New Horizons for Learning: Transforming Education

Recreating Schools for All Children

by John Morefield

ABSTRACT: When John Morefield became principal of Hawthorne Elementary School in Seattle, Washington, he promised the community that entering kindergartners would graduate with skills at or above expected grade level competency. To do this he conducted extensive research on what works in diverse communities. In this article he identifies twelve characteristics of successful schools:

Strong Leadership

Unity of Purpose

A Total School Environment of Pervasive Caring and Nurturing

All Adults Are Responsible for All Children

Firm, Fair, Consistent, and Positive Discipline

High Expectations for All Children

A Staff That Believes That Teaching Is a Calling, a Vocation, Not Just a Job

A Multicultural Curriculum Woven Into the Daily Life of the School

Outstanding Instructional Practice

A Belief in the Important Role of Parents, and the Real Outreach, Involvement, and Empowerment of Parents

An Effective Mental Health Approach

Safe, Clean, and Aesthetically Pleasing School Environments

There is no question that the American school system has failed millions of its children, especially its poor and children of color. We continually hear reports about the disproportionality in achievement between American students of color and American students who are white. It is my belief that the reason American public schools do not educate all children is because they were never intended nor designed to do so.
American schools historically are a reflection of the value system of northern European immigrants (English. Dutch. French and German) a value system that is characterized by a strong belief in competition and rugged individualism. Dr. Edwin Nichols, a Washington DC based social psychologist who has done extensive research on the culture of American schools, characterizes this as "seeking the object" or "getting what I need." The dominant pronoun of the Northern European cultural value system is "I," And we have created a nation of schools that reflect that ethic and value system. Our schools, for example, have demanded that students sit in straight rows. If they talk or share with their neighbor it is called cheating. Along with the legacy of competition, our educational system has also inherited classist, racist, and sexist belief systems. The American Revolution did not bring freedom and equality for all people. It brought relative freedom for some.
Our school system was designed for history's definition of who ought to be educated. The belief was that not all children required an education. It certainly wasn't essential to educate poor children or children of color. Throughout American history, there have always been jobs on the farms or in the factories, making a high dropout rate acceptable. Thus, schools that only worked for some children and not for all children have been accepted as normal in America from the very beginning.
We are becoming increasingly aware that it is no longer enough to educate just some of our children. Those farm and factory jobs are not so readily available today. Our society is changing, our demographics are changing, and so, too, must our educational beliefs and practices change. It is from this realization that the impetus comes to create schools that work for all children.
Creating schools that unleash the potential in each and every child is what we as parents, teachers, administrators, community members, and legislators must all be about. If we are going to create schools that work for all children, we must be clear about the fact that our schools were designed by and for white people. We must deal with the fact that our schools are doing an unsatisfactory job educating African American, Latino, Native American, and some groups of Asian children. The issue is race. It transcends socioeconomic status. When school districts have the courage to disaggregate their data, what is found, all across the country, is that poor white students do better than middle-class African American, Latino, and Native American children. Obviously, when we overlay poverty, we compound the problem. To ensure success for all children we must rethink the underlying assumptions and practices upon which our schools are built.
The issue of race does not get addressed in our schools in ways that are constructive and essential to recreating schools for all children. Race is a very difficult topic for white people to talk about for many reasons. They are afraid of being accused of being racist. They are nervous about saying the "wrong thing" or using a politically incorrect phrase. Most white people find it easier to simply avoid the topic. We, as school leaders, must work harder and more courageously to facilitate "blame free" environments in which it is safe to discuss this difficult subject. We do not need to point fingers, there is enough blame to go around for all of us. Since race is the critical issue to be addressed in our increasingly diverse schools, we must openly, honestly, and blame-freely tackle this painful topic.
The real issue has to do with finding solutions. We must each ask ourselves the question, "What part of the solution can I play as a teacher, principal, or parent?" We all possess a piece of the solution. The task is to create the right school environments so that the discussions can generate all of the solutions. Teachers in a predominantly African American school in Los Angeles concerned about children without adults in their lives came up with the following solution. They decided to identify staff adult "buddies" for their more fragile children. Each staff member was assigned one student to really "look out for". Openly and forthrightly the staff addressed the fact that while most of the children were African American, most of the staff was white. The important element in this example is that the subject of race was safe to talk about.
The dominant cultural value system of African American, Native American, and Latino people, according to Nichols, is cooperation and relationship. This is in contrast to the Northern European ethic of competition and rugged individualism. Reaching goals is important in African American, Native American, and Latino cultures, but how they are reached and with whom is just as important. In Northern European culture, it is only important that I get to my goal. It doesn't matter whether anyone else reaches theirs. It doesn't make any difference if everyone else in the classroom flunks as long as I am successful. The African American, Native American, and Latino cultures are based on a value system of cooperation and relationship that doesn't throw out competition, but puts it in the context of cooperation and how people get along. While the dominant pronoun in Northern European culture is "I". the dominant pronoun in African American, Native American, and Latino cultures is "we".
As we become increasingly aware of the changes in society, we must ensure that our schools reflect these changes. We must rethink the very value system upon which our schools are built, and follow with the necessary school reform. In order to ensure the real fulfillment of the Jeffersonian ideal, our schools must really work for all children, not just for some.
I have come to believe that a school designed to work for children of color, works for white children. The reverse, however, is not true. Consequently, if we design our schools to work for children of color they will work for all children.
What would a school look like, then, if in fact it worked for all children? This is the puzzle that must be put together if the Jeffersonian ideal is to be realized. We all know that when we sit down to put together a 500 piece puzzle, we must keep the picture of the completed puzzle on the box top close by our side. We need to continually refer to that boxtop as we hunt for the right puzzle pieces and place them in their proper places. As educators, we are continually working on finding the right pieces and implementing them. Since we don't know what the picture on the box top looks like, we attempt to solve the puzzle of school without knowing what the product should look like. We invest enormous energy and resources into putting in pieces. Always new pieces -- cooperative learning, learning styles, technology, whole language, integrated studies, etc. But we really don't know how or if those pieces, when all put together, will create the right picture.
In 1989, a group of parents and educators opened Hawthorne School in Seattle, Washington, as a place to answer the question "What would a school look like if it could guarantee the success of all of its children?" In other words, to draw the picture on the boxtop. We pulled from research and best practice, from the reflections of many thinkers and writers, as well as from our own experiences. We learned from the Effective Schools research, the research of James Comer, Hank Levin, Bob Slavin, and many more prominent educational thinkers. We also drew from the practices of schools that are successful with children of color. From all of this, we identified those characteristics that if they were in place, would create a school that worked for all children. While we don't claim to have completed the puzzle, we do at least have an idea of what pieces should be in place and what it should look like when it is completed.
A school that works for all children must be grounded in a value system of cooperation and relationships. This means that real school reform requires a transforming from the historical core values upon which our public schools are based into an ethic that puts "us" first and "I" second. It means schools reflecting the following twelve characteristics:

1.) Strong Leadership
Roland Barth was correct when he said in his book Run School Run "Show me a good school and I will show you a good principal". We all know intuitively and the Effective Schools research shows us empirically, that quality schools require quality principals. But in addition to an inspired, entrepreneurial principal schools need leadership -- both formal and informal -- that is shared among staff, parents, students, and community. Quality schools require a shared responsibility serving in leadership roles. They may rotate, change from person to person, group to group, or they may not. But these schools know that the kind of leadership that counts, that makes a difference, is the leadership that comes from the schools themselves, not from the top of a school district's hierarchy.
2.) Unity of Purpose
Schools must have a purpose and a vision of where they are going. This includes a clearly articulated set of core values that serve as the underpinnings for the decisions made on behalf of the children. What is critical is that this purpose, this vision, and this set of core values is known and shared by all of the adults and children in the school. This means that a shared decision making process helped create them, shared leadership helps keep them visible and present to all, and that decisions made in the school consciously reflect these values.
Unfortunately, what we find all too often in schools is that a process was undertaken to create a school mission, and then it got filed away. Time and time again we hear a variation of, "Oh yes, we wrote a mission statement last year. I have it here somewhere. Ask the principal. She can tell you what it is." When we hear those kinds of statements We know that the school Went through the appearance of creating a unity of purpose but that it is not living it day-to-day.
A major role of school leaders is to keep the purpose of the school visible tangible and alive for everyone. Leaders must find the real and symbolic ways to keep the mission vital and present on a daily basis in their writings words and daily actions. Leaders must help keep the dream alive day in and day out.
3.) A Total School Environment of Pervasive Caring and Nurturing
If we are going to change the dominant cultural value system from competition and rugged individualism to cooperation and relationship it means that we must put forth the behavior that recognizes that human beings need warmth, love, affection and affirmation. And that children learn and thrive in that nurturing kind of an environment. Schools have not seen it as important, historically, to be environments of pervasive caring and nurturing. We see a great deal of blame placed upon children. We often hear the argument put forth, even in kindergarten, that life is tough so we must toughen up the children. The truth is, children do better in safe and nurturing environments. Children do not do as well in environments where adults are continually critical, constantly accentuating the negative, and not accepting children for who they are. Since we know this is true, then we are obligated to foster warm and caring environments where children will blossom.
4.) All Adults are Responsible for All Children
There is a traditional African proverb that says that it takes a village to raise a child. That is especially true in America today. Because of the dramatic and alarming changes in our demographics and in our families, the village now includes schools, teachers, assistants, neighbors, the business community, and an ever expanding list of concerned citizens. All of us have a stake in the success of our children. The pronouns must change to "we" and "our".
Teachers, by and large, have been trained in colleges of education to think about "their" students in "their" classrooms almost to the exclusion of the rest of the school. Teachers have been so focused on what happens within their own four walls that there is little interest in, or time for, the school as a whole unless of course, some decision or event directly effects them and/or their students.
This long standing and deeply entrenched practice occurs in so many ways in our schools every day. For example, during lunch period at a typical urban elementary school, two teachers have just finished eating and have decided to take a little walk before class starts. They have ten minutes left in their thirty minute duty free lunch. As they walk down the hallway they notice a group of students engaged in noisy and obviously inappropriate behavior. The first thought the teachers have is "Are those my students?" If any one or all of the students happens to be in their classrooms, the teachers, without question, will intervene and take appropriate action. But what if the children are not in their classrooms? The teachers must decide whether to intervene or to ignore. In all too many schools, the teachers choose to ignore. If a school has changed its culture from "I" to "we" then the teachers have no choice. They feel obligated to intervene. Even though the students are not in their classrooms, even though the teachers may not even know who the students are, they do know that they are "our" children. They belong to "our" school and consequently all adults have a responsibility for them.
When students know that all of the adults can be counted on to be concerned for them, they experience feelings of safety and security We know that, within that context of safety and security, then can be generated all of the learnings our children deserve.
5.) Firm, Fair, Consistent, and Positive Discipline
Schools across the country struggle with the creation of appropriate discipline policies, environments and practices. Educators may well spend more time discussing discipline than curriculum or instruction. It is in these discussions about discipline that the frustrations and confusions caused by challenging student behavior come out. All too often it is in these discussions that the frustration and confusion turns to anger, anger toward colleagues and anger toward the children and their families.
