Students n=157; Teachers n=29; Parents n=97

4%# 3%# 1%#

12%# 14%#8%#

50%#59%#

27%#

34%#24%#

63%#

0%#

10%#

20%#

30%#

40%#

50%#

60%#

70%#

80%#

90%#

100%#

Students# Teachers# Parents#

Very#well#

Somewhat#well#

Not#very#well#

Not#at#all#well#

85%#Well# 82.7%#Well# 89.7%#Well#

5th$

4th$

3rd$

2nd$

1st$

0$ 1$ 2$ 3$ 4$ 5$ 6$

It's$an$enjoyable$place$to$be$

Interes:ng$things$to$do/learn$

To$get$into$college/university$

To$eventually$get$a$job$to$support$self$

Learn$things$which$help$through$life$

Students(

Students$

5th$

4th$

3rd$

2nd$

1st$

0$ 1$ 2$ 3$ 4$ 5$ 6$

To$eventually$get$a$job$to$support$self$

To$get$into$college/university$

Interes:ng$things$to$do/learn$

It's$an$enjoyable$place$to$be$

Learn$things$which$help$through$life$

Parents(

Parents$

What are the most important reasons to attend and graduate from A3? Students n=181; Parents n=87

How would you rate your general satisfaction with A3 school? Students n=219; Teachers n=31; Parents n=101

7%# 7%# 5%#

18%# 13%#7%#

31%#26%#

14%#

45%#55%#

74%#

0%#

10%#

20%#

30%#

40%#

50%#

60%#

70%#

80%#

90%#

100%#

Students# Teachers# Parents#

Mostly#Sa>sfied#

Lean#Toward#Sa>sfied#

Lean#Toward#Unsa>sfied#

Mostly#Unsa>sfied#

76%$Sa'sfied$ 81%$Sa'sfied$ 88%$Sa'sfied$

Student and teacher perceptions about behavior and the consequences of student behavior caught our attention with most students and teachers agreeing that “some students get away with too much at A3.” Though the data confirms that 80 to 90% of all community members feel there is a general feeling of respect and fairness at A3, nearly 50% of students and more than 50% of the staff believe there is a problem with some student bullying and even more think that “too many students are disruptive here.” As a staff, we discussed - and will continue to seek ways to communicate and validate - the gray area of the academic and personal freedoms that project-based learning encourages. However, we all agree that with that freedom comes the responsibility for the entire community to hold each other accountable for the proper respect for the space, the learners and teachers and the learning environment. Consequently, we were very pleased to see that more than 85% of the students are on board and believe that “students should be more involved in caring for the school.” !Something that definitely caught our attention was the survey data reporting the amount of sleep A3 students get. While most parents, 71%, believe their children are getting 7 or more hours of sleep per night, most students - 58% - report that they get 6 hours or LESS sleep per night. National trends tend to agree that high school students, frequently distracted by social media, often stay up longer than they should and don’t get enough sleep. !The A3 staff will continue to analyze the data from the survey and we’ll be asking parents and student groups to consider the data to come up with ways to celebrate where things are going well, identify places where we all can do better, and come up with interventions to insure everyone’s success. !

Page 11Report of Progress, 2014/15

Some students get away with too much at A3. Students n=200; Teachers n=31

4%#

28%#

16%#

34%#

36%#

35%#48%#

0%#

10%#

20%#

30%#

40%#

50%#

60%#

70%#

80%#

90%#

100%#

Students# Teachers#

Strongly#Agree#

Lean#Toward#Agree#

Lean#Toward#Disagree#

Strongly#Disagree#

69%#Agree# 83.9%#Agree#

Students should be more involved in caring for the school. Students n=156; Teachers n=29

4%# 7%#10%#

42%#

10%#

44%#

83%#

0%#

10%#

20%#

30%#

40%#

50%#

60%#

70%#

80%#

90%#

100%#

Students# Teachers#

Strongly#Agree#

Lean#Toward#Agree#

Lean#Toward#Disagree#

Strongly#Disagree#

85.9%#Agree# 93.1%#Agree#

How much sleep are students getting on an average school night? Students n=150; Parents n=97

