April 11, 2009
Dear Parents of the Class of 2009,
This is an exciting time for your senior and there are a few important things to keep track of as we move towards graduation.
• Your student should be nearly done with his/her Senior Project. The big push is on as the due date of Friday, April 17th quickly approaches. Each student must set his/her Final Project Review Committee date before the end of this month. During this session, the student will present and defend the finished project to his/her PRC. During this meeting, the Committee deliberates as to whether the student has met expectations for a quality senior project. Three results are possible: Approval, Conditional Approval, or Rejection (1).
• Senior Project Night is Friday, May 1st at 6:30. All family members and friends are encouraged to come celebrate with us. The class of 2009 will be presenting their projects to you and the broader community. Each student will have about 30 minutes to present and answer questions about his/her project. Three or four students will be presenting throughout the school at any one time during the evening. This is a special night, and an important time to honor the hard work your student has done. Please encourage friends and family to attend.
• Senior Pictures are happening on Wednesday, April 15th, individual as well as a whole group shot, by photographer and Trillium parent Lori Threlkeld. This will take place during Senior Inquiry class from 8:30-9:30 in the morning. Lori is generously donating her time and talents to take a few head shots of each student and will provide digital versions of these at no cost to families. Lori is also available for hire to do extended photo shoots of your senior for a more traditional senior picture experience. She does great work and we recommend her highly. To see some of the photos she took of the class of 2008, visit http://picasaweb.google.com/gadbow/SeniorShotsKensAdvising#. If you are interested in a more extensive photo shoot, please contact Lori directly at threlkeldlori@aol.com.
• Commencement will be held on Saturday, June 6th. Exercises begin at 2 o’clock.
• Graduation announcements are being printed now and will be delivered May 1st. Please be sure to email or call Ken with the exact number of announcements you would like for your student by Friday, April 24th. Announcements are printed on beautiful, one hundred percent post consumer material with soy based ink, come in envelopes, and will cost one dollar each.
• Students elected that this year’s Caps, Gowns, and Tassles be gold, white, and green. They will be delivered in the end of May and cost $40 each. Students may keep the cap and gown.
• All checks should be made payable to Trillium Charter School.
This is an exciting time of year and of life. I would be happy to help with any questions you might have around your graduates’ experience.
Best,
Ken
Ken@TrilliumCharterSchool.org
(1) 1. Approval: If the Committee approves the project, the student has satisfied this requirement for graduation. 2. Conditional approval: The committee may approve the project pending some future modifications by the student. The project cannot be approved in full until these modifications are made. The PRC generally reconvenes in order to re-evaluate the project should this occur. 3. Rejection. The committee rejects the work of the project as to be of insufficient quality to be considered for graduation. This is rare.
Saturday, April 11, 2009
Thursday, March 05, 2009
Plan for Ken's Absence
Dear Families,
As most of you know, Polly and I are part of the Kids for Kenya student service trip to Nairobi. We will be leaving with our splendid group of eight high schoolers (two from our own advising, Elias and Marcus) this Saturday. We will be performing service at our sister school Humble Hearts for the entirety of the two weeks just before Spring Break.
I will have a substitute, David DeFauw, for all of my classes, including advising. David is engaging, capable, and well liked by students. He will be a responsible, creative presence for the daily activities of advising. Should you or your student have need of the advocacy skills specific to a high school advisor, you (and they) are encouraged to seek out one of the other advisors during my absence. They are prepared to assume this role and will be able to help with any concerns you might have. They may be contacted via email at:
• Elizabeth@TrilliumCharterSchool.org
• Jess@TrilliumCharterSchool.org
• Will@TrilliumCharterSchool.org
Each of my advisees has been encouraged to seek out the advisor with whom they would feel the most comfortable working.
If you have any questions, comments or concerns for David directly he can be reached via email at DavidDeFauw@hotmail.com.
Best,
Ken
As most of you know, Polly and I are part of the Kids for Kenya student service trip to Nairobi. We will be leaving with our splendid group of eight high schoolers (two from our own advising, Elias and Marcus) this Saturday. We will be performing service at our sister school Humble Hearts for the entirety of the two weeks just before Spring Break.
I will have a substitute, David DeFauw, for all of my classes, including advising. David is engaging, capable, and well liked by students. He will be a responsible, creative presence for the daily activities of advising. Should you or your student have need of the advocacy skills specific to a high school advisor, you (and they) are encouraged to seek out one of the other advisors during my absence. They are prepared to assume this role and will be able to help with any concerns you might have. They may be contacted via email at:
• Elizabeth@TrilliumCharterSchool.org
• Jess@TrilliumCharterSchool.org
• Will@TrilliumCharterSchool.org
Each of my advisees has been encouraged to seek out the advisor with whom they would feel the most comfortable working.
If you have any questions, comments or concerns for David directly he can be reached via email at DavidDeFauw@hotmail.com.
Best,
Ken
Tuesday, February 24, 2009
Why Not Posting Assignment 1
Why Not Posting Assignment 1
February 24, 2009
Due: Tomorrow, Wednesday February 25th
You may do the following with a partner of your choice or work on your own. It is up to you.
You are to create a handwritten introduction for the Why Not website.
PART I
• Your introduction should include:
o Your name(s),
o Your age(s)
o Something you value about yourself.
o Something you value about your school.
o Something you value your city, state, or country.
o Something you value about the opportunity to communicate with Palestinian students.
o A question for your audience (youth in, or concerned with, the Palestinian.
Example:
Portland Youth Extend Greetings
Hello. This is Frank and Joan. We are 16 year old students at Trillium Charter School in Portland, Oregon. We are excited to be making this connection for the first time and want to share a little about ourselves. We both play guitar and skateboard, and enjoy the fact that our school has small classes and we can call our teachers by their first names. We feel fortunate to live in Portland, a progressive city where people are generally kind and open-minded. We are looking forward to communicating with other youth all over the world about issues that our important to us. As a way to join that conversation, we would like to ask a question. We are currently studying the history of the Palestinian conflict in our “Faith and Conflict” class and would like to know what people would recommend we read, see, listen to, or experience in order to better understand the situation. Peace, Frank and Joan.
PART II
• Log in to the Why Not Website, hosted by Global Citizen Corps, at www.whynotyouth.org.
• Go to “GloPal Impressions”
• Go to “ADD and Edit Post in the Lounge”
• Post your introduction. Be sure to give it a title.
• Click “Add Post” when you are ready to put it online.
PART III
• Finally, go to “The Lounge” and read some of the many other postings on their.
• Next, respond to at least one of the posts on the Why Not website that you choose, by clicking “Add Comment” and typing in your thoughts or ideas.
• Be prepared to share with the class which posting you chose and why.
February 24, 2009
Due: Tomorrow, Wednesday February 25th
You may do the following with a partner of your choice or work on your own. It is up to you.
You are to create a handwritten introduction for the Why Not website.
PART I
• Your introduction should include:
o Your name(s),
o Your age(s)
o Something you value about yourself.
o Something you value about your school.
o Something you value your city, state, or country.
o Something you value about the opportunity to communicate with Palestinian students.
o A question for your audience (youth in, or concerned with, the Palestinian.
