2018-19 Advisory

Your Link Leaders:
Joanna: 510702@stu.ddsd40.org

Aireonna: 513341@stu.ddsd40.org

Email them with questions!

January 16th

posted Jan 16, 2019, 7:21 AM by Mike Costello   [ updated Jan 16, 2019, 10:51 AM ]

Activity #1: Discussion


Prior to taking the survey, remind students that the goal of Advisory is to improve a student’s connection to school by establishing meaningful relationships with a teacher and a group of peers.  Advisory gives students another place to ask questions, get help with problems and find resources to help them navigate the obstacles and challenges of high school.


Activity#2:  Survey


If you have Chromebooks, the students can access the survey in their DDHS student email.  For those without Chromebooks, I put surveys in your box with the schedule for finals week.  Please return paper copies to a box in the north and south office by the end of the day.


Activity #3:  Handout the schedule and go over the following info:


Students should be at their bus stop by 8:30 am Tuesday and Wednesday. Buses start their routes at those times and will arrive at your stop shortly – please be patient! If you have specific questions about your pick-up time, please talk to your bus driver.


The Scots’ Center will be open from 7:30 am to 9:00 am and after school from 3:00 pm to 4:30 pm on Tuesday and Wednesday.  It will also be open during the day for special test arrangements.


The Activity Bus will run on Tuesday and Wednesday only.

No Activity Bus on Thursday. On Thursday, buses will depart from the breezeway promptly at 10:56 after exams.


NO SCHOOL for students on Friday, January 25, 2019.


Second Semester schedule starts on Monday, January 28, 2019.


January 9th

posted Jan 9, 2019, 7:37 AM by Mike Costello

Activity #1:

Discuss strategies that will help students be more successful on final exams.


Time Management:

Start at least two weeks before finals; plan out your days/weeks to schedule time for homework and studying.  Look ahead to see if you can schedule time off from work or remove other time commitments; provide as much time as needed for studying leading into exam week.  


Don’t leave studying until the night before the exam. Research shows that studying for small chunks of time in regular intervals is best for your brain, one hour every day for a week is better than cramming for hours the night before. Study for 45-60 minutes then take a break to relax before sitting down to study again.  

Organization:

Find out your current grade (exact %) in each class.  Calculate what grade you need on the final to get the grade you want/need out of the class.  Figure out which exams will be more difficult and will require more studying, or which are worth the most amount of your grade (20% vs 10%).  By doing this, you use your study time more efficiently.


If I have 3 As, 3 Bs, 1 C- and 1 D, which classes should I spend the most time studying for? Explain your reasoning

If I have 19% in a class, should I spend a lot of time studying for the final?   Explain

If I have 97% in a class, should I spend a lot of time studying for the final?  Explain

If I have 58% in a class, should I spend a lot of time studying for the final?  Explain


Get a final exam study guide or review worksheet from your teacher or make one of your own.  Go through your notebook and gather all of the notes/materials that are mentioned in the study guide – that should be your focus when studying.  Reorganize your notes and create an outline of important concepts. If you are struggling in a class, ask the teacher if there will be any study sessions prior to the final exam.  Spend extra time in the Scots Center or get help from students who are strong in that content area.

Coping with Anxiety/Stress:

To decrease the amount of anxiety and stress that comes during finals week, here are some tips to remember:


1.  Be prepared  - study and be ready

2.  Eat well - your brain needs fuel to perform well

3.  Get enough sleep –your brain needs rest to perform well

4.  Be active or exercise - exercise improves mental functions as well as helps reduce stress and anxiety. Walk your dog after studying.

5.  Stay positive - doing well in school is less about being super smart and more about being willing to hard work.  You can do this!


Positive thoughts create positive actions

Positive actions create positive habits

Positive habits yield positive results.

December 5th

posted Dec 4, 2018, 2:39 PM by Mike Costello   [ updated Dec 4, 2018, 2:40 PM ]

Learning Target:
What: I can evaluate situations to determine if there is healthy consent.
How: By completing the Healthy or Not activity with a partner.
Why: So that I can choose healthy behaviors for myself and support others in healthy relationships.

It’s always a good idea to queue a video and set the sound beforehand, so it’s ready to go.

Today we’re talking about another important relationship topic: sexual consent.  You might remember last month when we talked about Healthy Relationships.  Consent is one part of a healthy relationship. It includes almost all of the parts of a healthy relationship we looked at last time like honesty, physical safety, respect, comfort, sexual respect, and independence.


To start talking about consent, we’re going to get a basic definition of consent:

You can read or have a student read the information on the slide.