11%#

17%#

30%#

23%#

15%#

2%# 1%#2%#

7%#

18%#

33%#

29%#

8%#

1%#0%#

5%#

10%#

15%#

20%#

25%#

30%#

35%#

4#or#less# 5#hours# #6#hours# 7#hours# 8#hours# 9#hours# 10#or#more#

Students#

Parents#

Where We’ve Been

EXPLORE DESIGN CREATE REFINE OWN Even before we opened, we had EDCRO. EDCRO, short for Explore, Design, Create, Refine, Own, is the A3 school-wide learning process that all classes, all A3 community, uses to engage in our learning. We teach the process and its various nuances in all our classes; it is the way students approach their work, the way teachers design projects, and the way we, as a staff, organize our meetings, projects, and discussions. EDCRO is ubiquitous at A3 - it’s even ascended into a form of our own A3-jargon; “Don’t jump to create.” !Central to EDCRO practice are the EDCRO rubrics (pictured to the right). These rubrics serve as the “Rosetta Stone” for how we design project rubrics across all curriculums and the way we build the scope and sequence of our classes; particularly the integrated, project-based, academic classes. In all cases, “Own” is present in every step of the EDCRO process. !

Page 12Report of Progress, 2014/15

DRAFT v.8.21

EDCRO RUBRIC

EXPLORE

Advanced 4

Competent3

Needs Improvement2

Limited1

Big picture thinking

Student creates a detailed frame or big-picture map that provides clear, specific, and measurable project goals.

Student creates a frame or big-picture map that clarifies the project goals.

The big picture of where the project is going remains unclear.

Frame or big picture of project is not identified.

Learning challenge and connections

Project involves a significant and compelling learning challenge for the student.

Student makes insightful and detailed connections between prior knowledge and the current project.

Project involves a learning challenge that pushes the student beyond what they already know or can do.

Student identifies what they already know and connects it to the current project.

Project does not clearly push student beyond what they already know or can do.

The links between the project and what student already knows are unclear.

Project is not a stretch for student.

The links between the project and what student already knows are not stated.

Research strategies

Student creates thorough and insightful lists of research questions, what they need to learn, and resources.

Student creates rich documentation of initial research findings.

Student lists research questions, what they need to learn, and resources.

Student documents initial research findings.

Lists of research questions, what student needs to learn, and resources are incomplete or off target.

Initial research poorly documented.

Research questions, what students need to learn, and resources are not listed.

Initial research has not begun.

OWN:

Project purpose

Student answers the “So what, who

cares?” question with a compelling explanation of why the project necessary for a specific audience.

Student answers the “So what, who

cares?” question and explains why the project is relevant.

The need or benefit of the project work is still unclear.

The need or benefit of the project work is not stated.

A C A D E M Y O F A R T S A N D A C A D E M I C S

A3 EDCRO Rubric Page 1 of 4 Aug

2008

DRAFT v.8.21

DESIGN

Advanced 4

Competent3

Needs Improvement2

Limited1

Detailed work planning

Proposal defines a detailed and efficient sequence of steps to implement all aspects of the project, including monitoring and adjusting the plan.

Students defines a sequence of steps for implementing the project including monitoring and adjusting the plan.

Proposal attempts to describe project implementation steps, but has missing or problematic elements and needs refinement.

The steps described are very general or vague and do not reflect sufficient planning.

Blueprint of results

Student creates a detailed blueprint or model that provides a thorough description of project results.

Student creates a blueprint that describes the project results.

Blueprint begins to paint a picture of results, but may fail to address some key areas or outcomes.

Blueprint of project results is missing or incomprehensible.

Content learning Student learns and thoroughly demonstrates that they have learned necessary knowledge and skills.

Student learns the knowledge and skills needed to complete project.

Student learns some of the content and skills needed for the project, but obvious gaps remain.

Student does not produce any evidence of content or skill learning for the project.

OWN:

Design reflection

Student makes a compelling case for how the project directly connects to their interests, ambitions, and learning goals.

Student identifies how the project connects and matters to them as a learner.

Student identifies some areas of interest, but doesn’t fully show how the project can help them as a learner.

Student fails to reflect on why the project matters to them.