Example:
Portland Youth Extend Greetings
Hello. This is Frank and Joan. We are 16 year old students at Trillium Charter School in Portland, Oregon. We are excited to be making this connection for the first time and want to share a little about ourselves. We both play guitar and skateboard, and enjoy the fact that our school has small classes and we can call our teachers by their first names. We feel fortunate to live in Portland, a progressive city where people are generally kind and open-minded. We are looking forward to communicating with other youth all over the world about issues that our important to us. As a way to join that conversation, we would like to ask a question. We are currently studying the history of the Palestinian conflict in our “Faith and Conflict” class and would like to know what people would recommend we read, see, listen to, or experience in order to better understand the situation. Peace, Frank and Joan.
PART II
• Log in to the Why Not Website, hosted by Global Citizen Corps, at www.whynotyouth.org.
• Go to “GloPal Impressions”
• Go to “ADD and Edit Post in the Lounge”
• Post your introduction. Be sure to give it a title.
• Click “Add Post” when you are ready to put it online.
PART III
• Finally, go to “The Lounge” and read some of the many other postings on their.
• Next, respond to at least one of the posts on the Why Not website that you choose, by clicking “Add Comment” and typing in your thoughts or ideas.
• Be prepared to share with the class which posting you chose and why.
Saturday, February 07, 2009
Writing in Advising this week.
Hi Parents,
Coming up this week during advising, all high school students will be taking the statewide writing assessment. It is a pencil and paper essay in response to one of a series of prompts. All students are required to do it. We will use Monday for prep and practice, and Tuesday-Thursday for writing, revising, and editing.
Please remind your student that this is coming up. It is important that each student take part. The writing sample is an excellent opportunity to focus on creating concise, structured writing to use as part of a student's portfolio.
Best,
Ken
Coming up this week during advising, all high school students will be taking the statewide writing assessment. It is a pencil and paper essay in response to one of a series of prompts. All students are required to do it. We will use Monday for prep and practice, and Tuesday-Thursday for writing, revising, and editing.
Please remind your student that this is coming up. It is important that each student take part. The writing sample is an excellent opportunity to focus on creating concise, structured writing to use as part of a student's portfolio.
Best,
Ken
Monday, February 02, 2009
Faith and Conflict Syllabus and Vocab
Faith and Conflict: Israel, Palestine, and Afghanistan
Class Syllabus
Trillium Charter School S2 2008/9
Instructors:
Ken Gadbow and Melina Reynoso
Email: Ken@TrilliumCharterSchool.org, RealismIsRealistic@gmail.com
Blog: http://ken-trillium.blogspot.com/
Ken’s Mobile Phone: 503-348-9849
Course Overview
This course explores the roots and current events of the ongoing social and political conflicts in Israel-Palestine, and Afghanistan. Special attention is placed on understanding the historical significance of the religious groups involved, and post WWII developments, including the Cold War. Students will have the opportunity to engage in real world and real time dialog with students in the Palestinian territories via web-dialog and video conferencing through the Mercy Corps Why Not program.
Melina Reynoso, a senior at Trillium, will be co-planning and teaching this course with Ken Gadbow, as the primary focus of her Senior Project. Melina plans to pursue a career as a social studies teacher, and has demonstrated outstanding commitment and perseverance in her work at Trillium as a student. Melina and Ken have been working together to coordinate this course since the fall of 2008. We are fortunate to have Melina’s skills, experience, and leadership in this class.
Code of Conduct
All students are expected to know and uphold the Rights and Responsibilities of the Trillium Constitution. We will use the non-violent conflict resolution process that includes conversations, mediations, and agreements.
Grading policies:
Student and teacher negotiate the individual grading system. The way in which the final grade will be determined is up to the individual student. Below is a range of options from which students will be asked to choose at the mid-semester point. Students may choose any percentage from the possibilities below, as long as they add up to 100%.
Weekly Responses (Due each Tuesday): (5%-15%)
Quizzes (Each Thursday): (10%-30%)
Projects (Writing, Presentation, Performance, etc.): (20%-35%)
Participation (Class activities and discussions): (30%-50%)
Attendance and Tardiness Policy:
This course requires participation in order to be successful for the student, the group, and the class. Therefore it is imperative that the student take part in all class activities. Our partnership with Mercy Corps’ ‘Why Not” program allows for the unique opportunity of communicating live via video with students in the Palestinian territories. Due to the time difference, and the security situation in Gaza and the West Bank, these video conferences will take place according to the schedule of our counterparts in the Middle East. This means we may need to meet quite early in the morning before school in order to take part. All students are expected to attend these sessions. They are mandatory.
A person is considered on-time if he/she is in the classroom, in his/her seat ready to work when the bell rings. A person may be considered tardy if he/she does not meet the above criteria or comes to class less than 5 minutes after the bell rings. Three tardies constitute one un-excused absence. A person will lose one letter grade for every two unexcused absences. A person who is tardy will still benefit in coming to class as he/she will better understand what is happening in the course, and will be able to participate and contribute to the class in a meaningful way.
Course Material:
We will draw from a variety of books, films, and periodicals in this course. These will include, but are not limited to: Promises (A PBS documentary), Three Wishes by Deborah Ellis, Night by Ellie Wiesel, The Kite Runner by Khaled Hosseini, The Bread Winner Trilogy by Deborah Ellis, Martyr’s Crossing by Amy Wilentz.
Students are encouraged to keep up to date on relevant topics through any of the following news source:
• The New York Times (http://www.nytimes.com/),
• The British Broadcasting Corporation (http://www.bbc.co.uk/),
• National Public Radio (http://www.npr.org/)
• Rethinking Schools (http://www.rethinkingschools.org/)
• The Jerusalem Post (http://www.jpost.com/),
• Al Jazeera (http://english.aljazeera.net/),
Other titles and sources that may be of interest will be included on Ken’s blog as they become relevant.
A note on sources: Students should take special care when researching on-line to find credible information, especially due to the volatile nature of this particular topic. Government (.gov) and university (.edu) websites are among the more reliable. PBS, BBC, NPR, and National Geographic are also likely to offer well researched material. Wikipedia.org has its merits, and can be a useful tool, but like most sources, can contain biased or inaccurate information. All sources should be treated critically. Always use more than one source. Compare and contrast the information you find. ALWAYS site your sources. Failure to do so is considered plagiarism, a form of stealing, and will be dealt with accordingly. If you have questions about plagiarism, I highly recommend speaking with one of your teachers and/or consulting the following web resources:
• The On-Line Writing Lab at Purdue University (OWL) (http://owl.english.purdue.edu/owl/resource/589/01/)
• The University of Southern Mississippi Plagiarism Tutorial and Quiz (http://www.lib.usm.edu/legacy/plag/plagiarismtutorial.php)
Weekly Schedule:
Every Tuesday: Weekly Response due (see below for topic list) at the beginning of class.
Every Thursday: Weekly quiz over geography, readings, vocabulary, or current events.
Weekly Response Topics
Faith and Conflict Class
Semester 2, 2008/9
Students must turn in a response to one of the following questions each Tuesday. Responses are to be typed or neatly handwritten, and double spaced, between one-third and one-half page in length.