Consent is an agreement between people before they engage in any seuxal activity and both people must say “yes”.


We’re going to take a look at five elements of consent, using an acronym, FRIES:
F reely Given

R eversible

I nformed

E nthusiastic

S pecific


Freely Given means when it comes to sex, you should only do stuff you WANT to do, not things that you feel you’re pressured into doing.

Reversible means that anyone can change their mind about what they feel like doing, any time. Even if you’ve done it before, and even if you’re both naked in bed.

Informed means that you can only consent to something if you have the full story. For example, if someone says they’ll use a condom and then they don’t, there isn’t full consent.

When it comes to sex, enthusiastic means you should only do things you’re excited to do, not things that you’re uncertain about.

Specific means that saying yes to one thing (like going to the bedroom to make out) doesn’t mean you’ve said yes to others (like having sex).

So the FRIES acronym helps us to understand five important parts of consent.


Next we’re going to take a look at a video that explains it another way that might make it easier to understand.  In this video, the teens are from the U.K., so they have accents and use words a little differently than we do here.  Just a heads up about that.


Play the Rise Above video.


Hopefully hearing those teens talk about using a cell phone, helps you better understand how we can talk about sexual consent.


So, we’ve got an understanding of what consent is.  It’s also important to understand why it’s important to understand consent.


There are two basic ways to answer those questions.  The first is so that we understand legal consequences.  

You can read or have a student read the information on the slide.

The second reason it’s important to understand consent is so that we understand personal consequences.


We’ve talked a lot about sexual consent.  Now you’re going to have an opportunity to apply what you’ve learned.


You’re going to work with a partner to read through different scenarios.  On the right side of the paper is a column where you write an H for healthy or you write a U for unhealthy, which could also mean non-consensual.


Hand out the Healthy or Not worksheets.


At the end of reading the scenario, there’s a question for you to talk about with your partner.  


There are only three scenarios, so you’ll have
multiple sets of partners working on the same scenario.  

You could mention this to student if partners are having trouble
(they could check with another partner set that has the same scenario).


You could have partners work together, then all the partners with the same scenario
get into a group to compare answers and discuss.


As groups work, circulate the room to check on their progress.  
Address incorrect responses, by asking guiding questions.


Sexual Consent FAQs


Q: I thought the age of consent in Oregon is 15.

A: There has been some confusion about this by many, including health teachers.  Oregon law states 18 is the age of consent. See: ORS 163.315


Q: What about the “Romeo and Juliet Law”?

A: Several states have some version of this.  Oregon law states that a defense can be made in a case when someone was under 18, as long as that person is at least 15 years old, and there is no more than a three-year age gap.  So there isn’t a “Romeo and Juliet Law” in Oregon, but our law says that can be used as a defense in court cases (which means the person was already charged with a crime).


Q: What is statutory rape?

A: A statute is a law, so statutory rape is a rape as a result of something outlined in a law.  Oregon does not actually use the terminology, “statutory rape”, but instead, “contributing to the sexual delinquency of a minor”.  So the idea is still there, we just use a bit little different language in Oregon. Statutory Rape involves a legal adult (someone 18 or older) and a minor (someone under the age of 18).  This occurs when a minor may have said yes to some kind of sexual activity with someone 18 or older, but our law states that a minor is not legally able to give consent.


Q: What happens to someone convicted of statutory rape (contributing to the sexual delinquency of a minor)?

A: This is going to depend on the specifics of the case, but it could result in being labeled a sex offender.  That is a lifelong consequence which can include things like being put on a registry, having your home available on maps of sex offenders, not being able to be alone with children, not being able to go within 100 feet of places like parks, community centers, and schools, court-ordered rehab or therapy, etc.


Q: Teenagers having sex isn’t a big deal.  Nothing’s going to happen, right?
A: That depends on a lot of factors.  Oregon law says anyone under 18 cannot consent to having sex.  So if someone changes their mind afterward, like after a breakup, or if parents/guardians find out and aren’t ok with it, there could be consequences.  There’s even one school district in Oregon that has instructed staff to file a report when they hear of teenagers having sex since it is illegal.


Q: Are there other times someone can’t consent?

A: ORS 163.315 Incapacity to consent; effect of lack of resistance. (1) A person is considered incapable of consenting to a sexual act if the person is:

  (a) Under 18 years of age;

  (b) Mentally defective;

  (c) Mentally incapacitated; or

  (d) Physically helpless.

  (2) A lack of verbal or physical resistance does not, by itself, constitute consent but may be considered by the trier of fact along with all other relevant evidence.


