OSP Connected
January 2022-Office for School Performance-Volume 55
Message from Dayle
Winter break offered much needed time for sleeping, watching the beautiful snow fall and taking time to listen and engage with people “in the flesh." I had forgotten how powerful seeing nonverbal cues and sitting in another person’s energy is for a true connection. In regards to the work we do in education I had two conversations with teachers that ended with “you should tell that to people." Of course I responded with, “I think we all know that,” but they were insistent that it needed to be said again. So, out of respect and thankfulness for my colleagues, here are two bits for your pockets.
A friend who teaches first grade was telling me about how hard it’s been returning to class. Their students have the shortest attention spans ever and have poor self-regulating skills. They shared that they feel behind in content, compared to previous years, and although they are getting through each day and seeing growth they are exhausted and don’t feel at their normal 100%. They ended by saying, “I also know this isn’t in the standards but we do yoga for about five minutes after we get back from recess because the kids just can’t settle.” I shared with this person that they sound like they are thriving and that the students are lucky to have them (insert shocked face here)! I truly think that all of you, like this amazing teacher, who know their kids, are trying out-of-the-box things that work and are acknowledging that 'none of us are at 100%' has to be the new definition of success. Success is going to feel different right now.
The other conversation I had was with a high school staff member who shared their exhaustion - and exasperation - in supporting and engaging the students who are off track. (For those of you in K-8 who may not know, students who lack a certain number of credits at their grade level are off track; the number of students off track has more than doubled since Covid’s impact at the high school level). This educator shared that when they reach out to 20 students they are lucky if one responds. I shared a story with them of a student who finished her diploma over a year after her expected graduation date. At the celebratory lunch she and I had, I asked her what we could have done differently as a system to support her. “Nothing,” she said. “I just couldn’t do it before. Too much was going on. But, what I appreciate about HSD, compared to other school districts I have been in, is everyone keeps calling and reaching out to support. When I was ready and could - the call came for another opportunity.” I reminded my high school colleague that their outreach is important. They can’t just focus on the one of 20 that actually responded with action to reengage but remember that 20 students now know they are worth this adult's time and that they are ready to support them. Their effort to support matters.
HSD family, we have to remember that Covid has taken a toll on all of us - students, staff and families - and it is going to take years to create a new normal. Do what you know is best for the kids in your care. Be a beacon of hope. And know that it is recognized that your jobs are insanely hard. Take care of yourself - you are important in so many ways!
The Role of Assessments for Learning Acceleration
Assessments, one of the 5 Dimensions of HSD’s instructional framework, helps teachers to reflect on the type of assessments they utilize for student learning acceleration. Now more than ever, acceleration is essential to engage in learning leaps, and assessment drives many of the decisions that teachers make. In module 6 of the Rebound, K-12 Playbook, the authors state that learning acceleration has an effect size of .68, especially when assessments have been put in place to monitor learning and provide students feedback for student efficacy. Semester 1 report cards are around the corner and as you begin to prepare for them, consider the assessments you’ve used and how you have responded to aid in learning leaps for your students.
We encourage you to reflect on these statements:
I’m knowledgeable about the types of assessments that I’m using.
I respond to the data as part of my assessment process..
I utilize teach-back as part of my assessment process. (Where students have opportunities to teach what they’ve learned.)
I construct rubrics with my students to deepen their learning.
I conduct a process for measuring impact on student learning.
Climate & Culture: Remember-lutions Jar! And Workshops Ahead!
The start of a new calendar year provides us with the opportunity to renew our commitment to build relationships with our students and the families we serve. Based on November conference feedback, our families are expressing needs around social emotional learning (SEL). SEL starts with connecting with our students. This should be on-going and throughout the day. The power of being known, heard and valued is monumental to our work. As you start 2022, please use the momentum from the fall to move our work in the new year.