Topics:
1. What ways could this class be better, and why should those changes be made?
2. What things do you like or appreciate about this class and why?
3. Describe an event in your out of class life that relates to material covered in class.
4. What is important to you about education? Describe your ideal education environment as if you were telling it to someone who had never seen an American school. What does it look like? What happens there?
5. How has your family or culture influenced you? How might you be different if you grew up in a different family or in a different culture? How would you describe your family or culture to someone who was unfamiliar with American culture? What makes it special or unique?
6. What traditions and foods are important to your family and friends? Give specific examples.
7. What past times do you enjoy and what do you like about them? What sports, music, or hobbies do you appreciate and why?
8. Describe a conversation you have had about class material outside of class. What did you talk about and why?
9. Describe a time when you felt safe and comfortable. What was the around you that helped you feel that way?
10. Describe a time when you felt unsafe, scared, or threatened? What was happening that you felt that way?
11. Imagine if war were happening around you and your family, what do you imagine you would do? How might you feel? How might it affect your daily routine?
Vocabulary Terms, Part One
Faith and Conflict Class
Arab
Arab Peace Initiative
Arab-Israeli War
Balfour Declaration
British Mandate of Palestine
Camp David Accords
Camp David Summit
Checkpoints
Diaspora
Fatah
First Intifada
Gaza Strip
Hamas
Holocaust
Islam
Israeli
Israeli Settlements
Jerusalem
Jew
Judaism
Multilateral
Orthodox
Palestinian
Palestinian Authority
Palestinian Liberation Organization (PLO)
Peace Process
Pogrom
Refugee
Right of Return
Road Map to Peace
Second Intifada
Security Fence or Wall
Sinai Peninsula
Six Day War
Suicide Bombing
Two-State Solution
UN Resolution 242
Unilateral
United Nations
West Bank
Zionism
Class Syllabus
Trillium Charter School S2 2008/9
Instructors:
Ken Gadbow and Melina Reynoso
Email: Ken@TrilliumCharterSchool.org, RealismIsRealistic@gmail.com
Blog: http://ken-trillium.blogspot.com/
Ken’s Mobile Phone: 503-348-9849
Course Overview
This course explores the roots and current events of the ongoing social and political conflicts in Israel-Palestine, and Afghanistan. Special attention is placed on understanding the historical significance of the religious groups involved, and post WWII developments, including the Cold War. Students will have the opportunity to engage in real world and real time dialog with students in the Palestinian territories via web-dialog and video conferencing through the Mercy Corps Why Not program.
Melina Reynoso, a senior at Trillium, will be co-planning and teaching this course with Ken Gadbow, as the primary focus of her Senior Project. Melina plans to pursue a career as a social studies teacher, and has demonstrated outstanding commitment and perseverance in her work at Trillium as a student. Melina and Ken have been working together to coordinate this course since the fall of 2008. We are fortunate to have Melina’s skills, experience, and leadership in this class.
Code of Conduct
All students are expected to know and uphold the Rights and Responsibilities of the Trillium Constitution. We will use the non-violent conflict resolution process that includes conversations, mediations, and agreements.
Grading policies:
Student and teacher negotiate the individual grading system. The way in which the final grade will be determined is up to the individual student. Below is a range of options from which students will be asked to choose at the mid-semester point. Students may choose any percentage from the possibilities below, as long as they add up to 100%.
Weekly Responses (Due each Tuesday): (5%-15%)
Quizzes (Each Thursday): (10%-30%)
Projects (Writing, Presentation, Performance, etc.): (20%-35%)
Participation (Class activities and discussions): (30%-50%)
Attendance and Tardiness Policy:
This course requires participation in order to be successful for the student, the group, and the class. Therefore it is imperative that the student take part in all class activities. Our partnership with Mercy Corps’ ‘Why Not” program allows for the unique opportunity of communicating live via video with students in the Palestinian territories. Due to the time difference, and the security situation in Gaza and the West Bank, these video conferences will take place according to the schedule of our counterparts in the Middle East. This means we may need to meet quite early in the morning before school in order to take part. All students are expected to attend these sessions. They are mandatory.
A person is considered on-time if he/she is in the classroom, in his/her seat ready to work when the bell rings. A person may be considered tardy if he/she does not meet the above criteria or comes to class less than 5 minutes after the bell rings. Three tardies constitute one un-excused absence. A person will lose one letter grade for every two unexcused absences. A person who is tardy will still benefit in coming to class as he/she will better understand what is happening in the course, and will be able to participate and contribute to the class in a meaningful way.
Course Material:
We will draw from a variety of books, films, and periodicals in this course. These will include, but are not limited to: Promises (A PBS documentary), Three Wishes by Deborah Ellis, Night by Ellie Wiesel, The Kite Runner by Khaled Hosseini, The Bread Winner Trilogy by Deborah Ellis, Martyr’s Crossing by Amy Wilentz.
Students are encouraged to keep up to date on relevant topics through any of the following news source:
• The New York Times (http://www.nytimes.com/),
• The British Broadcasting Corporation (http://www.bbc.co.uk/),
• National Public Radio (http://www.npr.org/)
• Rethinking Schools (http://www.rethinkingschools.org/)
• The Jerusalem Post (http://www.jpost.com/),
• Al Jazeera (http://english.aljazeera.net/),
Other titles and sources that may be of interest will be included on Ken’s blog as they become relevant.
A note on sources: Students should take special care when researching on-line to find credible information, especially due to the volatile nature of this particular topic. Government (.gov) and university (.edu) websites are among the more reliable. PBS, BBC, NPR, and National Geographic are also likely to offer well researched material. Wikipedia.org has its merits, and can be a useful tool, but like most sources, can contain biased or inaccurate information. All sources should be treated critically. Always use more than one source. Compare and contrast the information you find. ALWAYS site your sources. Failure to do so is considered plagiarism, a form of stealing, and will be dealt with accordingly. If you have questions about plagiarism, I highly recommend speaking with one of your teachers and/or consulting the following web resources:
• The On-Line Writing Lab at Purdue University (OWL) (http://owl.english.purdue.edu/owl/resource/589/01/)
• The University of Southern Mississippi Plagiarism Tutorial and Quiz (http://www.lib.usm.edu/legacy/plag/plagiarismtutorial.php)
Weekly Schedule:
Every Tuesday: Weekly Response due (see below for topic list) at the beginning of class.
Every Thursday: Weekly quiz over geography, readings, vocabulary, or current events.
Weekly Response Topics
Faith and Conflict Class
Semester 2, 2008/9
Students must turn in a response to one of the following questions each Tuesday. Responses are to be typed or neatly handwritten, and double spaced, between one-third and one-half page in length.
Topics:
1. What ways could this class be better, and why should those changes be made?
2. What things do you like or appreciate about this class and why?
3. Describe an event in your out of class life that relates to material covered in class.
4. What is important to you about education? Describe your ideal education environment as if you were telling it to someone who had never seen an American school. What does it look like? What happens there?
5. How has your family or culture influenced you? How might you be different if you grew up in a different family or in a different culture? How would you describe your family or culture to someone who was unfamiliar with American culture? What makes it special or unique?
6. What traditions and foods are important to your family and friends? Give specific examples.
7. What past times do you enjoy and what do you like about them? What sports, music, or hobbies do you appreciate and why?
