One of our goals with the Redhawk News is to give families a clearer window into what learning looks like inside our classrooms. We want you to not only hear about events and accomplishments, but to better understand the day-to-day work happening between teachers and students that drives growth.

One area we’ve been focusing on as a staff is small group instruction. Traditionally, classrooms have often been structured around whole-group instruction for most of a period, where a teacher delivers new content to everyone at once. We are working to be more intentional about how class time is used so that students receive the specific support or challenge they need during the lesson itself.

At PTHS, small group instruction means teachers are identifying which students may need additional support based on assessments, observation, and daily work, then providing focused instruction during the class period. At the same time, this work requires just as much intentionality for the rest of the class. Students who are not in a small group are not simply working independently without direction. They are being challenged, extended, and engaged in meaningful tasks that push their learning forward.

In Ms. Grace’s English Language Arts (ELA) classrooms, small groups are a regular part of how students make meaning together. She shared that one of the clearest signs students are truly engaged is when they're talking to each other and on topic. She also noted that this structure allows her to better support students who may have been absent or who need additional help. For students who need more support with organization or confidence, she has found that “a graphic organizer that scaffolds the task will help keep the group moving successfully.” Ms. Grace emphasized why this matters, sharing that “meaning has to be constructed actively,” and that students need to do something with their learning in order for it to stick.

Ms. Lenz described a similarly intentional approach in her math and science classrooms, especially through structured grouping and visible thinking. She explained that in math, she often sees strong engagement when students are “randomly sorted into groups of 3” and working at whiteboards, because students are not simply sitting with friends and often “shift from a social-mode to a more thinking-mode.” As she monitors the room, she looks for evidence of thinking and listens for conversations where she sees “a lot of thinking, sense-making,” along with those important “ah-ha” moments. She also highlighted the importance of routines, including co-constructed norms and clear expectations for group work, to ensure that collaboration stays focused and productive.

This work is ongoing. As Ms. Lenz noted, it “is not easy and is a bumpy road with some days being better than others.” That honesty reflects where we are as a school. We are continuing to build toward classrooms where all students are getting what they need during each class period, whether that is targeted support in a small group or meaningful extension of their learning.

This shift takes time, but it is an important part of ensuring that all students stay engaged, experience success, and continue to grow.

If families have questions about what small group instruction looks like in their student’s classes, we encourage you to reach out directly to your student’s teachers. They can provide insight into how instruction is being structured, how students are being supported, and how learning is being extended. Strong communication between school and home is an important part of ensuring every student is successful.

As our spring sports seasons get underway, it’s been great to see our student-athletes back in action. While it’s still early, there is already a lot to be encouraged by across our programs. Teams are building routines, learning how to compete together, and putting in the work that will carry them through the rest of the season. There is a clear sense of energy and optimism as each group continues to grow.

Baseball

This year’s baseball team has a different feel, with a strong group of younger players stepping into key roles. Through the first stretch of the season, the team has picked up three wins while continuing to grow through a challenging early schedule. Sophomore Elijah Thornton shared that “there’s a lot of freshmen that I think will be really good,” pointing to the long-term potential of the group. Even early in the season, that mix has already started to come together. Elijah noted that the team has “felt more connected” compared to last year.

Head Coach Ryan Stevens is leaning into that opportunity. Coach Stevens shared that the focus this season is on building understanding of the game at every level, saying, “Our goal is to develop our individual and collective baseball IQ.” With a young roster, that daily growth and willingness to learn has been a clear strength.

Softball

For softball, the emphasis has been on growth, support, and building confidence. The team has earned its first win of the season and continues to compete while developing consistency. Freshman Leighton Dunn described a team environment where players feel supported both in practice and in games. She shared that the coaching staff is “very understanding and tries to figure out a solution to everything,” which has helped players continue to improve.

One area of focus has been hitting, with players receiving individual feedback and video analysis. Leighton noted, “I personally already see improvement in the team’s hitting,” highlighting how that targeted work is paying off. Just as important has been the team’s approach to supporting one another. Even in tough moments, players are staying positive and connected, which has been a key part of their progress. Head Coach Sara Steinmetz has helped set that tone throughout the program.

