As we get closer to graduation, PTHS seniors are preparing for one of the experiences that best highlights their hard work and dedication, the Senior Symposium. This year’s Senior Symposium will take place on Thursday, June 4 at Fort Worden, where members of the Class of 2026 will present their senior projects to panels of faculty and community members. The event is also open to the public, and each year many presentations are standing room only.

For months, seniors have been researching, planning, building, serving, creating, and reflecting on projects that connect to their interests, future goals, and the larger community. In recent weeks, students have been presenting their projects in Current World Problems classes, where they receive the green light to move forward to the symposium. By the time students reach this point, a great deal of work has already happened, including early research, project planning, mentor connections, problem-solving, and the final preparation needed to share their learning with others.

This special edition of Redhawk News highlights three senior projects from Ian Eisenman, Ruby Morgensen, and Anna Cooper-Brink. Each project looks different, from aviation instruction to the Culinary Cruiser to service through Habitat for Humanity, but all three show the purpose of the senior project experience. Students are asked to take on work that matters to them, learn from challenges, connect with mentors, and share something meaningful with the community.

As the Senior Symposium approaches, these stories offer a small glimpse into the kind of learning seniors will soon share at Fort Worden. They also remind us that senior projects are not only about a final presentation. They are about initiative, persistence, reflection, and the growth that happens when students take their learning beyond the regular classroom.

For Ian Eisenman, the senior project process was a chance to take another meaningful step toward a future in aviation. Ian’s project focused on two connected goals: studying for his ground instruction certificate and creating an after-school and Saturday ground school for students interested in aviation, including current student pilots at Port Townsend High School.

Ian chose the project because it felt like the next logical step toward becoming a Certified Flight Instructor. For him, this was not just an interesting topic, but something directly connected to where he hopes aviation will take him next. Ian shared that, “the main reason I chose this project is it seems like the next logical step towards becoming a Certified Flight Instructor.” He also believed the project would give him valuable knowledge and insight for future mentoring or teaching.

Ian’s mentor was his flight instructor, Jeff Beres, who helped him problem-solve, answer questions, and continue moving forward when Ian reached something he could not figure out on his own. Jeff also occasionally visited the Saturday ground schools to check in on students and help verify topics that had been covered, since Ian is not yet formally rated to do that part himself.

One of the biggest steps in the project was simply getting the ground school up and running. Ian had to balance his own schedule with the schedules of others, while also finding a staff member willing to stay after school so the group could use a classroom for up to two hours. Looking back on the process, Ian said, “I think the biggest step forward for the project was when we actually managed to get the after school ground school running every Thursday.”

Like many senior projects, Ian’s work also came with challenges. He said his schedule and procrastination were the biggest setbacks, which caused some of his project hours to be spread out across different months. By March, Ian realized he needed to make a change. As he put it, “Once I hit March I knew I needed to lock in and get this done.” From there, he thinned out his schedule, made more time for school and the project, and pushed himself to finish what he had started.

What stood out most to Ian was not just the aviation content, but the learning and teaching process itself. The part he is most proud of is also the part that gave him a new appreciation for what teachers do. As Ian put it, “My favorite thing was the learning and teaching process itself.” Through that process, he gained insight into how he and others learn, as well as a better understanding of why teachers make certain decisions and how they plan lessons.

At the Senior Symposium, Ian hopes people remember the interactive part of his presentation, which he designed to be short, insightful, and a way for audience members to get a glimpse into aviation they might not otherwise experience.

For underclassmen thinking about their own senior projects, Ian’s advice is practical and honest. He encourages students to choose something they will actually enjoy and to be realistic about what they can take on. Ian’s advice is clear, “Limit yourself to only what you can do, not what you think you can do.” He also encourages students to choose something fun, even if it doesn't seem like it can be a project at first. His project is a reminder that senior projects are not only about the final product, but also about learning from the process, adjusting when things get difficult, and finding meaning in the work along the way.

For many students, the best senior projects grow out of the classes where they have already found a strong interest, especially when those classes connect learning directly to the real world. For Ruby Morgensen, that made the culinary arts program a natural fit. After three years in the program, Ruby focused her senior project on the Culinary Cruiser food truck, where she planned, prepared, and served food at multiple events while learning what it takes to run something similar to a small restaurant.

Food and restarunts have been a place of interest for Ruby for a long time, and the food truck gave her a way to explore that interest beyond a regular classroom setting. Her work included researching recipes, thinking through what could be served easily from a truck, reducing waste, following state food safety guidelines, and helping make sure others followed those expectations as well.

Ruby’s project was also made possible through strong support from the adults around her. Mrs. Kruse, Ruby’s culinary teacher, has been an important part of her overall high school experience and helped throughout the senior project process, including the planning, preparation, and logistics of getting the Culinary Cruiser to events. She even drove the food truck, which was one of the many behind-the-scenes pieces that helped make the project work.

Stacey Larssen served as Ruby’s official mentor and brought her own experience in food service to the project, helping Ruby choose recipes, prep food, serve from the truck, and often encouraging Rby to, “go the extra mile,” to make the food as good as it could be.

One of the biggest moments came early in the year at the Wooden Boat Festival, where Ruby helped prepare pulled pork and salmon sandwiches. The event happened the weekend after the first week of school, which meant Ruby had to jump into planning and prep almost immediately. From there, the project became a cycle of choosing menus, prepping food, serving at events, cleaning up, and then preparing to do it again.