8. Describe a conversation you have had about class material outside of class. What did you talk about and why?
9. Describe a time when you felt safe and comfortable. What was the around you that helped you feel that way?
10. Describe a time when you felt unsafe, scared, or threatened? What was happening that you felt that way?
11. Imagine if war were happening around you and your family, what do you imagine you would do? How might you feel? How might it affect your daily routine?
Vocabulary Terms, Part One
Faith and Conflict Class
Arab
Arab Peace Initiative
Arab-Israeli War
Balfour Declaration
British Mandate of Palestine
Camp David Accords
Camp David Summit
Checkpoints
Diaspora
Fatah
First Intifada
Gaza Strip
Hamas
Holocaust
Islam
Israeli
Israeli Settlements
Jerusalem
Jew
Judaism
Multilateral
Orthodox
Palestinian
Palestinian Authority
Palestinian Liberation Organization (PLO)
Peace Process
Pogrom
Refugee
Right of Return
Road Map to Peace
Second Intifada
Security Fence or Wall
Sinai Peninsula
Six Day War
Suicide Bombing
Two-State Solution
UN Resolution 242
Unilateral
United Nations
West Bank
Zionism
Wednesday, January 21, 2009
Local Histories Final Project Assignment
Final Project Assignment
Local Histories Class
January 15, 2009
Final Due Date: Monday, January 26, 2009
Your final project for Local Histories will be to create, in your team, a book about the person(s) you have been interviewing.
Things You Will Do on Your Own:
Each student must turn in THREE of the four items from the list below:
• An “I am From” poem based on things you have learned about the participant.
• A free-form poem or story, like those we practiced early in the term, based on the participants life.
• An historic newspaper article from a significant event in the interviewee’s life.
• An historic photograph from a significant event in the interviewee’s life.
o Students will write a description of the article and photograph that includes:
A brief summary of the historic event.
An explanation about how this event was important to the interviewee.
o "The New York Times is an excellent resource for historic headlines and happenings.)
Thing You Will Do in Your Group:
As a whole group, you are responsible for producing:
• 1 typed transcript of the two interviews you have done with your participant (s).
o It is up to your group to decide how to spread out this work load. For example, you could all do this separately, or you could each do sections.
• 2 books (1 for your participant, and one to turn in to Ken):
o Each book will include sections on all of our participants.
o Your section must include at least:
1 “I am From” poem about your participant(s)
1 free-form poem or story
1 historic newspaper article with summary and explanation.
1 historic photograph with summary and explanation.
The final book may contain several of the above pieces (multiple poems, articles, etc.). Your group will decide which pieces to include. However, at least one piece from each student must be included.
Grading:
Part of your grade for this project will be based on the individual pieces you turn in to Ken, and part will be based on the group component:
• Three individual pieces (poems, article, photograph): 45%
• Transcripts: 20%
• Book: 35%
Individual student work will be evaluated according to each student’s individual writing goals. The transcripts and books will be evaluated for completeness and overall quality of presentation.
Local Histories Class
January 15, 2009
Final Due Date: Monday, January 26, 2009
Your final project for Local Histories will be to create, in your team, a book about the person(s) you have been interviewing.
Things You Will Do on Your Own:
Each student must turn in THREE of the four items from the list below:
• An “I am From” poem based on things you have learned about the participant.
• A free-form poem or story, like those we practiced early in the term, based on the participants life.
• An historic newspaper article from a significant event in the interviewee’s life.
• An historic photograph from a significant event in the interviewee’s life.
o Students will write a description of the article and photograph that includes:
A brief summary of the historic event.
An explanation about how this event was important to the interviewee.
o "The New York Times is an excellent resource for historic headlines and happenings.)
Thing You Will Do in Your Group:
As a whole group, you are responsible for producing:
• 1 typed transcript of the two interviews you have done with your participant (s).
o It is up to your group to decide how to spread out this work load. For example, you could all do this separately, or you could each do sections.
• 2 books (1 for your participant, and one to turn in to Ken):
o Each book will include sections on all of our participants.
o Your section must include at least:
1 “I am From” poem about your participant(s)
1 free-form poem or story
1 historic newspaper article with summary and explanation.
1 historic photograph with summary and explanation.
The final book may contain several of the above pieces (multiple poems, articles, etc.). Your group will decide which pieces to include. However, at least one piece from each student must be included.
Grading:
Part of your grade for this project will be based on the individual pieces you turn in to Ken, and part will be based on the group component:
• Three individual pieces (poems, article, photograph): 45%
• Transcripts: 20%
• Book: 35%
Individual student work will be evaluated according to each student’s individual writing goals. The transcripts and books will be evaluated for completeness and overall quality of presentation.
Monday, January 19, 2009
Advising Update
January 19, 2009
Dear Parent and Guardians,
Happy January and happy new year to you all. As the snow has melted and the sun shines, even if only momentarily, there are many things to share about our learning community.
Our advising retreat before the holidays was a time for students to share feelings, strength, and frustrations in a supportive environment. Nearly all of the students made their way to Silver Falls State Park for the overnight bonding experience, despite my poor driving directions. The weather was chilly, but clear and beautiful. We engaged in several activities designed to learn more about ourselves and gain insight into others. Shortly after arrival, students engaged in an activity which helped illustrate the roles which we each often play in group dynamics, and the strengths and challenges of being in those roles. After a snack, Rob, Polly, and I then led students through a series of outdoor activities which, for some, served to build the sense of trust and community, and for others, exposed fractures and confirmed preconceptions. Both of these results were extremely valuable to deconstruct back inside through discussion and open sharing. Many students expressed that the most valuable time as a community was the creating and sharing of art pieces which illustrated both the magic and baggage of what we bring to the world. Almost all students chose to share, or have their pieces shared anonymously, in an honest, trusting, revealing experience. I am personally grateful for the willingness of each and every member to come, engage, and share in this time.
Staff is currently looking at several options to make up the school time lost to snow days. We are trying to be creative in our approach to provide an effective solution that is least intrusive on the community. Such a disappointment it was for many of our community to have missed several days of intensives during that time. I personally found myself wanting to come to school on a snow day in order to lead my workshop!
As we approach the mid year point, we will be accepting a few new students to fill gaps left behind by a normal attrition rate, some of which will be joining our advising.
The end of semester one is Thursday, January 29th. Upper School Exhibitions will take place on that day. Students are each given several minutes to share work, or experiences, that have been significant to them over the past few months. Students generally choose to present projects, papers, or art work of which they are particularly proud, or from which they learned a great deal. That day will have a modified rotation schedule which will allow for all students to be able to present their work.
This Tuesday we will be celebrating the inauguration of President Elect Barack Obama throughout the building, and across age levels by watching the swearing in ceremonies and holding follow up discussions. Parents and community members are welcomed to join us.
Polly and I, in our duties as leaders of Kids for Kenya, will both be gone for our biannual student service trip for the two weeks directly before spring break, March 8-20. We have already lined-up fabulous subs to cover in absences. More information about the trip and program can be found by clicking here. Spring Break is March 23rd – April 3rd.
