Last week, Maritime Woodworking students took the next major step in their ongoing From Forest to Table Saw project, a project rooted deeply in place-based learning, sustainable harvesting, and hands-on, real-world experience. Earlier this fall, students visited Chimacum Ridge with the Jefferson Land Trust to help fell a tree that needed to come down for road work. Since then, the tree has been transported to campus, where students continued the journey from forest to usable lumber.

Thanks to the Jefferson Land Trust - specifically Devan Buckham, who spent the day with our students - we were able to mill the tree right on campus. Mr. Weiseth shared that Buckham guided students through the full process of maximizing the tree’s yield. “He emphasized how to get the type of lumber required to do the projects we have planned,” Weiseth explained, noting that Buckham also revisited lessons on the many career pathways connected to forest management and the timber industry.

This phase of the project brought to life the learning goals guiding the class, including seeing forests as multi-value ecosystems - ecological, cultural, and economic - and collecting real field data to calculate potential lumber yield. Students practiced determining the height of a tree before harvest and learned to mill it in ways that ensure sustainable, long-term resource use. As Weiseth put it, “Students were able to see firsthand how much effort is required to get wood from the forest to a place where it can be used... We learned different aspects of managing a forest so that wood can be sustainably harvested for generations to come.”

Place-based learning remains central to the Maritime Woodworking program. Weiseth describes it simply: “I believe serving our community and interacting with the people that live here brings an element of reality to the classroom that promotes engagement and a sense of belonging.” Through projects that blend stewardship and craftsmanship, students learn not only how to work with their hands, but how their work connects meaningfully to the community around them.

For Freshman Henrik Johnson, one of the students who helped fell the tree and later helped mill it, the experience brought new learning into focus. He said it was “cool” to see the tree transformed, and that he’d always wondered how the process worked. What stood out most to him was the guidance from Buckham, “Probably how involved Devon was with showing us how the mill worked and how to measure everything to cut it specifically for our projects.” Johnson also came away with a clearer understanding of forest stewardship, noting that many of the trees on ridge lands are second generation and planted by people. This helped him better appreciate what forests need in order to thrive.

Perhaps most impactful was how the project shifted his perspective on the value of a single tree. Looking ahead, he’s excited for what comes next in class, “I heard we were going to work on building a boat, which is super exciting… it’s going to be really challenging.”

As for the milled lumber, students will soon turn it into projects that will directly serve both our campus and the wider community. Plans include a bench for the Chimacum Ridge trail system, a senior project building a bench for PTHS, and future student-designed projects using wood that will continue to cure over the year.

At its heart, this project exemplifies why hands-on work matters so deeply for our students. As Weiseth shared, “Real world projects help students find their place within our community and this leads to greater satisfaction in what they are doing in school.” Experiences like these remind students that learning doesn’t just happen in classrooms, it happens in forests, in partnerships, in shared work, and in the pride that comes from creating something real.

At PTHS, our Student Voice Team (SVT) continues to grow into one of the most important groups on campus. Formed with the goal of representing the full diversity of our student body, the SVT intentionally includes students who might not traditionally engage in ASB alongside students who already love leadership roles. Together, this team is helping us understand what students truly need and want in order to feel connected, supported, and excited about school.

As one member of the team, Soren Randall, shared the invitation to join felt meaningful because the purpose was clear, “It was to get students’ input into the direction students want school to go, and I like that. I like PTHS a lot and I thought it’d be cool to help.” He went on to explain that too often, student concerns simply don’t reach the people making decisions. “I think, a lot of times, what students don’t like doesn’t make it back to those making decisions… I think it’s helpful for people in charge to get to hear this.”

Another SVT member, Leniath Lopez, echoed this sentiment, noting that joining the team felt like an opportunity to build stronger community across grade levels. “I thought it'd be a good opportunity to meet many people in different grades and get to build some sort of community within our school.” She sees the team’s work as a way to make PTHS more inviting: “Student Voice Team has been working on projects to make the school environment more inviting… more fun… and more students will be willing to come and attend class more.”

Most recently, the team has identified after-school opportunities as a major need for students. In a town as beautiful - and quiet - as Port Townsend, teens have fewer places to go than in years past. As Lopez put it, “We realize that students didn't have many things to do after school because of our small town, so we thought if we made school sponsored after-school activities, more students would have things to do… so they could enjoy their time.”

That thinking is what led to next Wednesday’s Winter Gingerbread Competition, followed by a free showing of The Polar Express in the auditorium. Students have worked in small planning groups to shape the event. Lopez explained the process: “We got in small groups to discuss what students at our school would want to do… so we settled on a gingerbread competition… and we hope to bring our community together.” Randall shared that he hopes the event simply creates a warm, welcoming space: “I hope it’s something for friends to go to after school, hang out, meet other people, and just have fun and be creative at the campus.”

Both students also highlighted the importance of the free movie afterward. “I think it’s a shared experience, and being free is super helpful,” Randall noted. Lopez added that affordability is a real barrier for many students in town. “Some kids aren’t old enough to have jobs, so this is great for building connections with friends.”

Looking ahead, the SVT has no shortage of ideas, from more after-school gatherings to exploring the possibility of reopening the student coffee shop downstairs. “We’re planning a lot of events for after school,” Lopez shared, adding that the team believes small changes can have big impacts on connection and engagement.

In the coming weeks, we’ll also be working with a small coalition of students from Student Voice Team, ASB, and Leadership to clearly define the purposes, responsibilities, and strengths of each group. Our goal is to help these student leaders understand how they complement one another, and how, together, they can play a major role in continuously improving student experiences at PTHS. This collaboration will ensure that student input is not just heard, but woven directly into planning, events, policies, and ongoing school improvement.