Q: What if two people talked about consent, and then started using drugs or alcohol?

A: This could still be considered nonconsensual.  It could be charged as sexual assault or rape. Any time drugs or alcohol are used, bodies and brains are affected.



November 28th

posted Nov 28, 2018, 7:39 AM by Mike Costello   [ updated Nov 28, 2018, 7:39 AM ]

Cell Phones

No warnings! Cell phones being taken on sight


Academic Tracking



Topic:  Track grades and make plans on how to finish the semester strong.  



Objectives:


  1. Help students understand the value of StudentVUE

  2. Students will be proactive and prioritize what they need to do academically to have a successful semester

  3. Have students reflect on positive things in their lives.



Activities:


  1. Remind students to use StudentVUE regularly

  2. Have students track their progress in their classes and make an action plan to be successful first semester.

  3. Have students talk about things they are thankful for



Notes:


Progress Reports will be sent home this week, which will provide updated class grades.  There are only five weeks left in this semester, so now is the time to get focused academically.  Do you have missing work that needs to be turned in? Is there any extra credit you can do to improve your grade?  Are there major projects that need to be completed? Be proactive and prioritize what you need to do in the next month to get the grades you desire!!




Activity #1:  Remind students to be using StudentVUE to check grades


If students get locked out of their account, they can go to the library, the north and south office, the counseling office or Scots Center to get it unlocked.



Activity#2:  Academic Tracking worksheet


Have the students write down their schedule and put their current grade in each class; if they don’t know, they can take a guess for now.  Encourage them to find out later by going on StudentVUE or checking the progress report that is being sent home this week.



Activity #3:  Action Plan


Brainstorm ways that students can finish the semester strong.  Have students write down three things they can do right now to be proactive in their school work and prioritize what things are most important right now.


Ideas to be successful:

Get help from a teacher before school, at lunch or after school  

Go to Scots Center for help

Go to all classes every day- when absent get make-up work immediately

Get all work done and turned in on time – finish all projects/papers

Do extra credit if possible

Take good notes in class and study to be prepared for exams



Activity # 4: Being Thankful

It is easy to forget about the many positive things that we have in our lives. Ask students to think about things they are thankful for and share with a classmate.  Little things can make a big difference in our life; take time to be grateful for those little things.

Examples: Family, friends, pets, school, sports/activities, hobbies etc.

I am thankful my home/community has not been ravaged by wildfires!


November 14th

posted Nov 14, 2018, 7:54 AM by Mike Costello

Advisory Lesson

November 14th



Topic:  Examine habits 1 and 3 from the book, The 7 Habits of Highly Effective Teens, by Sean Covey.  



Objectives:

  1. Students will learn how habits can have a positive or negative effect on their lives.

  2. Students will learn two habits that can help them be more successful in school, sports, activities, work etc.



Activities:  Go over the following habits

  1. Be Proactive – Being proactive means taking action ahead of time to prevent problems or conflicts AND/OR taking action to solve a problem quickly before it gets worse.

  2. Put First Things First – Learning to prioritize which things should be done right away and which things can wait until later.




Notes:

What is a habit? –  Habits are things we do repeatedly.  We can have habits that have a positive effect on our lives, like getting eight hours of sleep a night or exercising regularly.  But we can also have habits that have a negative effect on our lives, like negative self-talk or procrastinating. Our habits can have a huge impact on our lives because our habits are what we repeatedly do every day.  If we have habits that are negatively impacting us, we have the power to change them and develop positive ones.






Habit #1: Be Proactive

Being proactive means thinking before you act.  You may not be able to control what happens to you, but you can control how you react to what happens to you.  Reactive people make choices on impulse; they are like a can of soda. If life shakes them up, once the pressure gets too great, they explode.  Proactive people take responsibility for things and work to make the best of any situation. Life might shake them up, but they decide to stay calm rather than explode.


Guess which statement is proactive and which is reactive:

*It’s not my fault I have a D in that class; the teacher wouldn’t let me retake a quiz I bombed.

*I went in after school to talk with my teacher about my grade to see what I could do to improve it.

*My coach benched me because I missed one practice.  I’m going to quit!

*My first period teacher is a stickler when it comes to phones.  I need to keep my phone in my backpack to avoid getting it taken away.

*My boss fired me because I have been late several times.  That is so unfair because I am one of the hardest working employees.

*I am flunking history, so I might as well skip and go home 8th period.

Ask students to turn the reactive statements into proactive ones.