We will be scheduling spring parent-student-teacher conferences later than indicated on the school wide calendar, due to the Kenya trip. We hope to hold all conferences during the weeks right after spring break. Polly continues to be an advocate for each and every student in advising, and is especially helpful when I am not available during the afternoons and on Fridays. She maintains relationships with our advisees during her time in advising on Tuesdays and Thursdays. Polly hosts office hours for our advising to discuss any student concerns on Fridays from 12:00 to 1:00. We are both available outside that time by appointment.
All School Meetings are held Fridays at 11:00 in the Multi-purpose room. All of the ASM Committees (Budget, Hut, Shop, Park Stewards, etc.) meet each Tuesday at 10:00. Several students from our advising serve as heads of these committees. More about ASM can be found on the ASM wiki by clicking here.
State wide writing assessment is coming up. All high school students will take part, through advising, during February.
On a personal note, the end is in sight for my completion of my masters at PSU. I will complete my degree (knock on wood) this summer and will be able to be back at Trillium full time next year.
The preliminary version of the Semester 2 schedule is out. Students were shown a working draft last week to which they gave suggestions and feedback. Sign up will take place this week. Check it out below. This Wednesday, Jan 20, the final Semester 2 schedule and sign-up will be available. Please talk about this at home. Over the following week students will conference 1:1 with me to review their transcripts, explore interests, and sign-up for classes.
There is no school Friday, Jan 30 or Monday Feb 2 as teachers establish the new student schedules and do grades.
It is our practice that grades are available to teachers and students and mailed home 2 weeks after the end of the Semester. When those are available, all advisors will be scheduling student/parent conferences for Seniors to review transcripts and credits towards graduation. We will also meet with and develop contracts for any students who is Not in Good Academic Standing, defined as receiving D/F grades in two or more classes.
The week of February 9 is sign-up for Benson Night School. If I believe your student would benefit from this I have given them the forms I received from PPS.
The economic crunch that is affecting people across the globe is, as expected, causing Trillium to readjust some of our priorities. We are, as always, grateful to our fabulous community, including the TFT, for volunteering time, financial resources, and support during what for many is a strenuous time. Thank you all.
Best wishes for a healthy and prosperous year,
Ken
Dear Parent and Guardians,
Happy January and happy new year to you all. As the snow has melted and the sun shines, even if only momentarily, there are many things to share about our learning community.
Our advising retreat before the holidays was a time for students to share feelings, strength, and frustrations in a supportive environment. Nearly all of the students made their way to Silver Falls State Park for the overnight bonding experience, despite my poor driving directions. The weather was chilly, but clear and beautiful. We engaged in several activities designed to learn more about ourselves and gain insight into others. Shortly after arrival, students engaged in an activity which helped illustrate the roles which we each often play in group dynamics, and the strengths and challenges of being in those roles. After a snack, Rob, Polly, and I then led students through a series of outdoor activities which, for some, served to build the sense of trust and community, and for others, exposed fractures and confirmed preconceptions. Both of these results were extremely valuable to deconstruct back inside through discussion and open sharing. Many students expressed that the most valuable time as a community was the creating and sharing of art pieces which illustrated both the magic and baggage of what we bring to the world. Almost all students chose to share, or have their pieces shared anonymously, in an honest, trusting, revealing experience. I am personally grateful for the willingness of each and every member to come, engage, and share in this time.
Staff is currently looking at several options to make up the school time lost to snow days. We are trying to be creative in our approach to provide an effective solution that is least intrusive on the community. Such a disappointment it was for many of our community to have missed several days of intensives during that time. I personally found myself wanting to come to school on a snow day in order to lead my workshop!
As we approach the mid year point, we will be accepting a few new students to fill gaps left behind by a normal attrition rate, some of which will be joining our advising.
The end of semester one is Thursday, January 29th. Upper School Exhibitions will take place on that day. Students are each given several minutes to share work, or experiences, that have been significant to them over the past few months. Students generally choose to present projects, papers, or art work of which they are particularly proud, or from which they learned a great deal. That day will have a modified rotation schedule which will allow for all students to be able to present their work.
This Tuesday we will be celebrating the inauguration of President Elect Barack Obama throughout the building, and across age levels by watching the swearing in ceremonies and holding follow up discussions. Parents and community members are welcomed to join us.
Polly and I, in our duties as leaders of Kids for Kenya, will both be gone for our biannual student service trip for the two weeks directly before spring break, March 8-20. We have already lined-up fabulous subs to cover in absences. More information about the trip and program can be found by clicking here. Spring Break is March 23rd – April 3rd.
We will be scheduling spring parent-student-teacher conferences later than indicated on the school wide calendar, due to the Kenya trip. We hope to hold all conferences during the weeks right after spring break. Polly continues to be an advocate for each and every student in advising, and is especially helpful when I am not available during the afternoons and on Fridays. She maintains relationships with our advisees during her time in advising on Tuesdays and Thursdays. Polly hosts office hours for our advising to discuss any student concerns on Fridays from 12:00 to 1:00. We are both available outside that time by appointment.
All School Meetings are held Fridays at 11:00 in the Multi-purpose room. All of the ASM Committees (Budget, Hut, Shop, Park Stewards, etc.) meet each Tuesday at 10:00. Several students from our advising serve as heads of these committees. More about ASM can be found on the ASM wiki by clicking here.
State wide writing assessment is coming up. All high school students will take part, through advising, during February.
On a personal note, the end is in sight for my completion of my masters at PSU. I will complete my degree (knock on wood) this summer and will be able to be back at Trillium full time next year.
The preliminary version of the Semester 2 schedule is out. Students were shown a working draft last week to which they gave suggestions and feedback. Sign up will take place this week. Check it out below. This Wednesday, Jan 20, the final Semester 2 schedule and sign-up will be available. Please talk about this at home. Over the following week students will conference 1:1 with me to review their transcripts, explore interests, and sign-up for classes.
There is no school Friday, Jan 30 or Monday Feb 2 as teachers establish the new student schedules and do grades.
It is our practice that grades are available to teachers and students and mailed home 2 weeks after the end of the Semester. When those are available, all advisors will be scheduling student/parent conferences for Seniors to review transcripts and credits towards graduation. We will also meet with and develop contracts for any students who is Not in Good Academic Standing, defined as receiving D/F grades in two or more classes.
The week of February 9 is sign-up for Benson Night School. If I believe your student would benefit from this I have given them the forms I received from PPS.
The economic crunch that is affecting people across the globe is, as expected, causing Trillium to readjust some of our priorities. We are, as always, grateful to our fabulous community, including the TFT, for volunteering time, financial resources, and support during what for many is a strenuous time. Thank you all.
Best wishes for a healthy and prosperous year,
Ken
Preliminary S2 Schedule
Please be advised that this is the most current version of the schedule, but not yet final. All four pages are included here. Click on any of them to make them bigger.
Tuesday, December 02, 2008
Kids for Kenya Update
29 November 2008
Dear Kids for Kenya parents,
Happy holidays to you all. This is an update on our preparations for the trip to Nairobi coming up in March. The Kenya morning class has been going relatively smoothly. Aside from some early morning struggles with tardiness, students have been engaging in learning about history and cultures of Africa. We have been looking at ancient history and are transitioning into learning about colonialism.
