QUOTE OF THE WEEK

Below is an excerpt from a parent email showing support and appreciation for electives at HDMS!

‘My son has been talking about (Foods class) all weekend. It’s unusual to see him get excited about something at school-I love it!’

TO DOs

• Look at the HDMS calendar for any updates or events happening in the upcoming week

ADVISORY UPDATE

November 13

• Student Success Act Survey (3-5 mins)
• Review procedures and have safety drills for earthquake and lockdown (15 mins)
• Team building or study hall for remaining time. 

Tardy Data

• We are continuing our weekly tardy protocol.  Please see this spreadsheet for details (and the charts/trend graphs on the tabs at the bottom); this document is updated weekly.  

• Students with more than four unexcused tardies in a week will be called to the admin office to discuss/troubleshoot this issue, be trained on how to track their tardies/attendance using StudentVue, fill out a parent contact form, and be assigned escalating accountability measures (for repeat offenders).  Additionally, parents are notified. 

CONTINUED CULTURE OF CARE – Challenging Behavior

When we encounter students with behavioral challenges, adults often spend a lot of time describing the inappropriate behavior and spend less time on the conditions in which the problem behavior arises.  

The Plan B process attempts to change this pattern by asking us to spend more energy identifying the circumstances in which the challenging behavior occurs.  We do this during the Empathetic Step – The Most Important Phase of a Plan B – engaging in a dialogue with the student to gain a clearer understanding of the kid’s perspective on what is happening for them. 

The Curious Not Furious empathetic approach is the critical phase of building a relationship with students and assisting them in a deeper understanding of themselves (which research says builds neural pathways for victims of trauma).  Here is a repeat YouTube link from a couple of weeks ago about the difference between sympathy and empathy.

If you find yourself falling back into the trap of perseverating on the students inappropriate behavior, perhaps this will help.  The vast majority of problematic behavior can be traced to one primary cause – Avoidance. Students are trying to avoid doing what has been asked of them (because they lack the confidence/skill to do it).  

HOW they avoid is different and unique to each individual but here are some broad categories of Avoidant Behavior:

• The Jokester, Class Clown
• The Yeller, Loud Talker
• The Pouter
• The Socializer
• The Wanderer (pencil sharpener)
• The Withdrawer (iPad, Book, Head on Desk)
• The Disappearer (Locker, Bathroom, Absentee)
• The Procrastinator (Tardy, Doodler)
• The Fantasizer (Lost in an Imaginary World)
• The Power Struggler (will engage in anything opposite of what is asked)
• The Annoyer (will begin to try and bother or engage those around them in anything else)
• Email Paul to contribute your addition to this list

Don’t get lost in Challenging Behavior weeds.  Your and the students’ energy is best served following the  Collaborative Communication steps (Empathy/Teacher Concern/Problem-Solving).  

BITS AND BOBS

• Bus entrance and weekend use
  • Our Bus ADA door is now keyed for AD 1.
  • Please continue to only use the Main Entrance if you are accessing HDMS on the weekend, as entrance from the Bus Doors will not give folks enough time to disarm the alarm.
• We have some upcoming Stop the Bleed trainings for Bend-La Pine Staff. These trainings are optional and are NOT mandatory. 
  • Wednesday, November 13th, 230-4 at Bend High. Please sign up in Performance Matters to reserve your spot. 
  • Monday, January 27th, 4-530 in the Education Center Board Room (520 NW Wall St.). Please sign up in Performance Matters to reserve your spot.  

SBAC Update: 

• In all communication related to opt-outs it is critical that parents are engaged in the communication and that students are not subjected to undue influence by educators or staff during working hours. Inappropriate communication would include:
  • Making repeated announcements to students (e.g., over school intercom systems, assemblies) during working hours reminding students to pick up ODE’s opt-out form 
  • Initiating a discussion of ODE’s opt-out form or process with students during working hours
  • Repeatedly reminding students to submit ODE’s opt-out form during working hours 
  • Encouraging students to submit ODE’s opt-out form during working hours
  • The opt-out forms apply only to ELA and Math. Exemptions for all other state assessments require parents to submit a written request based on disability or religion.

HDMS HIGHLIGHTS