OSP Connected
March 2020-Office for School Performance-Volume 37
Message from Dayle
Technically, it wasn't any of her business. She was to teach and I was responsible for my life. But since she seemed to actually care and I did respect her as a teacher, I shared. I shared that my teenage sister's new baby didn't sleep and so neither did I, that my mom was having a mental health crisis and hadn't left her room much that last two weeks which meant I was helping more, and my dad had lost his job and was frantic to find a new one. I was 14.
My teacher listened and then said, "That all sounds very difficult and I encourage you to talk to the counselor for support and resources. I can also listen and help if I can. And, I know you are a bright and capable student so let's figure out if we need to move timelines or compact some assignments because I expect you to do well in this class."
Enter the warm demander and the power of "and".
I remember this interaction so well because at that time, life seemed chaotic-- and it was. But, my job was also to be a student, and having my teacher remind me of that and commit to supporting me under her consistent high expectations and belief in me was imperative. Life was hard AND she would help me and expected me to reach my potential.
Trauma informed care (TIC) is really important and we need to be learning how best to serve our students. Their brains are each wired differently and the approaches we can use to support each needs to be varied. But TIC can also introduce a misunderstanding namely that we should understand our students' trauma and give them a break by lowering our expectations. That's not care, that's giving up. Our students come to school for us to teach them and see them and help them on their journey to life success. Be the staff member who can warmly demand students to be their best, acknowledging their challenges and reminding them of the "and" education offers.
HSD Focus 2019-2020
INSTRUCTION: Clear Success Criteria
One of the most important parts of turning the “locus of control” over to the students is creating clear learning intentions and outcomes with your students. When students know what is expected out of them with clearly identified and communicated success criteria, then they are able to take ownership over their own learning. John Hattie recommends several ways to co-construct success criteria with students for maximum impact:
Doing it wrong so the students correct you, or not completing them, so that they do.
Show a finished product, so that they can see what a good one looks like
A comparison of two products is even better as it gives an indication of quality (why is this one better than that one?).
Sloppy success criteria giving rise to incorrect methods or work. The students then decide together how to make the success criteria better.
Retrospective creation of success criteria is useful when the product or process is so big it’s not immediately obvious what went into it. This is especially useful in breaking down aspects of enquiry.
Revisiting existing success criteria, to see if you can make it better.
Take a look at this video of John Hattie discussing the relationship between learning intentions and success criteria.
CLIMATE AND CULTURE: Executive Function
“Executive function is an umbrella term in neuroscience to describe the neurological processes involving mental control and self-regulation. Executive functions control and regulate cognitive and social behaviors like controlling impulses, paying attention, remembering information, planning and organizing time and materials, and responding appropriately to social situations and stressful situations. Executive function takes time to fully develop, and it develops at different rates in different children”. To learn more about executive functioning and how to support students growth and development, check out the article HERE.
If you are looking for specific interventions, check out this resource!
CAREER & COLLEGE READY: Student Forecasting for 2020-2021
March is an exciting time for students in their career and college readiness journey!
As forecasting is approaching for both middle and high school students, it is full of opportunity, but can also be overwhelming. As a quick reference for what Career and College Pathways are available at each of our high schools, click here for program information both in English and Spanish.
For students and families that are approaching the final quarter of their high school experience the Office for Student Access and Completion, click here is a great resource for families, students and educators with presentations and information on financial aid and specific student populations such as student is the foster care system, students experiencing disabilities or that have DACA status.
CSE Support and Planning
Elementary CSE (Comprehensive Sexuality Education) Teacher Support Sessions
OSP will be offering afternoon “CSE Teacher Support” sessions for K-6 educators over the next couple of weeks. Designed to increase comfort with the delivery of sexuality education, these sessions will help educators better understand why comprehensive sexuality education (CSE) is considered to be so important that it is written into Oregon Law, how HSD’s CSE Plan came to be and what it consists of, and best practice for CSE delivery. Note: These sessions are not meant to air grievances (though questions are welcome!), but to help teachers work through potential discomfort, increase their confidence, and be the best educators that they can be. Every session will be the same (ie: no need to attend more than one) and extended contract is available. Educators planning to attend should register in Serebra.
- Thursday, March 5: 3-5pm (Rosedale Elementary Library)
- Monday, March 9: 3-5pm (Rosedale Elementary Library)
- Tuesday, March 17: 3-5pm (Rosedale Elementary Library)
Additional dates will be added after Spring Break if continued need is expressed.
“CSE for SPED” Resources Now Available
A small team of teacher leaders has created a couple of “CSE SPED Resource” documents intended to make comprehensive sexuality education more accessible for students with intellectual and developmental disabilities, and can be used in both general education settings as well as SPED settings.
CSE for SPED Resources - Elementary
Tribal History/Shared History Multidisciplinary Curriculum (SB13)
Native Americans have lived in Oregon since time immemorial. It is impossible to understand Oregon or U.S. history, geography or government without having essential understandings of the rich culture and contributions of Native people in this state and nation. For decades, however, the state’s public-school curriculum has minimized, mischaracterized, or completely left out these vital contributions.
In an effort to provide an inclusive perspective, and as a result of the passing of Senate Bill 13 (2017), the Oregon Department of Education partnered with the nine federally recognized tribes in Oregon to develop the Essential Understandings of Native Americans in Oregon.
This curriculum reveals Oregon’s diverse history. Students learning about the nine federally recognized tribes of Oregon and their history. The overarching ideas from which the curriculum is taught include: Since Time Immemorial; Sovereignty; History; Tribal Government; Identity; Lifeways; Language; Treaties with the United States; and Genocide, Federal Policy and Laws. Currently ODE has comprehensive Lesson Plans for 4th, 8th, and 10th grade, which you can check out at this link.
OSP is working with native families and ODE on organizing, making sense of, and creating resources for these teachings. Additionally, training will be available, both via webinars and informational sessions during Inservice week 2020-21. Stay tuned!
Tech Teach Grow
Our Purpose
This digital magazine is intended to support educators with technology integration in the classroom. Our hope is to provide HSD staff with tech integration ideas, info and updates via quick digital media easily accessible at your convenience. Everything we share should work with your current HSD tech.
Want a different result? Try something new!
Learn What's Next...
Follow this link to a new (1.7) #TechForward>> digital magazine focused on Google Classroom.
Coffee Conversations - Listen, help, and connect (Episode # 15)
Google Professional Development Opportunity
G Suite Fundamentals - Fast Track PD
We are excited to announce our district’s participation in Google for Education’s new PD initiative: G Suite Fundamentals - Fast Track PD. If you’re interested in learning how to use Google tools in the classroom, and/or if you want to become a Google Certified Educator Level 1, sign up for the program here.
What can you expect if you register?
Over the course of 6 weeks, you’ll receive an email each Monday morning from the Google for Education team highlighting content from the Teacher Center, and sharing exam preparation tips and hints.
This condensed PD program will help you:
- get familiar with G Suite for Education tools and their classroom application
- understand how Google tools can make your life easier
- prepare for the Google Certified Educator Level 1 exam