There were challenges along the way. At one event, beans, rice, and meat did not heat up as quickly as expected, so Ruby and the team adjusted by heating smaller portions on the stove to get the truck open. At another event, a batch of Tres Leches cakes did not turn out, which was frustrating, but also part of the learning that comes with real food service.

What Ruby is most proud of is sticking with her goal of doing one food truck event each month. She said she is proud of “actually being able to stick with my goal,” even though it was a big commitment and often tiring. The project also connected directly to her future interests, as Ruby hopes to continue working in restaurants and may someday work in a kitchen or even start her own restaurant.

At the Senior Symposium, Ruby hopes people remember her project as, “a project of passion and a labor of love.” She especially hopes younger students are inspired to take the culinary program even further. Her advice to underclassmen is to choose something they actually care about, because the senior project process takes time and effort. Ruby’s project shows how powerful that process can be when it grows out of a real interest and becomes something shared with others.

Anna Cooper-Brink’s senior project took her into a setting built around service, community, and working directly with people. Through Habitat for Humanity, Anna spent time learning about customer service, helping with store tasks, and seeing how volunteer work can support a larger mission.

This was not Anna’s original plan. Her first project idea did not work out, and she had to adjust. With support from Ms. Olsen, Anna found a new direction through Habitat for Humanity. What began as a second choice became a project that connected well with Anna’s strengths and interests. As Anna shared, “I like customer service” and “I also like helping people out,” which made Habitat a strong fit once the project got started.

Anna’s mentors included Emily, Pam, Dan, Jeremiah, and Santiago at Habitat and the project required flexibility as roles shifted during the year. Anna first worked with Emily, and after another staff member returned from medical leave, she began working with different people. That meant learning from several adults and adjusting to new expectations along the way.

Much of Anna’s project centered on the kind of work that is easy to overlook, but important to how community organizations function. She learned more about pricing items, working with customers, and helping sort where donated items should go. In reflecting on what she learned, Anna said she is proud of “learning that other people are different” and gaining more experience in customer service. That kind of learning matters because it is not only about completing hours. It is about understanding people and practicing the skills needed to work well with them.

As she prepares for the Senior Symposium, Anna hopes people understand the effort she put into the project. She also hopes others see that senior projects are not something students do alone. Anna shared that she wants people to learn that, "... your classmates will be with you to support you through the project,” which is an important reminder of how much encouragement and connection can matter during a long process.

For younger students, Anna’s advice is to start thinking early. She believes students should begin considering ideas during junior year or the summer before senior year so they are ready to get started. She also encourages students to choose something they actually want to do and something that helps them gain a new skill, new knowledge, or even experience that could connect to future work. Anna’s project shows that even when plans change, a senior project can still become a meaningful opportunity to learn, serve, and grow.

Jefferson Healthcare is partnering with Chimacum and Port Townsend high schools to provide complimentary baseline testing for all student athletes using the Sports Concussion Assessment Tool prior to the start of 2026 Fall sports.

Baseline testing is a crucial assessment tool used to ensure the highest quality care can be provided if a student athlete experiences a sport-related concussion.

Students can receive their complimentary baseline test this August at Jefferson Healthcare. Testing will be administered by a team of highly trained physical therapists that specialize in concussion rehabilitation. Students should select an available time and allot 15-20 minutes for their appointment.

Jefferson Healthcare is excited to be partnering with the East Jefferson Rival Athletics department to provide this valuable healthcare assessment. If you have any additional questions about our concussion services, we encourage you to reach out to our outpatient rehabilitation department.

Scholarships that are accepting applications from seniors:

May due dates:

• Barb Marseille Arts Scholarship
• Bremerton Valley Scottish Rite Scholarship Program (newly added)
• Deb Johnson Memorial Scholarship
• Dylan Rondeau Sail Away Scholarship Fund
• Gerry Hyatt Bergstrom Vocal Music Scholarship
• Kiwanis Club of Port Townsend - Charitable Trust Scholarship
• Ludlow Village Players
• Port Townsend Sunrise Rotary Club Service Above Self
• Port Townsend Technical Trades Scholarship
• Rotary Club of Port Townsend - General Scholarship and Neil Potthoff Education Scholarship
• Wild Rose Chorale Scholarship (newly added)

June due dates:

• Anne Murphy Ocean Stewards Scholarship via PTMSC (newly added)
• Chris Kimball Voc/Tech Scholarship
• Port Townsend Women's Golf Club Scholarship

Find details on the PT Schools Scholarship Bulletin. If you have not bookmarked it yet, you can find it on the senior information webpage and in SchooLinks.

• Wednesday, 5.20 during Advisory: Redhawk Checkins & Senior Performance Auditions
• Wednesday, 5.20 from 1:30 - 3:15pm: PERTS Reflection, Structured Collaboration, and Tiered-Teaching Team Meetings
• Thursday, 5.21 from 5:00 - 6:45pm: Spring CTE General Advisory Council Meeting
• Friday, 5.22: No School (Snow Make-Up Day)
• Monday, 5.25: No School (Memorial Day)
• Wednesday, 5.27 During Advisory: SchooLinks, HSBP Submissions, & Student Voice Team Meeting
• Wednesday, 5.27 from 1:30 - 3:15pm: Structured Collaboration, and Tiered-Teaching Team Meetings
• Thursday, 5.28: ELA SBAC for all Sophomores
• Friday, 5.29: ELA SBAC for all Sophomores

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