Habit #3:  Put First Things First

Learn how to prioritize your life so that you are doing the most important things first.  When you go home from school, do you spend eight hours playing Xbox and then at midnight start doing your homework?  Do you procrastinate until the very last minute and then turn in work that is not your best effort?


Discuss the following scenario with students, or have them come up with their own situations to discuss:

*You have a big math test coming up, what things would you put first?

*You have an essay due in three days, how would you prioritize your time?

*You have soccer tryouts in two weeks, what things would you put first?


Have students brainstorm ways to organize and manage their time effectively so they can be successful.


November 7th

posted Nov 7, 2018, 7:33 AM by Mike Costello   [ updated Nov 7, 2018, 10:59 AM ]

Advisory Lesson

November 7th





Topic:  Discipline information from the Deans in hopes of reducing detentions and suspensions.    


Objectives:


  1. Discuss common behavior infractions and consequences

  2. Explain rationale for rules


Activities:  Go over the following behaviors


  1. Recording fights

  2. Vaping - Juuling

  3. Leaving campus

  4. ID cards


Notes:

The Deans have noticed a general lack of knowledge about some important rules at school that carry tough consequences for students who violate them.  In an effort to save students from detentions and suspensions, we will take some time today to discuss common issues and why these rules were put into place in the first place.


  1. Recording fights (refer to pg. 30 in planner):


The deans are seeing an increase in students recording fights that occur at school.  It is important for students not to participate in the “Bystander Effect” when they see a fight.  They need to get an adult immediately to help stop the fight as quickly as possible to reduce the chances of someone being injured.  Recording a fight is a violation of another student’s privacy and carries the same punishment as actually fighting: a minimum 3-day suspension and 30-day activity suspension.


*There is no need for students to record fights for evidence; school cameras will provide all the necessary video footage security needs.


  1. Vaping/Juuling are tobacco products, which fall under Drug and Alcohol offenses at school (refer to pg. 27 in planner):


Vaping and juuling are illegal for anyone under the age of 21.  All tobacco products pose harmful risks to our bodies and are highly addictive, which is why vaping and juuling are not allowed at school.  If a student is caught, there is a minimum 3-day suspension and 30-day activity suspension. A second offense can carry a 5-day suspension and 60-day activity suspension.  For repeated offences, an alternative placement may be considered.


*Vaping is one of the most common violations this year.  Protect your health and don’t risk getting a suspension – don’t use these products.


  1. Closed Campus Violation (refer to pg. 30 in planner):


The school is responsible for your wellbeing during the school day; when you go off campus, you are putting your health and safety in jeopardy.  Leaving campus (skipping) is considered an unexcused absence, which means a teacher can deny a student the ability to make up any missing work from that absence.  A student will be assigned either ISS or After School Student Assist (ASSA) for any unexcused absence.

*Skipping classes negatively impacts grades, attendance rates and creates unnecessary conflict with teachers.


  1. Student ID cards:


Students must have their ID on them at all times during school and at school events.  If a staff member asks you for your ID, and you do not have it, you can be issued a detention.  Student ID cards are important for safety reasons. ID cards allow staff to quickly identify who is, and who is not, a DDHS student.  This process ensures our ability to protect all students and staff by getting rid of people who should not be on campus.


October 31st

posted Oct 31, 2018, 7:24 AM by Mike Costello

Activity:  Discuss the following options in an active shooter situation


  1. Flee

  2. Hide

  3. Fight


Notes:


The first and best option (if you can safely do this) is to get out of the school as quickly as you can.  Get out and get as far away from the school as possible BUT stay together as a group.  If you can safely warn others on your way out, do so; be sure to take your cell phone so you can let others know where you (and students) went.


Activity:  Discuss the different options you have in the following situations:


  1. An active shooter is in the school but far away from your room


  1. A shooter is close but not in your immediate area or hallway

3)   The shooter is in your hallway and very near your classroom door.


Options:


  1. Flee:  Can you safely leave through your door?  If not, is there another door that leads out of the classroom?  Are there windows that could be opened, or broken, that you could use to get out of the room?  Discuss the fastest way to get outside from your classroom, and once outside, where would you go?  Is escaping into an enclosed courtyard a good idea?


  1. Hide:  Discuss how you could barricade the door using desks, chairs, a podium, a technology cart etc.  How can you make it difficult for the shooter to get in so maybe they will give up and leave? What can you use to shield students from bullets - are there tables, or a bookshelf in the room?  Is there a closet in the room where people could hide? Are there cabinets in the room that people could fit into? Hiding isn’t ideal because it leaves you in a passive, vulnerable position.  If you are hiding, think about ways you could defend yourself if the shooter finds you.