One idea that can be translated into your classroom is called “rememberlutions” instead of a New Year’s Resolution. This activity will challenge you to create new memories. Over the course of the month or even longer, fill a jar or notebook with notes about your favorite memories of students, accomplishments of your class or goals met by your class community. Make sure to include what you are proud of, too! Take some time to look back through these positive and powerful messages at the end of the month or in those moments when you doubt your awesomeness. This will help to build connections while celebrating your relationships.
Resources:
Help for helpers, to access resources and individual and group support (including affinity groups) Oregon Helpers Wellness Initiative
Leading Change in HSD
Culturally Responsive Questions for Reflection
As we move into a new calendar year of learning, this is a great time to reflect and review how your classroom reflects a culturally responsive learning environment. The classroom is where most students spend the bulk of the school day in formal learning environments, interacting with peers and educators. Educators have an opportunity to model restorative strategies (and culturally responsive practices) for students while in the classroom. (Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools, March 2014)
Person: How do I interact with my students? How do I interact with my colleagues, even when we disagree? If I have a conflict with one of my students, how do I respond? If I see a conflict arising between students in the classroom, how do I respond?
Place: What am I doing to make sure students feel welcome? How are students engaging with each other? How does the classroom design impact how students communicate with each other and with me?
Practice: What is the process for resolving conflict or disagreement in the classroom? How are students made aware of the process? Did the students help develop the process? What type of input do students have in finding ways to address conflict?
Plan: How is the classroom prevention and conflict resolution strategy linked to the school’s plan for developing positive solutions or resolutions when a disagreement arises? If it isn’t, how can it be better linked to influence the climate of the classroom?
Listed below are questions you can ask yourself as you self reflect.
1. Reflect on possible strategies you can use in your classroom to both prevent and address problems.
How can you interact with students differently?
Which practices could you lead in your classroom?
Identify and involve additional stakeholders (e.g. parents, counselors) you would need to bring in to support your students and help them work through issues.
2. Talk with other educators about whether and how they use restorative practices in their classrooms.
3. Ask other educators familiar with restorative practices to observe you in the classroom and offer feedback.
4. Seek out professional development opportunities focused on restorative practices.
National Poverty in America Awareness Month
January is National Poverty in America Awareness Month. The word “poverty” is used to describe many different life situations. Some students may be from generational poverty, others may be experiencing working-class poverty. Each of these life experiences shape expectations, knowledge, confidence and opportunities for gaining an education. Students living in poverty encounter circumstances that may be beyond their control. They can face challenges that affect their brain development, emotional well-being, relationships with others, and school achievement. We can address poverty through teaching social justice and knowing your students by name, strengths, and needs.
Commemorations: Lunar New Year MMTS
The Commemoration Project calendar is getting updated as we cruise through the year. New for 2022, we’ve added an updated version of last year’s Lunar New Year MMTS to reflect the transition from the year of the Ox to the year of the Tiger. This MMTS will appeal to a wide variety of grade levels but feel free to make your own copy to modify for your students! Having our kids learn about the wonderful tradition that so many people celebrate around the world is sure to be a fun and interesting way of infusing diversity into the classroom. We hope you and your students have a great time learning more about the Lunar New Year!
Visible and Invisible Disabilities
In this month’s Coffee Conversation, Student Services Directors Wendy Ramos and Sarah Crane discuss their personal experiences with disability - invisible and visible.
We also encourage you to watch any of LeDerrick Horne’s videos about navigating life while disabilities and supporting others who experience disability.
CAREER & COLLEGE READY: Secondary
Oregon Promise and OSAC Information:
January is a great time to wrap up the financial aid process! Please connect with the building’s School to Career counselor for more details on how to access Oregon Promise and submitting financial aid for the 2022-23 school year, (FAFSA/ORSAA completion). Also please continue to access www.oregonstudentaid.org to complete the OSAC, over 500 scholarships for Oregon students!