We were greatly pleased and honored to have hosted Beatrice Anunda, founder and director of our sister school in Nairobi, Humble Hearts. Beatrice was able to meet with the Kids for Kenya and lead a few of our classes. We are sincerely grateful for her lessons in pronunciation of Kiswahili words which far outshined our own bumbling attempts. As part of Beatrice’s visit, and as regular parts of the class, we offer a “Trip Reality” time in which we focus on the logistics, the questions, and the emotions surrounding the trip.
Polly and I were able to conference with most students individually to address concerns or questions about the trip. Many students expressed anxiety about the pending deadline for the initial payment. We have moved back the deadline for the first payment to January 10th. Parents or students should feel free to contact Polly or myself about any concerns associated with the trip, financial or otherwise. Most students have begun personal fundraising efforts, doing odd jobs, babysitting, hosting musical performances, writing letters of support to family and friends, creating online sites at which to donate money, or making crafts to sell for the holidays. We are happy to help students brainstorm and carry out fund raising schemes. Let us know if we can help.
We are about to launch this year’s Shop Africa drive in which we sell hand-made Kenyan crafts, cards, and jewelry at the display case in the lobby at Trillium in order to send money directly to Humble Hearts. We also are pleased to be offering again gift certificates for a variety of much needed items, such as food, clothing, and basic health care supplies. Items may be purchased in the name of a friend or relative and given as a holiday present.
Again, please let us know if we can answer any questions or address concerns about the trip. We are thrilled to have this terrific opportunity.
Best,
Ken and Polly
Ken@TrilliumCharterSchool.org, Polly@TrilliumCharterSchool.org
Dear Kids for Kenya parents,
Happy holidays to you all. This is an update on our preparations for the trip to Nairobi coming up in March. The Kenya morning class has been going relatively smoothly. Aside from some early morning struggles with tardiness, students have been engaging in learning about history and cultures of Africa. We have been looking at ancient history and are transitioning into learning about colonialism.
We were greatly pleased and honored to have hosted Beatrice Anunda, founder and director of our sister school in Nairobi, Humble Hearts. Beatrice was able to meet with the Kids for Kenya and lead a few of our classes. We are sincerely grateful for her lessons in pronunciation of Kiswahili words which far outshined our own bumbling attempts. As part of Beatrice’s visit, and as regular parts of the class, we offer a “Trip Reality” time in which we focus on the logistics, the questions, and the emotions surrounding the trip.
Polly and I were able to conference with most students individually to address concerns or questions about the trip. Many students expressed anxiety about the pending deadline for the initial payment. We have moved back the deadline for the first payment to January 10th. Parents or students should feel free to contact Polly or myself about any concerns associated with the trip, financial or otherwise. Most students have begun personal fundraising efforts, doing odd jobs, babysitting, hosting musical performances, writing letters of support to family and friends, creating online sites at which to donate money, or making crafts to sell for the holidays. We are happy to help students brainstorm and carry out fund raising schemes. Let us know if we can help.
We are about to launch this year’s Shop Africa drive in which we sell hand-made Kenyan crafts, cards, and jewelry at the display case in the lobby at Trillium in order to send money directly to Humble Hearts. We also are pleased to be offering again gift certificates for a variety of much needed items, such as food, clothing, and basic health care supplies. Items may be purchased in the name of a friend or relative and given as a holiday present.
Again, please let us know if we can answer any questions or address concerns about the trip. We are thrilled to have this terrific opportunity.
Best,
Ken and Polly
Ken@TrilliumCharterSchool.org, Polly@TrilliumCharterSchool.org
Wednesday, November 19, 2008
Advising Retreat
November 19, 2008
Dear Families,
I love class meeting. I might be the only one in the room at times that does, but by golly, it helps me feel like the Trillium experiment is really working. We hold class meeting every Wednesday and they often last the entirety of the period. Students bring announcements, proposals, and discussion items. Today, after debating the pros and cons of the lounge/study space at the end of the hall, we transitioned to a discussion that could best be titled, “This year’s struggles.” Students candidly relayed concerns and confusions they had encountered, or heard about, during this first quarter of the year. Much of it revolved around communication, both student to student, and staff to student, as well as what is seen as the changing face of Trillium as our school further defines itself, becomes more established, and how that translates to school culture and expectations.
Our advising group has faced its share of interpersonal challenges as students attempt to define themselves and their roles within our school culture. We have been navigating social barriers between friend groups and sometimes the communication has been healthier than others. Sometimes it is kind and direct. Sometimes not so much. Sometimes we mediate. Sometimes we process as a whole group. But, we never seem to have enough time to get through as much as people would like.
I echoed the importance of the issues students brought up, and realize that advising is simply not enough time and space to sift through those topics effectively. I believe our group could benefit from dedicated time in which to address some of the issues. I proposed an overnight advising retreat to the students. Students overwhelmingly supported the idea. The other high school advisors, Elizabeth, Jess, and Will, as well as Polly, Stephanie, and I have been discussing the idea for some time. This is not a campout. The retreat will have an agenda that reflects the students concerns and will be facilitated by a group of staff. Polly, Rob, Stephanie, and I will be co-facilitating. This retreat will be just for our advising group.
I cannot require that everyone attend. But such an event is truly only successful if everyone agrees to participate. I strongly encourage each student to come and engage. I feel hopeful, based on the response at today’s meeting, that this will happen.
We have made arrangements at Silver Falls State Park, outside of Salem, for Thursday, December 4th. Each of the students will be excused from their classes for Thursday and Friday. We will leave Trillium in the morning on Thursday and return in the early afternoon on Friday. We will be staying in a cabin, not camping. I have attached a list of suggested supplies students should bring.
There will not be any fee for this event. We think we can cover everything but transportation for about $200. The funds to cover it will come partly out of the activity fee, and partly out of my own budget. As this was not a budgeted expense, I am asking any parent who might be able to contribute to make a small donation. You can do this at the front desk, or directly with any of the staff involved.
We need help with transportation. Anyone who might be able to drive, please contact Polly.
I consider this a great opportunity and look forward to using this time to support students in expressing their ideas, and finding solutions, in safe, comfortable, productive ways. Please feel free to contact me or Polly with any questions.
Best,
Ken
Ken@TrilliumCharterSchool.org – 503-348-9849
Polly@TrilliumCharterSchool.org – 503-459-1504
Retreat Details:
Where:
We will be traveling to Silver Falls State Park, outside of Salem. It is located 70 miles south of Portland, about 25 miles east of Salem on OR-214. We are staying in a large heated cabin with bunk beds, indoor plumbing, fireplace, and kitchen.
What to Bring:
• Bedding: Sleeping bag or blankets, pillow.
• Towel, toiletries
• Warm clothing: layers, jacket, hat, gloves, rain gear or poncho
• Sturdy walking shoes: boots or sneakers for outside. Slippers or warm socks for inside.
Meals:
Meals are being planned by staff, but each student is expected to contribute to cooking and/or clean-up.
Ground Rules:
All Trillium and PPS policies apply; absolutely no drugs or alcohol.
Draft Agenda:
Thursday, December 4
7:30 Leave Trillium
9:00 Arrive and settle in, continental breakfast.