A C A D E M Y O F A R T S A N D A C A D E M I C S

A3 EDCRO Rubric Page 2 of 4 Aug

2008

DRAFT v.8.21

CREATE

Advanced 4

Competent3

Needs Improvement2

Limited1

Implementation of plan

Student implements the plan developed in the design phase with discipline and attention to detail, resulting in an efficient production process.

Student implements the plan developed in the design phase to create a product or performance.

Student follows some of the steps in their plan, but veers off course and misses some important steps.

Plan is not followed and the process suffers as a result.

Problem solving Student solves problems along the way with elegant solutions that address process challenges.

Student solves problems along the way, adjusting to circumstances as they arise.

Progress is obviously slowed by obstacles and circumstances that arise during the project; there is little evidence of problem solving.

Project result is compromised by the failure to solve problems during the process.

Application of knowledge and skills

Student demonstrates that they have mastered advanced-level content knowledge and skills as they create the product or performance.

Student demonstrates that they can use content knowledge and skills as they create the product or performance.

Some important knowledge and/or skills are missing from the student’s products or performances.

Student’s project results don’t provide evidence of content or skill learning.

OWN:

Objective self-critique

Student provides thorough and thoughtful review of their project work using high-level quality standards.

Student reviews their own work in the light of objective quality standards.

Student partially reviews work but may fail to use objective outside quality standards in their reflection.

Reflection is incomplete or fails to discuss standards.

A C A D E M Y O F A R T S A N D A C A D E M I C S

A3 EDCRO Rubric Page 3 of 4 Aug

2008

DRAFT v.8.21

REFINE

Advanced 4

Competent3

Needs Improvement2

Limited1

Collection of feedback

Student conducts a full preview of their work, provides specific goals for audience feedback, and collects feedback using structured tools.

Student conducts preview of work and collects feedback.

Student only previews a portion of their work or doesn’t collect feedback.

Student doesn’t preview their work.

Revision of work Student thoroughly analyzes feedback, determines which feedback is relevant, and uses that feedback to make important revisions to their product or performance.

Student uses relevant feedback to improve product or performance.

Student doesn’t discern which feedback matters or fails to use the good feedback to improve their product or performance.

Student does not revise their work.

Exhibition and defense of work

Student presents their final work publicly and skillfully answers questions about what their learning, their products, and their process.

Student presents final work and answers questions about product, process, and performance.

Student presents work, but may not be able to answer questions about what they did, how they did it, or why.

Student does not defend their work.

OWN:

Learning reflection

Student offers an insightful reflection on what they learned, how their learning has helped shape their values, and what difference the learning will make to them in the future.

Student reflects on what they learned and how their learning represents their values.

Student comments briefly on what they learned but don’t really get into specifics or connect their learning to what they care about.

Student does not reflect on their learning or why it mattes.

A C A D E M Y O F A R T S A N D A C A D E M I C S

A3 EDCRO Rubric Page 4 of 4 Aug

2008

!!!! !!!!!!!!!!!!!!!!!

Page 13Report of Progress, 2014/15

A3 opened in the fall of 2006 as a Springfield Public Schools magnet/alternative high school. There were 85 9th and 10th grade students. The school was an outgrowth of the results from Springfield-Quality Education Model that

recommended Springfield schools invest in other education options, different from the large traditional schools and the credit-recovery program at Gateways, that would appeal to a wide variety of students. A grant from the Oregon Small Schools Initiative in 2004 provided release time and professional development for a five-member team made up of teachers and artists to research, plan, and recruit students into this unique environment. A3 opened in September, 2006. In 2008/09, the existing structure was expanded to more than double the size of the building. In 2010, A3 converted to a “district-inspired” charter school, mostly to accommodate our unique educational structure, but also to facilitate the transfer of students from other districts. In 2011, A3 added a second program, the Health and Science Campus (HSC), in response to the growing number of students interested not only in the arts-integrated curriculum, but also craving a deeper science experience. Each year, the student population has grown. At first, 90% of our students came from Springfield and, in keeping with the original vision of “a Springfield school, for Springfield students,” A3 gives enrollment priority to Springfield residents. Currently, A3 has 354 students, 53% of which come from Springfield. The rest are from communities as far as Harrisburg, Veneta, and McKenzie with the bulk of out of district students coming from Eugene.