  1. Fight:  Talk about objects in the room that could be good weapons and what objects could be useful shields for protection.  Discuss strategies the group could use to overtake the shooter. Can you ambush them at the door? Assign different jobs to students, some students can be in charge of throwing things at the attacker if they get into the room, some students can yell or shout to confuse the attacker, some students can be in charge of rushing/ambushing the assailant etc.  


Do not open your door to anyone – especially if they are claiming to be the police.  The police will have been given a master key and won’t have to ask you to open the door.   


October 24th

posted Oct 24, 2018, 7:42 AM by Mike Costello

Activity #1:  What is StudentVUE?:


StudentVUE is a place on the district website where students can access information about their grades, attendance, and email teachers  In order to get onto StudentVUE, a student needs an access code, and then they need their user name and password to log in.  This access code is sent home every year, but can be shared to students by a few staff members (listed below). If you get locked out of your account (by forgetting your password for example), these staff members can also help you get logged back into your account.


Deb Wheelbarger, Amy Roley, Kelly Knudsen in the Library

Galen Schmitt in the Scots Center

Sheyla Hirshon in the North Office

Paige Mathews in the South Office

Naomi Schneider in the Counseling Office


There is also a StudentVUE app for your phone, which can make it very easy to check grades on a regular basis.


Activity#2:  Academic Tracking worksheet


Have the students write down their schedule and put their current grade in each class; if they don’t know, they can take a guess for now.  Encourage them to find out later by going on StudentVUE or asking their teacher.


Activity #3:  Action Plan


Brainstorm ways that students can improve or maintain good grades.  Have students write down three things they can do right now to help ensure they can be successful academically this semester.  


When discussing ways to improve grades, this can apply to any student, even students with good grades.  The obvious priority is to focus on core classes, as these classes have to be retaken if failed. Also, help students think about how to get a C to a B or a B to an A.  


Ideas to be successful:

Get help from teacher before school, at lunch or after school.  

Go to Scots Center for help

Go to all classes every day- when absent get make-up work immediately

Get all homework done and turned in on time

Do extra credit when teacher offers it

Study before all quizzes and tests


October 17th

posted Oct 17, 2018, 7:57 AM by Mike Costello

Healthy Relationships

Google Presentation


October 10th

posted Oct 10, 2018, 7:34 AM by Mike Costello

Discuss with the class the following questions (pose the question, take student input, share answers):


1) What is a credit?  

A credit is what you get when you pass a class in high school and college.


2) How do you earn a credit?   

If you pass a class with a D or higher for an entire year, you will earn 1.0 credits for that class.  When you pass a class for half the year (fall or spring semester), you will earn 0.5 credits. When you fail a class, you do not earn any credits.


3) How many credits do you need to graduate?  (Have the students guess)

You need 25 credits to graduate from DDHS.   


Important note – The counseling office uses the words “Off Track” and “On Track” to describe each student’s progress towards graduation in four years.  For example, if you passed all of your classes freshman year, you would be “on track” to graduate. However, if you failed a class, you may be considered “off track” to graduate because you are missing the credit from that class.  You can retake classes, either in credit retrieval, summer school, or during the school year to get back “on track” for graduation.


Show students the chart with specific subject area requirements.


Subject

Credits

English (LA)

4

Math

3

Science

3

Social Studies

3

Career

1

Health

1

Phys. Ed.

1.5

Fine Arts

2

Electives

6.5

Total

25





4) What does GPA stand for?  

Grade Point Average


5) What is the minimum GPA required to graduate from DDHS?  2.0  

Numerical values are given to each grade. For example…

A=4

B=3

C=2

D=1

F=0

To calculate your GPA, add up each number for the grades you were given and divide that sum by the total number of classes on your schedule.


Example:

A freshman got the following grades on their first semester report card:

English 1 – B

Integrated 1 – C

Health – B

General Science - D

Digital Literacy – C

Freshman PE – A

Spanish 1- B

DMC – B


Calculate their GPA for 1st semester:  21 divided by 8 = 2.625


Is this student “on track” to graduate based on this report card?  

Yes.  They passed all of their classes with a D or higher and their GPA is a 2.0 or higher.


Since a D is a passing grade, could a student get all Ds on a report card and still be “on track” to graduate?
Maybe/Maybe not.  Even though the student passed all of their classes, the 1.0 GPA for that semester might cause their overall GPA to fall below the 2.0 needed to stay on track to graduate.

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