OSP Connected
February 2021-Office for School Performance-Volume 46
Message from Dayle
We have officially crested the halfway point of the year. Great job! For many of us, we are tired of working from home, missing human connections and are trying to maintain a structure for work time- family time and recreation/free time all in the same living space. For some of us we are also trying to raise children or take care of a parter or parent in need. And, although I have really enjoyed seeing my colleague's children grow this last year, I know that the lack of separation of the many roles in life is incredibly hard. Which brings me to our students.
As you all know my daughter is a student in HSD. As she talks to her friends about their experiences and hears about their lives, it is always humbling. Some are like her and have their own room and another separate space to quietly work. Although they are "stuck at home" their needs are met and they have time to focus on school, their studies and participate in sports or have an after school job. Others, however, are working during the day to financially contribute to their families and are working asynchronously on schoolwork in the evening. Others simply live in an environment that is hard to learn in; the quiet, supportive environment they need is non existent. Some spend their days taking care of siblings and spend time making sure they are engaged and logged on to their classes. One of her friends said her brother and cousin will quit working if he tries to go to his classes so he attends the first two periods asynchronously after their day ends. The littles wont' learn if he doesn't.
Again, when i hear these stories I am humbled. I am also challenged to think about the assumptions that I am making about students and their actions. Recently, I personally told a group of four students that I would help them with college applications and processes. On the day of, no one showed up. At first I was disappointed but within the hour I learned the very challenging and real reasons for their non- participation. I didn't have the right to feel disappointed; what these students needed what flexible assistance and for me to realize that they are negotiating this Covid pandemic the best they can in situations I know nothing about.
As we start this second half of the year, I challenge you to think about the narrative you are telling yourself about your students. Is the screen off because they are simultaneously playing video games or they are also holding their baby sister? Homework not done because they aren't trying or they are confused and the best they can do is come to class and try to understand? Didn't come to their WIN (what I need time) because they are watching TV, their parent didn't remind them or they had to go stay with a neighbor because their parent is working a second job? When you tell yourself the story of why, push yourself to think of a possible counter story. Better yet, make that student connection and ask- find the truth in order to find a way to support or help.
The second half of this year is full of promise of us being safely back with our students in some way. Let's hope. In the meantime, thank you for your work and for taking care of our students.
HSD Focus 2020-2021
INSTRUCTION: Teacher Clarity at a Distance
As we embark into the second semester of CDL let's take a minute to focus on purpose, the first of the 5 Dimensions of HSD’s instructional framework. This dimension provides teachers with a guide on how to provide students a clear picture of the what and the how of their learning. In module 5 of The Distance Learning Playbook, Fisher and Frey state that teacher clarity has an effect size of 0.75 which means that it has the potential of accelerating student learning.
They highlight the following practices from Fendick (1990) that combine to create clarity:
Clarity of organization: Lesson tasks, assignments, and activities include links to the objectives and outcomes of learning (what we call learning intentions and success criteria).
Clarity of explanation: Information is relevant, accurate, and comprehensible to students.
Clarity of examples and guided practice: The lesson includes information that is illustrative and illuminating as students gradually move to independence, making progress with less support from the teacher.
Clarity of assessment of student learning: The teacher is regularly seeking out and acting upon the feedback they receive from students, especially through their verbal and written responses.
At a minimum, take the opportunity of a new semester to refine the delivery of your lessons by reflecting whether or not your students can answer the following questions:
What am I learning today?
Why am I learning it?
How will I know that I learned it?
CLIMATE AND CULTURE: Autonomy, Belonging and Competence - the new ABC’s
Children’s engagement (or disengagement) in school has a lot to do with whether their fundamental psychological needs for belonging, autonomy, and competence are being fulfilled. When children and youth feel that they have some control and choice, feel as though they belong to a group and are recognized for their contributions and assets, they are more likely to be enthusiastic, motivated, and engaged.
Autonomy - means doing something that you WANT to do, not because you have to or have been told to do so. It allows for the freedom to follow and infuse your personal interests and make choices based on your personal values. In the classroom this looks like actively including students in the decision making, sharing the why behind activities, and encouraging higher level discussions versus rote memorization.
Belonging - describes the degree in which students feel that they are cared for, respected, and connected to those in their environment. In the classroom this looks like cooperative learning, one on one check-in’s with students, and opportunities for students to get to know one another.