A school must come to a consensus about discipline, both philosophically and behaviorally. It must include the belief in and practice of firmness, fairness, consistency and positiveness. For all children to feel safe and secure, a clear schoolwide structure of discipline must be in place.
For years many white educators have worked at being "fair" and "positive". For many noble and not so noble reasons they have emphasized these two aspects of discipline. Unfortunately too many children have been allowed to be less than they could be due to the unwillingness to be firm and consistent. This has been particularly true with children of color. All children are entitled to a firm and consistent set of behavioral expectations. It is scandalous the degree to which children of color are not afforded that basic opportunity in our schools.
Consider the following scenario. It is Tuesday and the fifth grade teacher, who is white, has had enough of Bobby, who is African American. She has been dealing all day with his inappropriate behavior. In exasperation she says "Bobby, if you do that one more time you are not going on the field trip on Friday!" Bobby does it one more time and she tells him he isn't going to be part of Friday's outing. Friday morning arrives and the class is abuzz with the excitement of preparing for the field trip. Bobby comes up to the teacher sobbing, pleading, begging to go on this great adventure. The teacher looks at Bobby and perhaps several thoughts go through her head. "Poor Bobby, he has such a rough life, he may never get this experience again, he is culturally deprived. It would broaden his horizons and, besides, I don't want his mother up here in my face calling me a racist." So she allows Bobby to go on the field trip.
While it can be argued that the teacher never should have given Bobby the ultimatum in the first place, nonetheless she did create a situation that was most unhelpful to Bobby. What message does Bobby get by being allowed to go on the field trip? How secure is he in that school environment when the walls of behavioral limits keep moving? Unfortunately this scenario is all too common. Without a doubt, to help all of the Bobbies, the adults must get very clear about discipline in the schools, and then consistently behave in ways that reassure the children that the grown ups know what they are doing.
6.) High Expectations for All Children
Since the early 1980's we have been aware of the importance of high expectations on the part of adults for student learning. Ron Edmonds and the Effective Schools research, among others, have empirically shown what many have intuitively felt to be true, that children will rise to the level of expectation held for them. Unfortunately, over the years this belief has become mere rhetoric for many educators. It has become an intellectual idea rather than a deeply held belief that is practiced. High expectations that a teacher has for students can be felt by the students. Even visitors to the classroom can feel high expectations. Expectations are communicated in ways that are visceral, that touch our emotions. They touch both our heart and our head. Too many educators don't effectively communicate their high expectations, either because they don't know how or because they don't really have them. For those who don't know how to demonstrate their expectations they can learn. Other educators can help them learn new and effective strategies. But too many educators truly don't believe that all children can learn, and that non-belief is communicated, either overtly or subtly, to the children.
In order for educators to believe that all children can learn, many of them must unlearn some deeply held societal beliefs. They must change the belief that intelligence is fixed at birth. The common thought for many years has been that IQ is innate, fixed and in any population, distributed along a continuum best represented by the bell curve. We must throw out the bell curve as an acceptable operational value for schools.
The bell curve is a mathematical construct designed to illustrate the law of physics that explains the behavior of random inanimate objects. The bell curve has made it legitimate to say that "we can't educate all children because not all children are educable." We grade on the curve. We rely on tests that are philosophically pinned to a bell curve that says some will fail some succeed and the majority fall in the middle. It does not apply to human beings engaged in learning. We must eliminate the belief that in any classroom there is a certain percentage of gifted, average and special education students.
Learning is developmental process, with the output a combination of the learner's belief in his or her own competence and the investment of hard work. Unfortunately many educators label children early on and respond to them according to the labels they have created. Because intelligence is believed to be innate it follows that when kindergarten children send messages to teachers that indicate "lower IQ" the response is a lowered expectation. On the other hand if teachers see student potential as developmental, as malleable, as capable of great expansion, then expectations stay high as part of the process of helping students believe in themselves and know that hard work will ensure their "getting smart". Getting smart, according to Jeff Howard, a Boston educational writer, is a process, not an accident of birth. We must abandon the belief that all the ability that a child will ever have comes at birth. We must come to believe in the incredible potential to learn that is present in all children and that that potential can be realized in any school and in any classroom, if the right conditions exist.