Internships by Jessica Thomas, A3 Internship Coordinator

The A3 Internship Program began in the 2008/09 school year with a mere 20 students placed throughout the community. The goal was 10, but I wanted 20. Helping students find their passion has always been something that was important to me, so to have the opportunity to get to know A3 students personally and then place them in a business that would engage their passion and allow them to try it on for size was extremely exciting. Applications, interviews and business placements began to grow over time and so the A3 Internship Program has had to expand. Each year the program has grown with more businesses willing to participate and more students eager to succeed. What began with 20 students has now grown to 107 students participating in internships all over Lane County. The program has gotten considerably more organized with an on-line student work packet and college credit for every 36 hours a student worked at their internship site. Students, frequently, explore internships with the mindset of what’s available, rather than what do they want to do. They’ll ask to see my list of available businesses rather than approach the idea of working in the community with what they want to do, not just what’s available. We meet and chat about what they are interested in because the overall experience is about them and their growth. My goal, always, is to give the student a great experience at a business that fits them and their interests. In the future, I hope to expand our program to extend outside of Lane County. A3 interns could explore larger cities in Oregon and eventually other states. My hope is to extend The A3 Internship Program to enable our students to not only touch our community, but also to build relationships with other communities while building connections for their future near and far.

Shireen Balou, Graduating Class of 2009. Shireen was one of the original students to start at A3 in 2006. She was a sophomore and part of the gradu-ating class of 2009; a grand total of 16 graduates. Since high school, Shireen as completed her BA in Psychology, with a minor in Business and Communications from Walden University. She’s applied to medical school at Cal State: Fullerton. However, she admits, that she’s also been offered a chance to move up in to management at her current job with Disney. Shireen says, “A3 taught me a lot about the synergy that exists between subjects; how one thing impacts another.” Her advice to current students; “Take all that free college you can!”

A3 Intern Casey Brandel - January 2009, the very first year of internships - seen here at KMTR NewsSource 16. Casey graduated in 2010 and has since completed his BA in Counseling. He works at Southern Oregon Head Start.

Where We’ve Been

The Community Agreements They’ve evolved over time, but the A3 Community Agreements remain a bed-rock feature of how our community interacts with each other. A3 has typically shunned the conventional wisdom of behavior systems that focuses on extrinsic rewards for positive behaviors and negative consequences for poor behavior. Rather, we’ve chosen to intentionally teach and encourage the breadth of behaviors that are more reflective of The Habits of Mind, as coined by Arthur Costa and Bena Kalick. How we interact with each other in a project-based environment is just as important as the material and content we seek to demonstrate. A3 students practice the key behaviors in the Community Agreements every day and we actively seek to update the Community Agreements so they are constantly reflective of our current community. The agreements have been edited multiple times over the last nine years, most recently last year when we chose to include behaviors around equity practice and engagement. !Healthy “Choices” We’ve always believed that health curriculum and healthy behaviors exist not just in one class, but should be evidenced in all curriculums. We originally started by weaving health curriculum and standards into science courses and, where appropriate to projects, humanities. In 2014/15 we instituted a school-wide rotating curriculum of 90 minute workshops around Healthy “Choices.” The courses, taught by most of the A3 staff and overseen by our Health-certified teachers, feature a variety of topics related to national health standards, but also feature opportunities for students to learn about topics that impact them now and in the future, such as personal finance, recycling, mental and sexual health. !

Page 14Report of Progress, 2014/15

EQUITY MATTERS.!• Discussions, behaviors, and practices should be founded in equity and inclusion for all and should

actively avoid tokenism.!• We are conscientious of our own biases and privilege and have a willingness to set those aside.

Community!AGREEMENTS

e PresentBSpeak Up Be Open

Conscientious about class/meeting behavior!

Limit Side Talk!

Tune in to purpose, intention, and outcome!

Clarifying & probing questions!

Engage & follow through!

Short runways!

Email protocols

Tell your truth without blame, shame, or excuses!

Mistakes are learning opportunities!

Separate feedback on process from personal hurt!

Pay attention to heart and meaning!

Conscientious about compassionate straight talk!

Conscientious about listening to understand, not to defend!

Awareness of humor/implications of sarcasm!

Talk straight when affected then LET IT GO.

Be open to outcome, but not attached to nor afraid of it.!