Competence - this happens when someone experiences pride when seeing their accomplishments and improvements. When a person feels confident in their abilities, they feel more motivation and their minds open up to new information. In the classroom this looks like providing opportunities for students to self reflect, positively acknowledging students feelings without judgement, and providing timely and constructive feedback.
The ABC’s are intricately connected. Research has shown that each on their own has positive influences on elements of motivation, however when addressed together, they maximize effects on not only motivation but also performance and development.
To find out more about the ABC’s and classroom practices that address these ideas check out the following articles-
Student Connection Opportunities
This document provides information in English and Spanish what what Student Connection Opportunities are happening!
Information includes clubs and activities that are being offered at each high, middle and elementary school during Comprehensive Distance Learning. Information is included on how to learn more or get involved. Click below to start exploring!
CAREER & COLLEGE READY: CTE in Middle Schools
During February and March 2021, HSD middle school students will have the opportunity to explore Career and Technical Education (CTE) through virtual and hands-on experience in after school programs run by their feeder high schools. High school students involved in the CTE programs will be planning and running these programs under the supervision of the lead CTE teacher for each program. These CTE programs will give middle school opportunities to explore the career pathway options they have at the high school level as well as find out what areas of academics and career learning they are interested in.
Postsecondary Preparedness: Career and College Readiness supports are available at your school. Please go to www.hsd.k12.or.us/ccp to connect with your high school’s school-to-career specialists for help with scholarships, financial aid questions, and applications; and to explore career and postsecondary interests. Also, check out the Hillsboro Chamber’s Career Events! These are a great way to expand your horizons and learn about a variety of occupations in our community from real people (via Zoom) who are working in the field. Please visit https://hillsborochamberor.com/stc/stcevents/ for more information and to register.
Reminder: Many colleges and universities have decided that the SAT/ACT exams will be waived for admissions purposes, however that is not a universal practice. For a complete list, please visit: www.oregongoestocollege.org. CollegeBoard will be discontinuing the Essay portion of the SAT after June 2021. Students can cancel the Essay portion free of charge for Spring SAT offerings through www.collegeboard.com/SAT. CollegeBoard is cancelling all SAT Subject Tests in the United States scheduled for May and June 2021. Students who registered for the Subject Tests will be refunded automatically by CollegeBoard.
Planning for Fall: Soon students and families will be receiving a survey asking for feedback on their CDL experience this year and plans for the 2021-22 school year. This input will be important as we plan for our upcoming school year. Your high school’s academic planning events and forecasting will be happening in quarter 3. Please go to your school’s website for important dates and information as we prepare for next school year! To learn more about career and college pathways within our district and in your feeder go to www.hsd.k12.or.us/ccp.
2019-2020 Grad Rates
Leading Change in HSD: Diversity, Equity and Inclusion
Bias and Microaggressions
Microaggressions are similar to “death by a million tiny cuts.” By nature, they don’t seem like a big deal and hardly worth getting upset about, which makes sharing experiences more difficult and frustrating, especially for students. Each incident, each small cut, has an impact. Over time, these microaggressions can build up and have a long-term effect on students’ mental health, motivation, commitment, and achievement. Researchers have found that individuals faced with microaggressions “are likely to exhibit negative mental health symptoms, such as depression, anxiety, negative affect (or negative view of the world), and lack of behavioral control.”
Researchers have also documented students' encounters with microaggressions in all kinds of situations. Students experience them with people whom they are close to, like friends and classmates, and sometimes with teachers and school administrators. Therefore, as educators, it is critical to address situations where we observe students engaging in microaggressions, as well as to not commit them ourselves.
Link: Full Story
Resource for Interruptions: Interrupting Microaggressions
Commemoration Months Project
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 works with current HSD tech.
Want a different result? Try something new!
Learn What’s Next…
Follow this link to a new (2.5) #TechForward>> digital magazine focused on Google Classroom Originality Reports.
Safer Internet Day is Tuesday, February 9, 2021
Safer Internet Day aims to create both a safer and better internet, where everyone is empowered to use technology responsibly, respectfully, critically and creatively. The campaign aims to reach out to children and young people, parents and caregivers, teachers, educators and social workers, as well as industry, decision makers and politicians, to encourage everyone to play their part in creating a better internet. By celebrating the positive power of the internet, the Safer Internet Day slogan of “Together for a better internet” encourages everyone to join the movement, to participate, and to make the most of the internet’s potential to bring people together. With a global, community-led approach, Safer Internet Day encourages everyone to come together and play their part.
Instructional Support Resources:
Be Internet Awesome: Safer Internet Day 7 Day Challenge Hyperdoc