Describe your approach to providing students a well-rounded education. What instructional practices, course topics, curriculum design, and student skills development are part of this approach? Describe the approaches by grade band (elementary, middle, and high).
In elementary school, our approach to providing students with a well-rounded education is to ensure that they become knowledgeable and proficient in a variety of topics while developing essential skills. Instructional practices should include inquiry-based learning, project-based learning, and hands-on activities that allow students to actively engage in their learning. Course topics should be comprehensive and include areas such as language arts, mathematics, science, social studies, physical education/health, art, and music.
In middle school, our approach to providing students a well-rounded education continues to focus on the development of foundational skills, while also emphasizing the importance of exploring and deepening their understanding of the various academic disciplines. Always providing opportunities for students to engage in interdisciplinary learning, as well as to develop their skills in communication, problem-solving, and collaboration. We also promote the development of self-advocacy skills, as well as the use of technology and digital literacy.
In high school, our approach to providing students a well-rounded education is focusing on the development of college and career readiness skills. This includes the development of academic and technical skills, as well as an understanding of the various pathways to pursuing post-secondary education and/or employment. We promote the exploration of a variety of courses and electives, such as the arts, foreign language, and STEM, to provide students with a comprehensive education. We emphasize the importance of developing critical thinking, problem-solving, and communication skills. Still continuing to promote the development of self-advocacy skills, the use of technology and digital literacy.
Which disciplines (theater, visual arts, music, dance, media arts) of the arts are provided, either through an integration of content or as a separate class?
Exposing students to some of the Fine Arts is a fun part of education, allowing students to try new things and discover their hidden talents. In the elementary schools, students have music and art classes, which they enjoy on a regular basis. The North Bend middle school and high school offer many different opportunities for students to earn fine art credits. Both schools offer band, choir, dance and different modes of visual art (sculpting, drawing, painting, etc); all as individual courses. Drama is available at both levels, at the middle school it is a daily class and at the high school it is an after school program. The high school also offers a CTE Pathway in Business and Media Arts.
How do you ensure students have access to strong library programs?
The North Bend School District has implemented many critical pieces to ensure a high quality and strong library program. First, there has to be a variety of books, magazines and other resources to appeal to different interests and reading levels. Even more important, there must be a Librarian (or Library Tech) who can provide assistance & support. The Librarian can help guide students in learning how to effectively use the library and utilize the resources it offers. Students need to learn how to access digital resources, online databases and e-books. Each school has their own library, along with a Library Tech to help support and encourage students. Each school also has a LIBRARY section on their webpage, offering a full catalog of reading options. North Bend School District has an amazing library program, there is something there for everyone.
How do you ensure students have adequate time to eat, coupled with adequate time for movement and play?
Each building builds a master schedule that is appropriate for each grade level, with appropriate breaks during the day for lunch, activities and engagement outside the classroom. Some of the earlier grades will have a morning and afternoon recess, with additional outdoor time after lunch. The older elementary students will also have lunch recess along with a mid afternoon recess opportunity. Even the middle school students have time to be outside for recess when they are done with lunch. The lunch period is also age appropriate, every student has the opportunity to eat their lunch and snacks within a reasonable amount of time. Building principals will alter master schedules as needs arise during the school year, always doing what is best for the students.
Describe how you incorporate STEAM (Science, Technology, Engineering, Arts, and Math) instructional practices, including project-based learning, critical thinking, inquiry, and cross-disciplinary content.
We incorporate STEAM concepts into instructional practices through project-based learning and inquiry. Topics are introduced to students by providing real world applications that relate to the concepts being taught, and then students are asked to use critical thinking skills to explore the topics further. When possible, projects are designed that require students to integrate multiple disciplines, such as English Language Arts and Social Studies, in order to complete the projects. This encourages students to think about the topic from a variety of perspectives and to make connections between different disciplines. Whenever possible, teachers incorporate hands-on activities, technology, and creative problem solving. Students are able to gain a deeper understanding of the topics and develop skills that will help them succeed in the future.