Keep students/colleagues at the heart of all decisions!

Suspend assumptions!

Suspend judgment in process!

Consider better options than your initial ideas

Where We’ve Been… And The Stories The Past Has Inspired.

Page 15Report of Progress, 2014/15

Stewart Boyat, Graduating Class of 2010. “I was offered a teaching job at Hamlin, but once I got to talk more with the principal and others, I began to realize that I just wasn’t ready to take it on,” reflected A3 graduate Stewart Boyat. “It’s about OWN.” Stewart completed his BA in History at PSU last spring and was the top finalist for a teaching job at Hamlin Middle School this fall. However, after a bit of reflection - reminiscent of the skills he picked up at A3 - he decided that it would be perhaps wiser to postpone his entry into the teaching field for now and return to PSU to complete his Reading Certification. Learning to be a teacher over these last couple of years has led Stewart to a new level of appreciation for EDCRO: “EDCRO’s the nature of Project-Based Learning - what I’m so grateful for from my years at A3 was the push to ingrain the EDCRO behaviors into our regular practice.” He continues, “Revision and Ownership have been essential in the classrooms I’ve worked in so far. Always gotta push the refining…just like my teachers did with me!”

Noah Ferguson, Graduating Class of 2015. “My main thing right now; I’m doing another musical with Cottage Theatre, Jesus Christ Superstar.” Recent A3 graduate Noah Ferguson has more than capitalized on his internship last January: it led to playing in the pit orchestra at New Hope College for their production of Hairspray last spring and the connections he’s built has helped him build his resumé as a professional musician with other gigs around town. He’s learning through experience, but also as a part-time student at New Hope College and at LCC. “I want to get as many credits as possible and eventually transfer to the Berkley School of Music in Boston.”

Whitney Delgado,

2012, interned

at the Trellis

Boutique and now owns her

own clothing

boutique.

Josh Beckenhauer, 2015, interned at McKenzie Surgery Center where he was able to observe surgeries.

Mackenzie Tillery interned at Sun Automotive, 2014 J-term. After her internship, they hired her.

Jonathan Lymath interned at The MAC Store in 2012. Afterwards, they hired him.

Madeline Van Etten interned at

The Child Development

Center at UO, 2013 J-term. She

worked with a variety of disabled

children and incorporated

Dance Therapy.

Interns Over Time…

Where We’re Going

Project Math We are launching a new math program this year. We’re reinvigorating math by emphasizing the teaching principles that we most value at A3: project-based learning and our school-wide learning process, EDCRO. “Project Math” will integrate mathematical thinking with real-world problem solving. The sections are team taught to ensure that we have as low a student-to-teacher ratio as possible and it’s taught in multi-age classrooms because we don’t believe in defining a student’s abilities by how old they are. !Despite our best efforts, A3’s math performance has paralleled district and state performance on the state math test, sometimes slightly above, sometimes slightly below, but never fully achieving our goal for mathematical excellence. !The Integrated Project-Based Math class is designed as a three-year program (to be completed Freshman through Junior year) and awards Integrated Math credit. The course topics are clearly aligned with the Common Core Math Standards, covering algebra, geometry, and statistics. As part of the program students will complete 18 engaging math projects over three years that teach mathematical concepts by applying them to real-life situations such as building chicken coops, learning about earthquakes, and examining the statistics of social justice. Upon completing the three-year track students will have the three years of math credit required to graduate high school and attend Oregon public universities. For those students who want more traditional math, we maintain our College Now: Math 95 class and, of course, we pay tuition for students who wish to take math at UO or LCC. !

Page 16Report of Progress, 2014/15

Visual and Hands-on Math Improves Math Performance. In a ground breaking new study Joonkoo Park & Elizabeth Brannon (2013), found that the most powerful learning occurs when we use different areas of the brain. When students work with symbols, such as numbers, they are using a different area of the brain than when they work with visual and spatial information, such as an array of dots. The researchers found that mathematics learning and performance was optimized when the two areas of the brain were communicating (Park & Brannon, 2013). Additionally, they found that training students through visual representations improved students’ math performance significantly, even on numerical math, and that the visual training helped students more than numerical training.