CAREER & COLLEGE READY: Elementary
K-6 Career Kits:
Hillsboro School Foundation continues to raise money for our K-6 Career Kits! We are continuing the vetting process after winter break. If you would like to help on the Elementary Educator CCP Advisory, please contact Amanda Bethune for the invite and Meets link. Our next meeting will be 1/4/2022, online, from 3:30 - 4:30 PM. Extended contract is provided. This opportunity is open to all staff (classified and licensed).
Steering Committee:
Thank you to those of you who came to our Fall Steering Committee! We shared elementary updates, celebrations, and some of our current data from our community and our programs. Here are the slides, should you want to check it out!
#proudtobehsd #thisisequityhsd
Showing Off:
If you will be teaching a CCP related lesson, or have already taught one, please contact Amanda Bethune. I would love to come and take pictures or help out, reflect for future lessons, as well as share your ideas with other educators. I would also love to spotlight your lesson in a future OSP Connected and feature you on our new Instagram & TikTok pages! You can follow both pages @hsdtiktoktosa - can’t wait to see what you share!
Spotlight on Elementary CCP:
Imlay Elementary- In the month of December, Library Media Assistants had a chance to learn about Career and College Pathways. The career learning area (CLA) of focus was Agriculture, Food, and Natural Resource Systems. Students in 5th and 6th grade heard a read aloud about Chef Roy Choi, and what it takes to run a successful food cart business. They then had a chance to create a bookmark with their own recipe. 1st-4th grade students read a book about going to a market, and then worked through a graphic organizer about what they might sell in their own market, with a focus on characteristics of owning a business. Kindergarten students had a chance to listen to the text, talk about markets as a whole group, and then draw their market! Way to rock CCP AND differentiation, Kimberly Harrison and the Imlay Crew! You can follow her on TikTok @libraryladyimlay or Twitter @libraryladyIMES
Dual Language: Family Newsletter
We are proud that HSD Dual Language Program is growing and would like to showcase the amazing work and contributions of our families, students, staff and administrators who are making it possible. We believe that it is important to recognize the talent, dedication, and engagement of our DL community particularly during current times. If you would like to nominate someone, please fill out this short form and tell us why. We plan to share the contributions of a team or individual in our monthly OSP connected, HSD Hot News and DL Quarterly Family Newsletter.
Thank you for your support!
Tech Teach Grow Team
OUR PURPOSE
Support educators with digital curriculum and technology integration in the classroom. Our hope is to provide HSD staff with tech integration ideas, info and updates via quick digital media that is easily accessible at your convenience. Everything we share works with current HSD tech. #TechForward>>
WANT A DIFFERENT RESULT? TRY SOMETHING NEW!
Tech Tips of the Week: #8-10
Tech Tip of the Week: The Tech Teach Grow team will be providing quick tech tips for staff each week through Monday Notes. The tips include updates and integration ideas that relate to the work educators do. Each tip has a brief written description, video/GIF and a way to access the tech integration TOSA team for support on digital curriculum or tech tool/app integration. We will also collect the tech tips for each week and post them here in OSP Connected.
TeachFlix for PD Calendar & Resources
We have begun a series of professional development after school sessions based on teacher feedback differentiated by level. For your convenience, TeachFlix has been updated with all available 2021-22 PD resources that staff can access on demand. There is also a new PD Calendar tab that houses topics, dates, times and Meet links for upcoming PD sessions.
Thank you to those that have attended PD sessions! Please see the playlists below to learn more about them. We encourage you to attend! Extended contract is available for those engaging live in the PD.
Please Note:
- All of the PD resources from 2020-201 can be found under the HSD Originals tab.
- Find new TeachFlix link icon (shown above right) on MyApps
Teaching Resources: Teaching & Learning 2.0
Link to site: Teaching & Learning 2.0
Teaching Language to Access Learning
Language Central
Three Ways to Scaffold Language for Access to Learning
Academic Vocabulary
Language Objectives
Generate Custom Language Objectives
Use the Language Objective Generator Google form to create a custom language objective & receive scaffolds that match the form and function in your objective. Watch the demonstration video below to see how this works.
Once you hit submit you should receive your custom language objective slide deck via email!