In addition, educators must shed the legacy of racism. All racial, ethnic, and cultural groups have deeply held beliefs about other groups. These beliefs influence educators, particularly in their beliefs about children of color. In particular, there is a long tradition of viewing African American, Native American, and Latino children as deficient, as opposed to different, from white middle class children. There has been the belief that Black dialect, for example, is "inferior to" standard English. Rather than seeing it for the complex language that it is, many white educators believe it to be deficient. Standard English has been agreed upon by society as the essential language of the market place. Students must be well versed in that language. Just as it is not appropriate to speak German when interviewing for a job with an English speaking American employer, so too, it is not appropriate to use Black dialect. The use of German would be considered inappropriate in this case but nobody would consider it an inferior language. On the other hand, the use of Black dialect in this same case is viewed by many as both inappropriate and as inferior.
The Great Society brought with it much pejorative language that has helped contribute to the lowered expectations of white educators for minority children. For example, the phrases "culturally deprived" and "cultural deprivation" contributed to the belief that there was something deficient about African American culture, that African American culture was less than white mainstream culture. There is absolutely nothing deficient about African American culture. It is incredibly rich! But white educators have had years of pejorative language that has taken its toll.
Lest we think that the racist belief in genetic deficiency no longer exists in America, the amassing of 600,000 votes by David Duke in Louisiana in 1992 is a sobering event. Racism in its most evil forms is, unfortunately, alive and well in America and in our public schools.
If children of color are seen from a difference perspective as opposed to a deficit perspective, then expectations for them remain high. If the research, for example, shows some differences in learning styles for Native American students, the task of the educator is to learn how to integrate those differences into pedagogical practice. Expectations remain high, teaching is adjusted for differences.
7.) A Staff That Believes That Teaching Is a Calling, a Vocation, Not Just a Job
The work of educating all of our children is too difficult a job to be left to those adults simply seeking employment. Educators must approach the moral challenge of ensuring the educational success of every child with passion, dedication, and enthusiasm. It can no longer be acceptable to "go into teaching" because summers are free, it is an easy second income, or the subject matter is interesting and needs to be shared with young people. Deciding to go into teaching must be a decision from the heart. It must come from a moral imperative to ensure the success of all children, and from a deeply held commitment to social justice.
To be an effective educator today requires far more dedication, talent, and commitment, than ever before. The choice to be an educator must be a proactive choice made by reflective adults, and based upon the moral principal of equity and excellence. Anything less is unacceptable. Our children cannot afford anything but the very best from us.
8.) A Multicultural Curriculum Woven Into the Daily Life of the School
Annual Black History months and Chinese New Year celebrations as the way we "do" multiculturalism are too little, perhaps even too late. The United States is the most diverse country in the world and becoming more so. Our diversity is our increasing reality and if approached with vision and wisdom, our strength. We must teach our children how to appreciate and value this rainbow of cultures. Simple tolerance and acceptance of diversity are not enough.
A multicultural curriculum is one that is part of the daily life of a school, part of every subject, and woven into the very fabric of the content of instruction. We must move beyond the textbooks, beyond what we were historically taught and continually seek to be inclusive of diversity in all of our teaching. Every child has the right to feel included. Every child has the right to have the opportunity to feel inclusive of others. This must happen day after day, lesson after lesson. Learning is a process not an event, and learning about diversity is most effective when integrated into the daily life of the classroom.
9.) Outstanding Instructional Practice
Instructional "business as usual" will no longer ensure the success of our children. The profession has come a long way in ascertaining which instructional practices work and which do not. Unfortunately, educational implementation has not caught up with the level of knowledge. Too many educators across the country still teach and administer as if we were living in the 1950's. The schools that work for all children have visionary leaders, working with dedicated and talented teachers applying the instructional practices that research and best practice tell us make 2 significant difference in the education of children.
Developmentally appropriate instruction has to take the place of textbook imposed levels. The human brain is far more complex than our linear. Lockstep curriculum currently recognizes. We need to integrate our curricular content utilizing interdisciplinary and thematic approaches. We must implement multiple teaching approaches to accommodate the multiple learning styles of students and recognize that there are more that just two kinds of intelligence. School organizations too, need to reflect our increasing awareness that tracking students by ability is a strategy that may make teaching "easier" but does great damage to children.