-Jo Boaler, Stanford University https://www.youcubed.org/think-it-up/

visual-math-improves-math-performance/

Chicken Coop Math. Andrew Hunt and Erinn Ernst are leading a project math section that focuses on the Algebra, Geometry, and Trigonometry required to build a chicken coop. “The math is getting easier the more we get into it. . .the chicken coop however is gonna take some work,” comments freshman Aislyn Morrill.

New Partnership: Fertilab and InHaus Fabrication and an A3 “Maker Space.” A3 has one of the only computer coding and software design programs in the county. Early this summer, a series of lucky introductions, starting first with Hewlet-Packard contractor Julie Anderson then Kris Schaefer of InHaus Fabrication, led us to the idea of creating an “Innovation Lab” - a project that HP has supported in different communities. Julie and Kris are also involved with Fertilab, the newest tenant to downtown Springfield, who is setting up shop for small, tech-oriented, businesses to collaborate and “thinkubate.” Plans also include space for a bio-tech lab in their soon-to-be-renovated building on the corner of Pioneer Parkway and Main Street. Shula Jaron, Executive Director of Fertilab, has met with us several times and the most recent meeting also introduced us to Lonnie Mandigo, HP Technology Strategist and Solution Architect. As of this writing, InHaus Fabrication founder Kris Schaefer will be moving some of his fabrication equipment over to the Fertilab space when the space is ready and we will begin working with him and some curriculum he’s developing, titled “Shop 2.0” in connection with Lane Work Force to eventually begin to offer “Maker” classes to A3 students in cooperation with our current Computer Science and Engineering curriculum, led by A3 teacher, Kyle Mullen. Lonnie believes that HP will be able to

contribute hardware and software to expand the lab

and an agreement with Fertilab will give A3

students opportunities to work in the space at a variety of times, preparing

projects integrated with our academic and elective curriculums. !

Page 17Report of Progress, 2014/15

“Maker Space” Business Partnerships

Hewlet-Packard, Fertilab, Lane Work Force, Technology

Association or Oregon (TAO), Autodesk, Shopbot, and other A3

affiliated Intern Partners. !Expertise and Equipment to Leverage Project-Based and Proficiency-Based Standards

Already at A3. !Opportunities to tie-in “Studio

2.0” curriculum along with partnerships with other local

software and media developers to create a robust, well-

scaffolded curriculum that takes advantage of middle school STEM preparation, a well-

defined Project-based learning pathway (EDCRO) and flexible

scheduling. As well as take advantage of UO partnerships to create validity and data on the value of hands-on, project-based learning. Students also

earn Lane Work Force certification.

“FertiLab is excited to be partnering with A3 and InHaus Fabrications to offer access to both the fabrication tools and the

business knowledge to help young makers discover how to turn a passion into a business.”

-Shula Jaron, Fertilab Executive Director

A3 Learning Management System and On-line Portfolios A3 has always had a robust and well articulated portfolio presentation protocol for all students. Students present “Student-Led Conferences” in November as an overview of their learning, an opportunity to speak a bit about what their hopes and dreams for the rest of the year, and to identify where they are struggling. In March, students present a “Mid Year Conference” which is a warm-up event for their “End of the Year Juried or EDCRO Reviews.” The mid year and end of the year conferences require all students to compile a portfolio of evidence tied to class and art/science major learning targets. The students must provide clear and compelling evidence of their proficiency in order to pass and, for seniors, end of the year EDCRO reviews are the final gateway to graduation; seniors who don’t pass final reviews, don’t walk. !And even though we feel pretty good about our processes for encouraging formative assessment, proficiency and meta-cognition/reflection, the practices of having students collect their learning artifacts, fill out a variety of forms, and then put it all together in a folder or, occasionally, in a Powerpoint presentation, felt out of sync with current technology. After all, students could do more sophisticated work on Facebook, by comparison. We could certainly do better; not just in streamlining the process on-line, but improving feedback and ingraining formative practice into classes on a regular basis, rather than just during conference times. !As part of our work on proficiency last year, we turned our efforts into improving our portfolio practice and researching on-line portfolio options. Ultimately, as a staff, we came up with some good ideas to improve practice, but by mid summer we still hadn’t found an on-line portfolio solution that would serve our needs. Enter Galen Mittermann and his company, Tal-Int, one of the tenants at Fertilab and a tech provider that creates sophisticated on-line data bases for large companies. After a couple of meetings, it was pretty clear that Galen and his company possessed the knowledge and