Girls Tennis

The girls tennis team has opened the season with a strong start, earning three wins in their first five matches. Junior Gracie Witheridge spoke about how much the team values both improvement and enjoyment. That balance is something Head Coach Tom Gambill has been intentional about. Coach Gambill shared, “I feel like our team has a really supportive and positive attitude and the girls really enjoy being on the team.”

There is also a strong sense of leadership within the program, with varsity players helping guide and support younger teammates. Players are encouraged to think critically during matches, make adjustments, and stay engaged in the process. That approach is helping athletes grow not just in skill, but in confidence.

Girls Golf

The girls golf team continues to demonstrate consistency and strong team connection early in the season. Senior Sophia Heistandt emphasized how important those relationships are, sharing, “We’re all very close and very supportive of each other.” That support is a key part of what makes the program special.

On the course, the team has been focused on improving short game skills, particularly putting and chipping. Sophia noted that she has seen clear progress in those areas, both individually and across the team. She also reflected on the discipline required in golf, explaining that the sport has helped her develop focus and self-discipline that extend beyond competition.

Track and Field

Track and field has brought a lot of energy this spring, with athletes already seeing strong early-season results. Junior Clara Camp shared that many athletes are hitting personal records, which speaks to the work being done in practices.

Clara, who competes in the 200 meters and relays, has focused on continuing to improve her times and build toward another opportunity at the state level. Reflecting on last season, she noted that her relay teams broke a long-standing school record, and she is motivated to build on that success.

In addition, the boys 4x800 relay team recently broke the school record, an exciting early-season accomplishment that reflects both talent and the work being put in by the group. There is a strong sense of momentum within the program as the season begins.

Boys Soccer

The boys soccer program has come out strong to start the season, building a 5–3 record while continuing to develop as a group. Head Coach Logan Stegner has been intentional about developing the full student-athlete. Coach Stegner shared that the program is centered on building resilience, accountability, and balance.

While the team continues to grow, there has been clear progress in how players support one another and respond to challenges. Coach Stegner emphasized that those lessons extend well beyond soccer, helping players grow in ways that will stay with them long after high school.

Across all of our spring sports, there is a clear commitment to getting better each day and showing up for one another. It’s been great to see our student-athletes back competing, building momentum, and representing Port Townsend High School in such a positive way.

New Orleans is one of the most historically important places in the world when it comes to music. As the birthplace of jazz and a city where music is woven into daily life, it offers an experience that goes far beyond what can be taught in a classroom. For our band and orchestra students, their recent trip to New Orleans provided a unique opportunity to step directly into that history and experience it firsthand.

Led by Mrs. Clarke and Mrs. Malarkey, students had the opportunity to engage with music in a place where it is not just performed, but lived every day. One of the most powerful parts of the trip came through direct exposure to professional musicians and the culture that surrounds them. Mrs. Clarke shared that “our group had the opportunity to listen to professional jazz musicians play at Preservation Hall,” and that those musicians also took time to explain “the different roles their instruments play in the ensemble.” Experiences like this helped students think more deeply about their own role within a group and how music connects to history and culture.

For students, those moments were just as impactful. Sophomore Aislyn Graves described sitting in the front row at Preservation Hall as a moment that stood out most, sharing that it felt meaningful to be “looking directly at people who’d spent their whole lives dedicated to this culture of music.” She went on to say, “those people encouraged us to learn melodies and ultimately have fun with the collaborative aspect of music,” calling the experience “inspiring.”

Throughout the trip, students were immersed in a culture where music is everywhere. Mrs. Clarke noted that in New Orleans, “music is an important part of life’s celebrations” and that it is “heard and played everywhere,” reinforcing for students the value of sharing their own music with others. Aislyn also observed how different the musical approach felt, explaining that there is “a tendency to avoid written music and spend more time really learning and understanding the sound of it,” which offered a new perspective on how music can be learned and performed.