Describe your process for ensuring the adopted curriculum (basal and supplemental) consists of a clearly stated scope and sequence of K-12 learning objectives and is aligned to all state and national standards.
The state of Oregon provides a list of approved curriculums based on Alignment, Rigor, Challenge, Engagement, Motivation, Cultural Responsiveness, Teacher & Student Supports, Digital Learning and Assessments. The administrative team looked over the approved list, consulted with the teachers, then selected 3 or 4 curriculums to further analyze. Selected publisher materials were displayed in each building for teachers to look over with an additional set at the District Office for public input. Once everyone had a chance to look over the materials, the teachers were given an option to pilot the materials. Once a close examination of the materials (or piloting) was completed, the team selected a new curriculum. There is a Scope & Sequence provided in the materials, along with all the standards and what section they are taught in. Teachers are always extra cautious with new materials to ensure all standards are being covered, verifying throughout the year.
Describe your process for ensuring classroom instruction is intentional, engaging, and challenging for all students.
To ensure your classroom instruction is intentional, engaging, and challenging for all students, it is important to take the time to plan and prepare your lessons. Consider the needs of your students and the learning objectives that need to be met. Next, differentiate your instruction to meet the needs of all students, and provide multiple approaches to major topics. Monitor student progress regularly to ensure that all students are engaged and challenged. Use a variety of techniques to engage students in the learning process; think-pair-share, group activities, hands-on activities, etc. Make sure to take time to reflect on each lesson, was the learning target met? How will you know? How will you reteach it to a small group of students (if necessary)? All of these are important aspects to address and plan for when ensuring the instruction is intentional, engaging and challenging for all students.
How will you support, coordinate, and integrate early childhood education programs?
We support early education programs by hosting pre-kindergarten screenings to make sure kids are ready for kindergarten. If a learning gap is revealed, we work with the family to access the help and support they need to prepare their child for school. During the summer before school starts, we offer a Kindergarten transition program to help prepare kids for what it will be like when they start school. This program provides the student and parent the opportunity to see a classroom, what type of activities they will be doing, and what a day in kindergarten will be like. Our district also works with the Head Start program in our community, making sure we communicate appropriate information. The district is exploring the opportunity of offering a Pre-Kindergarten program with the Early Learning Hub.
What strategies do you employ to help facilitate effective transitions from middle grades to high school and from high school to postsecondary education?
To provide a smooth transition between school buildings, there needs to be communication between middle school and high school staff. Our district has vertical PLC meetings monthly to help track data and ensure a smooth transition between the schools. We have also developed a bridge program to help transition 8th grade students to high school. As 8th graders, students come to the high school to tour the campus, guided by current high school students. The 8th grade families are invited to a parent night event where they learn about the high school, course offerings, current clubs and graduation plans. In the fall, the school year starts for the 9th graders a day earlier than the rest of the high school. This provides an opportunity to learn the layout of the building, meet teachers and find their way around. The 9th graders also do a few activities and games during the day to help ease some tension about starting high school. All the activities are run by volunteers from the junior and senior classes, so the freshmen get acquainted with upperclassmen. This program has been very successful with most students having a smooth transition.
To help students transition to college, the students use a program called Kuder Navigator. This program offers career assessment/planning, with a listing of colleges/programs that offer the degree or training required to enter the field. The high school ASPIRE teacher also helps coordinate college visits for students and provides assistance in applying for financial aid.
How do you identify and support the academic and technical needs of students who are not meeting or exceeding state and national standards, and Perkins Performance targets, particularly for focal student groups?
First, student identification involves conducting individual assessments, analyzing data, and consulting with stakeholders such as current & previous teachers, administrators, and parents. Once the student is identified, we develop and implement a personalized support plan for the student. This includes interventions tailored to the student’s individual needs, such as tutoring or small group instruction. The interventions need to be reassessed regularly to know if the additional support is working or if some modifications are necessary. For some students, these types of support are enough to fill in the learning gaps, others might need summer school to help reach their goals. If the student is not meeting standards at the middle or high school level, their course enrollment might be modified to provide interventions before academically moving ahead.