Outstanding instructional practices have to become commonplace in all of our schools. Our children our society cannot afford to wait any longer. The delaying tactics of many of our educators must stop. Staff development must be fully funded and implemented at all levels. University training programs must make major systemic changes in the ways that they prepare teachers and principals. We have no more time to wait!
10. ) A Belief In the Important Role of Parents and the Real Outreach, Involvement, and Empowerment of Parents
We need to build adequate bridges between the school and the family. In fact, there are many broken bridges in our schools. We bemoan the lack of parental involvement, particularly regarding parents of children of color, yet we refuse to build new and different kinds of bridges. We keep trying the same old strategies and get frustrated when they don't work. I am convinced that one of the reasons educators don't attempt to create new bridges is that they don't really believe that it takes educators and parents walking hand in hand together to accomplish the goal of effectively educating children. Many see parents as intrusive, invasive, and as impediments.
Schools that work for all children truly value, appreciate, and seek out parental involvement. They recognize that many parents had negative experiences in school as children themselves. Making parents feel safe valued and wanted takes a proactive set of activities. Invitations are sent. Phone calls are made. Carpools are created. Child care is provided. Meaningful and success oriented work is generated. Affirmations, accolades, and praise are given genuinely and often. Creating a more user friendly environment for parents requires educators putting themselves in the parents' perspective.
At Hawthorne, we operate from the premise that everyone has something to give to others. Everyone is needed by someone. The important word is "needed." Many people who learn early to be needy seldom, if ever, experience the power of being needed. We seek to find opportunities for all of our parents to be needed to have an opportunity to give of themselves to others. We involve the students, starting in kindergarten, in this same philosophy through a significant involvement in service.
Parental involvement in a child's education is not a luxury, not just a nice idea. It is not a frill or set of activities engaged in only when time allows. Parental involvement is essential to ensuring all children's success. It is incumbent upon every one of us to ensure that the home/school partnership becomes part of the very fabric of the school's daily life.
11.) An Effective Mental Health Approach
James Comer strongly argues the importance of recognizing the growing psychological and emotional needs of children in our schools. Statistics are chilling as study after study confronts us with a growing amount of poverty, child abuse, substance abuse, and much more. Schools are the places where all of these issues become apparent. Unless these issues are dealt with in an effective manner, children will not be capable of doing the kind of learning that is necessary.
For years we have expected classroom teachers to be part-time counselors, social workers and parents, as well as full-time teachers. When nuclear families were more intact, when churches were stronger, and when neighborhoods were more cohesive, the teacher could handle this expectation. Few students needed the teacher to be more than a teacher. Today this is no longer true. Too many students need teachers to play those other roles and teachers simply don't have the time, energy or expertise. The problems have become too large and too pervasive.
In order to assist children with psychological and emotional needs we need skilled professional specialists assisting classroom teachers, parents, and administrators. We need the expertise of mental and physical health professionals. Many schools have formed interdisciplinary and even interagency teams to be that essential resource. These teams are able to address the issues, either individual or systemic, that affect the learning of children. Whether we call them mental health teams (based on the Comer model) that deal with schoolwide issues that may affect mental health, or Student Intervention Teams (SIT) teams that work with individual students using a case management model, the point is that something must be done. The problems have become too great for any one of us to solve and require a concerted team effort.
12. ) Safe, Clean, and Aesthetically Pleasing School Environments
Children in alarmingly large numbers live in unclean, unsafe and often frightening environments. School may be the only truly safe place for those children. It is imperative, then, that schools take the necessary steps to ensure that they become the quality safe and attractive places that our children need and deserve them to be.
Concerted efforts must be made by school leaders, staffs, parents and community members to provide safe and aesthetically pleasing physical environments. Painted well-maintained and clean school buildings and grounds with a highly visible presence of familiar and caring adults, lets children know that the adults are doing all that they can to make it possible for them to feel safe and free enough to devote all of their attention to learning.
Communities must work to provide a sense of community pride. If schools truly become part of communities (through outreach programs, adult education programs, clinics, etc.) then communities will invest ownership and work to keep the schools clean and safe. Schools in some of the poorest neighborhoods in our country are showpieces of civic pride. These school communities have worked hard to create schools that are centers for the neighborhood. And it has paid off with block watches, green grass, plants and trees, community painting parties, litter patrols, playground cleanups, and much more. During the recent riots in Los Angeles not one school was touched.