The SVT’s work is already helping us build a more responsive, connected, and joyful school community. We’re grateful for these students who are stepping forward. Not just to share their voices, but to help lift the voices of others as well.

As we’ve continued rolling out the PTHS House Model this year, one of the most important pieces of the system has quickly become clear: the work of our advisors. Each House - Cedar, Manzanita, Spruce, and Madrona - is made up of four advisors who stay with their group of students throughout all four years of high school. This structure isn’t accidental; it’s intentional, relationship-driven, and designed to ensure that every student has a consistent adult who knows them, checks in on them, and celebrates their growth.

For Mr. Stegner, who helped lead the development of the House Model, the advisor role is essential because it gives staff a truly all-inclusive lens on student support. “It’s a very holistic approach to checking in on kids,” he shared. “I’m able to learn about what’s going well with the students I’m advising and where they may need more support.” He further explained, “The relationships only get stronger over time, and I feel that our ability to mentor - the more time you’re able to have with a student, the more impact you can have. The four-year model speaks to that.”

Advisors play a unique role that blends academic, social, and emotional support. Mr. Stegner emphasized that one of the key responsibilities is ensuring that students feel connected: “To ensure that students are feeling like school is a place for them, a sense of belonging.” This becomes especially important for students who struggle in specific subjects or who need extra encouragement.

A major part of the advisor role this fall has been reaching out to families, not as a classroom teacher, but as an advocate and consistent point of contact throughout the student’s high school journey. Mr. Stegner described this work as grounded in partnership: “I’ve always enjoyed the village approach mentality. Calling home, I’m always reminded how important family-school relationships are. It’s important.” For some students, especially those who have historically struggled with attendance, regular check-ins have already made a noticeable difference. “For some of the students that have historically struggled with attendance, advisory has been a really helpful resource in bridging that gap,” he said. “I find it helpful to have these conversations in a specific, dedicated time I wouldn’t normally be able to have.”

Mrs. Kruse, who advises students in the Manzanita House, echoed the importance of deep, lasting connections. She shared that “building relationships over the long-term high school experience is a great way to get to know students and also to have opportunities to connect in non-academic settings as well." The mixed-grade structure also gives teachers a wider perspective on who students are beyond traditional academic bands. As she explained, “Since most teachers only work with students in specific classes or grade bands, our staff learns more about our school environment and gets to know the student in another context. Students can show talents and abilities and connect with teachers.”

Mrs. Kruse described advisory as a place where students can excel in ways that don’t always surface in academic classes. “During advisory teachers get to interact with students in engaging and creative ways,” she said. “There are many activities that are group focused and students get to shine in specific ways and talents.” The multi-grade setting also helps build community: “Students interact and have fun while we build a sense of community.”

Family phone calls, something advisors began prioritizing this past month, have been especially meaningful. Mrs. Kruse described these conversations as overwhelmingly positive: “Families have mentioned that it is nice to talk to a teacher when it is a check in and not just about a failing grade.” She believes this three-way partnership among students, families, and advisors strengthens our school-wide work around PBIS and ensures that relationships stay front and center.

In her advisory, Kruse uses strategies that focus on ensuring every student feels seen and supported, including “Individual conferences and check-ins, icebreaker activities and creative fun games and competitions, laughter and a lot of encouragement.” When asked what she hopes students leave with by the time they graduate, she was clear: “I feel that my ultimate impact for our school is that all students have a trusted adult who sees them, encourages them… and can help identify students who are struggling or need more services and support.”

That’s the heart of the House Model: belonging, connection, and long-term relationships that help students navigate challenges and celebrate successes. Our advisors are the daily champions of this work, and their commitment is already making a difference in how students experience PTHS.

• Wednesday, 12.10 During Advisory: Student-Led House Activities
• Wednesday, 12.10 from 1:30 - 3:15: District Committee Meetings
• Thursday, 12.11 at 5:30 & 7:00pm: Varsity Girls & Boys Basketball at Chimacum
• Saturday, 12.13 at 8:00am: Varsity Boys Wrestling in the PTHS Gym
• Tuesday, 12.16 at 5:30 & 7:00 pm: JV & Varsity Boys Basketball in the PTHS Gym
• Wednesday, 12.17 During Advisory: Pep Assembly
• Wednesday, 12.17 from 1:30 - 3:15: Dept. Meetings & Collaboration in the Library
• Monday, 12.22 - Friday, 1.2: Winter Break

Website: https://highschool.ptschools.org/
Location: 1500 Van Ness Street, Port Townsend, WA, USA
Phone: 360.379.4520

Port Townsend School District No. 50 does not discriminate in any programs or activities on the basis of race, creed, religion, color, immigration status, national origin, age, honorably-discharged veteran or military status, sex, sexual orientation, gender expression or identity, marital status, the presence of any sensory, mental or physical disability, or the use of a trained dog guide or service animal by a person with a disability. The district provides equal access to the Boy Scouts of America and all other designated youth groups listed in Title 36 of the United States Code as a patriotic society. The following employees have been designated to handle questions and complaints of alleged discrimination:

Civil Rights Compliance Coordinator
Carrie Ehrhardt

1610 Blaine Street

(360) 680-5756

cehrhardt@ptschools.org

Title IX Officer:
Carrie Ehrhardt

1610 Blaine Street

(360) 680-5756

cehrhardt@ptschools.org

Section 504/ADA Coordinator
Shelby Macmeekin

1610 Blaine Street

(360) 379-4501

smacmeekin@ptschools.org

Title IX inquiries may also be directed toward the U.S. Department of Education, Office for Civil Rights (OCR):https://www2.ed.gov/about/offices/list/ocr/index.html

Discrimination Procedure