9:30 – 12:00 Large/small group retreat activities: including ice breaker, discussion, reading, and
journaling.
12:00 – 1:00 Lunch
1:00 – 5:00 Experiential activities facilitated by staff
5:00 – 6:00 Free time
6:30 Dinner
8:00 Evening activities – poetry, talent show, campfire.
Friday, Dec. 5
8:30 – Breakfast
9:00-11:00 Retreat activities
11:30 Clean up and leave by noon
1:30 Arrive back at Trillium
Dear Families,
I love class meeting. I might be the only one in the room at times that does, but by golly, it helps me feel like the Trillium experiment is really working. We hold class meeting every Wednesday and they often last the entirety of the period. Students bring announcements, proposals, and discussion items. Today, after debating the pros and cons of the lounge/study space at the end of the hall, we transitioned to a discussion that could best be titled, “This year’s struggles.” Students candidly relayed concerns and confusions they had encountered, or heard about, during this first quarter of the year. Much of it revolved around communication, both student to student, and staff to student, as well as what is seen as the changing face of Trillium as our school further defines itself, becomes more established, and how that translates to school culture and expectations.
Our advising group has faced its share of interpersonal challenges as students attempt to define themselves and their roles within our school culture. We have been navigating social barriers between friend groups and sometimes the communication has been healthier than others. Sometimes it is kind and direct. Sometimes not so much. Sometimes we mediate. Sometimes we process as a whole group. But, we never seem to have enough time to get through as much as people would like.
I echoed the importance of the issues students brought up, and realize that advising is simply not enough time and space to sift through those topics effectively. I believe our group could benefit from dedicated time in which to address some of the issues. I proposed an overnight advising retreat to the students. Students overwhelmingly supported the idea. The other high school advisors, Elizabeth, Jess, and Will, as well as Polly, Stephanie, and I have been discussing the idea for some time. This is not a campout. The retreat will have an agenda that reflects the students concerns and will be facilitated by a group of staff. Polly, Rob, Stephanie, and I will be co-facilitating. This retreat will be just for our advising group.
I cannot require that everyone attend. But such an event is truly only successful if everyone agrees to participate. I strongly encourage each student to come and engage. I feel hopeful, based on the response at today’s meeting, that this will happen.
We have made arrangements at Silver Falls State Park, outside of Salem, for Thursday, December 4th. Each of the students will be excused from their classes for Thursday and Friday. We will leave Trillium in the morning on Thursday and return in the early afternoon on Friday. We will be staying in a cabin, not camping. I have attached a list of suggested supplies students should bring.
There will not be any fee for this event. We think we can cover everything but transportation for about $200. The funds to cover it will come partly out of the activity fee, and partly out of my own budget. As this was not a budgeted expense, I am asking any parent who might be able to contribute to make a small donation. You can do this at the front desk, or directly with any of the staff involved.
We need help with transportation. Anyone who might be able to drive, please contact Polly.
I consider this a great opportunity and look forward to using this time to support students in expressing their ideas, and finding solutions, in safe, comfortable, productive ways. Please feel free to contact me or Polly with any questions.
Best,
Ken
Ken@TrilliumCharterSchool.org – 503-348-9849
Polly@TrilliumCharterSchool.org – 503-459-1504
Retreat Details:
Where:
We will be traveling to Silver Falls State Park, outside of Salem. It is located 70 miles south of Portland, about 25 miles east of Salem on OR-214. We are staying in a large heated cabin with bunk beds, indoor plumbing, fireplace, and kitchen.
What to Bring:
• Bedding: Sleeping bag or blankets, pillow.
• Towel, toiletries
• Warm clothing: layers, jacket, hat, gloves, rain gear or poncho
• Sturdy walking shoes: boots or sneakers for outside. Slippers or warm socks for inside.
Meals:
Meals are being planned by staff, but each student is expected to contribute to cooking and/or clean-up.
Ground Rules:
All Trillium and PPS policies apply; absolutely no drugs or alcohol.
Draft Agenda:
Thursday, December 4
7:30 Leave Trillium
9:00 Arrive and settle in, continental breakfast.
9:30 – 12:00 Large/small group retreat activities: including ice breaker, discussion, reading, and
journaling.
12:00 – 1:00 Lunch
1:00 – 5:00 Experiential activities facilitated by staff
5:00 – 6:00 Free time
6:30 Dinner
8:00 Evening activities – poetry, talent show, campfire.
Friday, Dec. 5
8:30 – Breakfast
9:00-11:00 Retreat activities
11:30 Clean up and leave by noon
1:30 Arrive back at Trillium
Conferences.
Hi Families,
I am still looking to get a couple more folks scheduled for this Friday afternoon or evening. If you have not already signed up for a conference, please call or email. 503-348-9849 - Ken@TrilliumCharterSchool.org.
Ken
I am still looking to get a couple more folks scheduled for this Friday afternoon or evening. If you have not already signed up for a conference, please call or email. 503-348-9849 - Ken@TrilliumCharterSchool.org.
Ken
Friday, November 07, 2008
Advising Update
6 November 2008
Dear Parents and Guardians,
I hope this note finds all of you healthy, adjusting to our beloved wet and rainy days, and energized by the changing face of American presidential politics. Feeling safe in our community to admit my own biases, I confess my excitement. It is an historic time in our nation's history and one at which I am personally filled with hope. Political discourse may not be the main issue of this letter, but safety and comfort to express ideas is central.
Our advising group has gotten off to a great first part of the year. We have been using the time to help ground students in new surroundings, new classmates, and new expectations, and treat advising as a place for students to land. Our Wednesday Class Meetings have become an anchor of advising and led to a number of engaging discussions and debates within our community. Through class meeting, we have established Advising as a quiet study space on all but meeting and workshop days, and gone on to debate, and define, "quiet." We have created a host of new clubs, including Baking, Craft, and Asian-American clubs. We have established the systems to allow students to access independence responsibly such as Coffee Time, and the Personal Learning time Sign Out Board.
Polly and I have been conferencing with each of the students individually to develop Personalized Learning Plans. Learning Plans focus on understanding the needs and desires of the individual student and then finding them appropriate time, space, and resources in advising to support those ideas. As expected, these are as diverse as the students themselves. According to their goals, during any one advising class, a student may be reading the newspaper, playing chess, painting, tutoring, being tutored, quietly reading, or doing homework, among other things. Through these discussions with students, we are able to make agreements about each student's expectations and how ze* will use advising to support ze's specific goals. At the top of the list of common struggles for students are organization and communication. Polly and I are designing workshops to be held during advising to address these needs with all interested students. We are also increasing our emphasis on university preparedness by hosting workshops on college options, the application process, and financial aid.
We are fortunate to have many students in our advising group this year, some at Trillium for the first time, and some simply new to our high school who have been at Trillium for years. There is an expected adjustment period as the group defines itself, and each member begins to learn more about the others. We have emphasized the need for honest, safe communication and had the opportunity to model that through facilitated discussions and mediations. In just these few weeks since the beginning of the year, we have come a long way in our our work to support each student to hear and be heard in respectful ways. As students are finding comfortable spaces and circles of friends, Polly and I are also encouraging students to reach outside of their immediate friend zone to find resources and support in both academic and personal areas.
