2018-19 Advisory

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

Aireonna: 513341@stu.ddsd40.org

Email them with questions!

March 20th

posted Mar 20, 2019, 7:31 AM by Mike Costello


Freshman/Sophomore/Juniors - VOTING for ASB Officers for the 2019-2020 school year!

March 13th

posted Mar 13, 2019, 8:57 AM by Mike Costello

Activity #2:  Discuss student-led conference format


1.  Explain: the purpose of the SLC is for students to gain a thorough understanding of what it means to be on track to graduate and what their current status is toward graduation.  By explaining their status to their parents, students can help them have a better understanding of how they are really doing in school. Throughout this process, students who are off track can understand the necessary steps to get back on track, with an end result of more students graduating on time.


2.  Go over an example script of the SLC.  Go through each step of the conference and ask for questions or clarifications.  


Step 1 – Introductions

Step 2 – Agenda/Purpose of conference

Step 3 – Explaining/Sharing on-track form

Step 4 – Review current progress

Step 5 – Questions from parents

Step 6 – Action Plan

Step 7 - Closing


Google Document


March 6th

posted Mar 6, 2019, 11:16 AM by Mike Costello

Students create an Action Plan

1. Discuss steps a student can take to remedy an off track area

*Add a needed class into your schedule next year

*Re-take a class in Credit Recovery or Summer School

*Re-take a class in your schedule next year

Credit Recovery forms are available now in the counseling office!


Feb 13th

posted Feb 13, 2019, 11:19 AM by Mike Costello

Assignment

-Write 2 emails to 2 different teachers 
    -Grades
    -Attendance
    -Thank you
    -Have a good day
-Use the correct format
    -Proper email subject
    -Dear Mr/Ms. __________,
    -Name and Period
    -Closing
-CHECK SPELLING/CAPITALIZATION/GRAMMAR!!!!!

USE SCHOOL EMAIL!

Copy/Paste the email text and send to the actual teacher(s):
Teacher email = first_last@ddsd40.org
    -Type in their last name and it should pop up

To Do List:

-Send final draft of an email to 2 teachers



Sample Email:

Subject: 5th Period Digital Literacy (Not in actual email)

Mr. Costello,
I just wanted to let you know that I turned in my Great Discovery late, sorry about that! It won't happen again. 
When you get a chance can you please update my grade? 

Thanks!

Joe Student
123456

Sample Email #2:

Subject: 5th Period Digital Literacy (Not in actual email)

Mr. East,
    I just wanted to let you know that I really enjoy your class, you make Math a lot more interesting than my previous teachers. Have a great day!

Thanks!

Joe Student
123456

February 6th

posted Feb 6, 2019, 8:36 AM by Mike Costello

Define Civil Discourse

1.  Ask the class if they know what civil discourse means.  Use their answers to form a working definition: civil means polite or courteous, and discourse means spoken or written communication and debate.

 

Civil discourse involves having conversations that are polite and respectful, especially when people disagree.  People in a community need to learn to live together despite their differences and being able to have respectful discussions with others who have differing opinions is important for any society to thrive and grow.


If interested, here is a two-minute video on civil discourse:

https://www.youtube.com/watch?v=go5PjCDEb58


Activity #3:  Components of Civil Discourse

1.  Monitor your tone and control your emotions.  Avoid adopting a tone that suggests you are right and the other person is wrong or that you have all the answers.  Nobody likes a know-it-all. Stay calm and keep your emotions in check; getting angry tends to block effective communication.


2.  Listen to their point of view and restate it.  Restating their opinion lets them know you hear what they are saying; it helps to make a person feel validated.  When possible, find common ground with their viewpoint and concede where they are making good points.


3.  Admit when you have a bias.  Opinions are not based in pure fact; often a bias is present in a person’s point of view.  Admit when you have a bias, it shows you’re honest, and may allow others to see they have a bias of their own.


4.  Agree to disagree.  Intelligent, reasonable people are going to disagree at times.  This does not mean one person is right and the other person is wrong, they just see things differently.  Understanding another person’s perspective allows us to get along with others and helps us to examine and reflect on our own thoughts and views.  Strive to be accepting and respectful of all people, no matter your differences!


January 30th

posted Jan 30, 2019, 7:51 AM by Mike Costello   [ updated Jan 30, 2019, 11:11 AM ]

Topic: Forecasting - Electives Review

Video to be shown to class:  

https://youtu.be/psYFkvg3wCA


Activities:

1.  Handout & Review DDHS Curriculum Guide

2.  Show Electives Video (5 minutes)

3.  Lead a discussion on elective choices, and answer questions.  



Notes:

1.  Counselors will be presenting in Freshman English classes this Thursday and Friday about forecasting for next year’s classes.  This time in Advisory should be used to review the electives options at DDHS so that students can begin thinking about their class choices for next year.


Activity #1:

  1. Announce to students:  “Today we are going to look at the course electives that are available to you at DDHS.  Your counselor will be meeting with you soon to talk about forecasting.  If you are in an English 1 class, counselors will be presenting in your class this week.”


  1. Distribute Curriculum Guide to each student.  (If the student does not want the guide, please collect and return to the Counseling Office).  The guide can also be found online:

  2. https://hs.ddouglas.k12.or.us/wp-content/uploads/sites/15/2019/01/2019-2020-HS-Curriculum-Guide-FINAL-with-cover.pdf

  1. Review sections of Curriculum Guide with the class:

Page 2 - Table of Contents

Page 3 - lists the Graduation Requirements

Pages 14-77 - Every course in the school is listed with a description

Pages 80-89 - Career Pathway flow charts - shows classes that relate to various careers.

Pg 90-91 - A complete list of all the courses in the school


Activity #2:

  1. Have all students turn to page 90 of the Curriculum Guide.  Show Electives Video (10 minutes in length):  https://youtu.be/psYFkvg3wCA


  1. Have students follow along or take notes of courses they are interested in (they can circle the courses on Page 90 and 91).


  1. Answer any questions regarding video and talk about electives option, making choices that relate to their interests and career, etc.



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!


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