In our increasingly diverse world, creating schools for all children is the right thing to do but it is not easy. It means a major rethinking of the very core values upon which our schools are built. It means an infusion of multiculturalism into the fabric of the schools. It means the inclusion of the excluded. It means rethinking the content and process of curriculum and instruction. It means the integration of disciplines and focusing consciously and specifically on both equity and excellence in the same classrooms in the same schools for all children.
All of us must believe in our very soul that all children can and will learn and that equity and excellence are moral imperatives that can and must be accomplished. We must be prepared to be rebuffed, rebuked, and reviled for standing tall and firm before colleagues, parents, unions, school boards, and society in general. The path to accomplishing a vision of schools for all children will require strong moral and sometimes physical courage. Make no mistake, it will seriously test the mettle of the best of us. It will require an unswerving determination to not be discouraged or detoured and will require enormous amounts of time and energy.
All of us, parents, teachers, administrators, and community members are essential ingredients in fulfilling the vision. With all of us putting the puzzle together the true and beautiful and just school will be guaranteed.

About the Author:
John Morefield was Principal of Hawthorne Elementary School in Seattle, Washington when this article was written. He works with the Danforth Program at the University of Washington on programs for school principals. He is a cofounder and board member of Powerful Schools. He also serves on the Board of Directors of New Horizons for Learning.
Read John's articles on this site about working with educators in Cambodia: http://www.newhorizons.org/trans/international/front_international.htm#jm
You can reach John by e-mail at jmore44@yahoo.com

Visit Hawthorne Elementary School at http://www.hawthorneway.com

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