Page 18Report of Progress, 2014/15

Mock up A3 on-line portfolio/Learning Management System views. Above, is a sample home page that tracks assignments and progress. Below, a sample work page serves as a dashboard to the student’s classes and projects to date. There would be different student and teacher views so staff could accurately track student engagement.

skills to create a product that we could adapt for an on-line portfolio system specifically for our students. Further, Galen’s data management system worked on a predictive algorithm that, in typical application, could synthesize data over time and create predictive reports based on assigned values. So, in essence, we would build a portfolio system that students would not only upload artifacts of their learning, but would be a Learning Management System that students and teachers would interact around projects, check-lists, and then, when the student was ready, could package for a variety of purposes; such as a conference, a job interview, or a college-application. Best of all, the system would compile recommendations, based on the course curriculum map of skills, of what type of internship might best interest a student, create a data-based analysis of the student’s learning and what next steps the student might consider. These skills could be compiled in to “points” (our current thinking) that are reflections of standards and competencies. Thus, when the student completes the competency - earns the points - he/she then earns the credit for completing the course. The result is that students focus on earning credit through proficiency rather than arbitrarily assigned grades. !We’re in early development with Tal-Int, designing sample screen shots (see attached) and looking at features. We will invest into this project this year to keep development moving along. We are already changing conference review practices to encourage greater formative assessment and feedback. We’ve identified grant opportunities to help fund the project in full and hope to roll out our first sets of on-line portfolios and the beginnings of the A3 Learning Management System by the 2016/17 school year. !

Page 19Report of Progress, 2014/15

Teacher comment screens would give the opportunity for teachers from not just the student’s class, but other invited authors and

responders to provide feedback and outside validation to student work. Similar to how large tech companies communicate via “Slack”

or other on-line communication/project management systems, there would be a constant track of responses, check lists, and engagement

opportunities.

Page 20Report of Progress, 2014/15

A3 Faculty & Staff Kacy Adams, Registrar Shelley Albrich, Visual Arts Gwen Belden, Inquiries & Theatre Laura Black, Dance Jaymi Bucklew, Custodial Jenny Cathey, Inquiries & SpEd Scott Crowell, Humanities Robert Dubois, Media Nissie Ellison, Humanities & Visual Arts Erinn Ernst, Dance Elda Galvan, Spanish Michael Fisher, School Director &

Theatre Carolyn Hatefi, Office Manager Jonna Hayden, Theatrical Costuming Andy Hock, Humanities & Theatre Andrew Hunt, Inquiries & Visual Arts Reid Kimball, Media Bren Kleinfelder, SpEd Support & Media Rebecca Krop, Writing Samantha Krop, Humanities Support Karyn LaCroix, Spanish & Math Mark Lewis, Mascot & Muse Ed Mendelssohn, Managing Director &

Math Josh Metzger, Humanities & Student

Support Kyle Mullen, Inquiries & Computer

Science

Torrey Newhart, Vocal Music James Olsen, Instrumental Music Nicole Oster, Attendance Odessa Smart, Community Liaison Judy Smith, School to Families

Coordinator Jessica Thomas, Internship Coordinator Jason Valley, HSC Lead Teacher Mallory Welch, Inquiries & Math Wendy Zacharias, Counselor !!!A3 Governing Board

Nancy Golden, Board President Noland Peebles, Vice President Michael Ponichtera, Treasurer Riley Grannan, Secretary Kirk Boyd Mark Freeman Carolyn Hatefi Tina Lefever Josh Metzger Jeannie Schwanekamp Amy Stranerie Paul Weill !!!

Advisory Council:

Denise Bean Gino Grimaldi Rosaria Haugland David C. Johnson Mary Jane Jewett Howard Jewett Lisa McWhorter John H. Postlethwait Judy Wenger Debbie Williamson Smith !!A3 Corporate Sponsors

Employers for Educational Excellence (E3)

Chambers Family Foundation PacificSource Health Plans Rosaria P. Haugland Foundation The Decision Education Foundation Cawood Marketing