What systems are in place for supporting the academic needs of students, including for focal student groups, who have exceeded state and national standards?
There are two programs available for students who exceed state and national standards; the Talented and Gifted (TAG) program and/or accelerated courses. Both of these programs include advanced classes, enrichment activities, and individualized instruction. We are also starting up a student tutoring center at the high school, TAG/accelerated students would be great candidates to be the tutors in this program. Most of the TAG/accelerated students also take dual credit courses during their junior and senior year of high school. They enjoy the ability to get college credits while still in high school.
How do you provide career exploration opportunities, including career information and employment opportunities, and career guidance and academic counseling before and during CTE Program of Study enrollment?
Currently, all students complete a Career Related Learning Experience (CRLE). This experience involves researching potential careers or areas of interest, learning about the occupation requirements and concludes with doing an interview or job shadowing of someone in the specific career field. Students are also utilizing the Kuder Navigator program to help explore different career opportunities, including general career information, location, requirements and future employment opportunities However, we have not tracked this data or linked it to a CTE program. This is an area where we can improve our CTE programs by inviting students who have expressed an interest (CRLE or Kuder Navigator) to meet with the counselor or teacher to learn about the program, what it offers and opportunities it could provide. This is definitely an area that has been identified for growth and improvement
How are you providing equitable work-based learning experiences for students?
There are several ways our school provides equitable work-based learning experiences for all students. First, all students have access to the same resources and opportunities, regardless of their background or economic status. All students have access to the CTE programs, ASPIRE / College & Career Readiness Coordinator and work study programs that our high school offers. Before graduation all students are required to complete a Career Related Learning Experience, this is where students have to research possible career interests and then job shadow or interview someone in a career they are interested in pursuing. Additionally, our schools focus on helping develop students’ soft skills, such as critical thinking, problem-solving, communication, and collaboration skills. Students are provided many opportunities to explore potential careers and areas of interest throughout high school as well as build the personal skills necessary to be successful in the workplace.
Describe how students’ academic and technical skills will be improved through integrated, coherent, rigorous, challenging and relevant learning in subjects that constitute a well-rounded education, including opportunities to earn postsecondary credit while in high school.
Integrated, coherent, rigorous, challenging, and relevant learning in subjects that constitute a well-rounded education will naturally provide students with the opportunity to develop a variety of academic and technical skills that will serve them well in the future. By engaging with challenging and relevant content, students will be able to develop their critical thinking, communication, problem-solving, and collaboration skills. Through active learning opportunities such as project-based learning, students will be able to develop technical skills. By participating in dual-enrollment opportunities, students will be able to gain college credit and experience the college atmosphere while still in high school, preparing them for postsecondary success. By engaging in a well-rounded education, students will be able to develop both their academic and technical skills, as well as their character and creativity, setting them up for success in the future.
What activities will you offer to students that will lead to self-sufficiency in identified careers?
North Bend students are offered many opportunities to explore career readiness and skill requirements in any career they are interested in pursuing. During high school, all students will complete a series of Career Related Learning Experiences (CRLE’s). To complete a CRLE, students research potential careers to learn about the skill requirement, education or certification requirements and future career demands both locally and regionally. Once this is completed, the student job shadows or interviews someone in the career they researched. Finalizing the activity with a summary of what they learned and answering the question “Are they still interested in this career path?”. The secondary schools are also utilizing the Kuder Navigator program to help students learn about career opportunities that match their skills, strengths and personality. After taking a few assessments, the students are provided a list of possible careers, with education/certification requirements, where the education/certification is available, the cost of the program and the demand of the position (location and salary) once they are ready for the workforce. By the time students reach graduation, they have had many opportunities to learn about potential careers or areas of interest.
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