Beyond the music itself, the trip challenged students to grow as individuals. Traveling across the country, managing schedules, and navigating new environments required independence and responsibility. Mrs. Clarke shared that students “gained confidence, learned what is involved in air travel and the value of following a schedule,” while Aislyn reflected on the importance of staying organized and adapting in the moment, noting that it helped her “get better with spontaneity, which fits the theme of New Orleans well.”

The learning didn’t stop with performances and sightseeing. Students also participated in a clinic with a music professor from Loyola University, an experience Mrs. Clarke described as helping students “play with confidence and expressiveness at a higher level than before.” Combined with conversations from professional musicians about their own journeys, students were given a deeper understanding of what it means to pursue music with both skill and passion.

Experiences like this are only possible because of the support surrounding our students. We are incredibly grateful to the families who helped make this trip happen and to the chaperones who gave their time and energy to support students throughout the journey. Their commitment ensured that students could fully engage in everything the experience had to offer.

As students returned to Port Townsend, they brought back more than memories. They returned with a deeper understanding of music, a stronger sense of independence, and a renewed appreciation for the role they play as musicians. These are the kinds of experiences that stay with students and continue to shape how they learn, perform, and connect with the world around them.

Dear PTHS students and families,

We are writing to share an important update about our school counseling program. Emily Eldridge, who has worked with both PTHS and OCEAN School over the past three years, will be moving into a full-time role at PTHS next school year. Kirsten Bledsoe will continue in her current role at the high school. We’re really excited about this change, as it allows us to expand the level of support we can provide to students.

With this increase in staffing, we’ve spent time thinking about how to best structure our work with students and families. Beginning next year, we’ll be moving to a model where each of us works with specific graduating classes rather than assigning students by last name. Ms. Bledsoe will work with the classes of 2027 and 2029, and Ms. Eldridge will work with the classes of 2028 and 2030. We’ll then stay with those classes through graduation. Once a class graduates, that counselor will support the next 9th grade group.

We believe this approach will provide more cohesive support for grade-level specific needs and effectively balance all tasks in a comprehensive school counseling program. We’ll continue to work closely together and are here to support all students and families through this transition.

Thank you,

Your PTHS School Counselors

Emily Eldridge - Grad Years 2028 & 2030

Kirsten Bledsoe - Grad Years 2027 & 2029

Scholarships that are accepting applications from seniors:

April due dates:

• American Legion Department of Washington
• Bev and Wes Stock Scholarship
• East Jefferson Professional Firefighters Local 2032
• Elks Lodge Port Townsend Scholarship
• Jefferson County Home Builders Association
• Key City Chapter #71 Order of the Eastern Star
• Olympic Peninsula Art Association
• Rakers Car Club Scholarship
• Sustainable Forestry Initiative Washington
• WSOS -Career/Technical Scholarship

May due dates:

• Barb Marseille Arts Scholarship
• Deb Johnson Memorial Scholarship
• Dylan Rondeau Sail Away Scholarship Fund
• Olympic Driftwood Sculptors
• Port Townsend Alumni Association
• Port Townsend High School Scholarship Foundation Consolidated Application
• Port Townsend Sunrise Rotary Service Above Self Scholarship
• Port Townsend Technical Trades Scholarship
• Puget Sound Engineering & Science Scholarship Fund
• Rotary Club of Port Townsend - General Scholarship and Neil Potthoff Education Scholarship
• Thea Foss #45 Daughters of Norway Scholarship

June due dates:

• Chris Kimball Voc/Tech 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 4.8 during Advisory: TBD
• Wednesday, 4.8 from 1:30 - 3:15pm: Staff Collaboration & Awards Discussion
• Wednesday 4.8 at 4:00pm: Boys Baseball @ Chimacum
• Wednesday 4.8 at 4:15pm: Varsity Girls Softball @ Chimacum
• Thursday 4.9 at 4:00 and 5:30pm: JV & Varsity Boys Soccer @ Memorial Field
• Friday 4.10 at 4:00pm: Varsity Girls Softball @ Chimacum
• 4.13 - 4.17: Spring 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