We are able to use advising as a platform to have important discussions about maintaining a healthy class, and whole-school, community. We recently engaged in what was at times a heated discussion about the impact of Portland Public School policies on Trillium students. We specifically discussed the ramifications for harassment, bullying, and use of alcohol or illegal drugs. Polly and I explained that Trillium is bound by the processes and penalties designed by PPS in these areas. Engaging in any of these activities can lead to expulsion. While we place a great deal of value on our relationships here, and we function in a democratic structure, it is ultimately the teacher's duty, to be the authority, and to insure that unhealthy, unsafe, or illegal activities are not tolerated.
In addition to our activities within advising, advisees have begun to establish a relationship with our Lower School buddy group. We are partnered with Rob's Intermediate class and it was a rewarding experience to be a part of our Halloween pumpkin carving and food sharing time. All students participated and, if you can possibly believe it, no one even complained.
During advising time, we recently completed our fall, district-mandated, round of standardized testing in the content areas of reading, science, and mathematics. All 9th and 10th graders are required to test. Any 11th or 12th graders who did not meet or exceed the expected passing scores are also encouraged to re-take the exams. We will have another round of these tests, as usual, in the spring.
Parent-student-teacher conference time is here. We will be scheduling the hour-long conferences for Fridays the 14th and 21st, on the half hour beginning at 12:30. Most spaces are currently open. Please contact me or Polly to schedule a time as soon as is convenient.
As always, please feel free to contact me or Polly if we can in any way be of assistance.
Warm Regards,
Ken and Polly
*Ze is a gender neutral pronoun used in place of he/she.
Dear Parents and Guardians,
I hope this note finds all of you healthy, adjusting to our beloved wet and rainy days, and energized by the changing face of American presidential politics. Feeling safe in our community to admit my own biases, I confess my excitement. It is an historic time in our nation's history and one at which I am personally filled with hope. Political discourse may not be the main issue of this letter, but safety and comfort to express ideas is central.
Our advising group has gotten off to a great first part of the year. We have been using the time to help ground students in new surroundings, new classmates, and new expectations, and treat advising as a place for students to land. Our Wednesday Class Meetings have become an anchor of advising and led to a number of engaging discussions and debates within our community. Through class meeting, we have established Advising as a quiet study space on all but meeting and workshop days, and gone on to debate, and define, "quiet." We have created a host of new clubs, including Baking, Craft, and Asian-American clubs. We have established the systems to allow students to access independence responsibly such as Coffee Time, and the Personal Learning time Sign Out Board.
Polly and I have been conferencing with each of the students individually to develop Personalized Learning Plans. Learning Plans focus on understanding the needs and desires of the individual student and then finding them appropriate time, space, and resources in advising to support those ideas. As expected, these are as diverse as the students themselves. According to their goals, during any one advising class, a student may be reading the newspaper, playing chess, painting, tutoring, being tutored, quietly reading, or doing homework, among other things. Through these discussions with students, we are able to make agreements about each student's expectations and how ze* will use advising to support ze's specific goals. At the top of the list of common struggles for students are organization and communication. Polly and I are designing workshops to be held during advising to address these needs with all interested students. We are also increasing our emphasis on university preparedness by hosting workshops on college options, the application process, and financial aid.
We are fortunate to have many students in our advising group this year, some at Trillium for the first time, and some simply new to our high school who have been at Trillium for years. There is an expected adjustment period as the group defines itself, and each member begins to learn more about the others. We have emphasized the need for honest, safe communication and had the opportunity to model that through facilitated discussions and mediations. In just these few weeks since the beginning of the year, we have come a long way in our our work to support each student to hear and be heard in respectful ways. As students are finding comfortable spaces and circles of friends, Polly and I are also encouraging students to reach outside of their immediate friend zone to find resources and support in both academic and personal areas.
We are able to use advising as a platform to have important discussions about maintaining a healthy class, and whole-school, community. We recently engaged in what was at times a heated discussion about the impact of Portland Public School policies on Trillium students. We specifically discussed the ramifications for harassment, bullying, and use of alcohol or illegal drugs. Polly and I explained that Trillium is bound by the processes and penalties designed by PPS in these areas. Engaging in any of these activities can lead to expulsion. While we place a great deal of value on our relationships here, and we function in a democratic structure, it is ultimately the teacher's duty, to be the authority, and to insure that unhealthy, unsafe, or illegal activities are not tolerated.
In addition to our activities within advising, advisees have begun to establish a relationship with our Lower School buddy group. We are partnered with Rob's Intermediate class and it was a rewarding experience to be a part of our Halloween pumpkin carving and food sharing time. All students participated and, if you can possibly believe it, no one even complained.
During advising time, we recently completed our fall, district-mandated, round of standardized testing in the content areas of reading, science, and mathematics. All 9th and 10th graders are required to test. Any 11th or 12th graders who did not meet or exceed the expected passing scores are also encouraged to re-take the exams. We will have another round of these tests, as usual, in the spring.
Parent-student-teacher conference time is here. We will be scheduling the hour-long conferences for Fridays the 14th and 21st, on the half hour beginning at 12:30. Most spaces are currently open. Please contact me or Polly to schedule a time as soon as is convenient.
As always, please feel free to contact me or Polly if we can in any way be of assistance.
Warm Regards,
Ken and Polly
*Ze is a gender neutral pronoun used in place of he/she.
Sunday, October 12, 2008
No Classes this Wednesday Morning - PSAT.
Hi all,
As many of you already know, this Wednesday Trillium is hosting the PSAT for all of our high school sophomores(and a few juniors). The exam will run all morning. In order to provide the most productive testing environment, all high school classes are canceled in the morning. Classes will run as usual after lunch. Students who are not testing are not required to attend in the morning. If they do attend, they must agree to work quietly on class work. This is an excellent opportunity for students to seek out help or get caught up.
Please let me know if you have any questions.
Best,
Ken
As many of you already know, this Wednesday Trillium is hosting the PSAT for all of our high school sophomores(and a few juniors). The exam will run all morning. In order to provide the most productive testing environment, all high school classes are canceled in the morning. Classes will run as usual after lunch. Students who are not testing are not required to attend in the morning. If they do attend, they must agree to work quietly on class work. This is an excellent opportunity for students to seek out help or get caught up.
Please let me know if you have any questions.
Best,
Ken
Sunday, September 07, 2008
Local Histories Syllabus
Local Histories: The Community Preservation Project
Trillium Charter School
2008/9 Semester 1
Instructor: Ken Gadbow
Email: Ken@TrilliumCharterSchool.org
Phone: 503-348-9849 (mobile), 503-235-8307 (home)
Blog: http://ken-trillium.blogspot.com
Course Structure:
Students will be expected to participate in many ways: through writing, reading, listening, and small group activities. There are short listening and writing assignments each day, which may include read-alouds. Students will keep a log book of what we do each day in class and save all material they create in their files.
Course Objectives:
Students will acquire a greater knowledge about the 20th century history of Portland, and the Pacific Northwest. Students will develop their skills as listeners. Students will develop greater abilities to express themselves through writing. Students will be able to tell historically accurate tales about specific places in and around Portland.
Course Overview:
This class focuses on developing the student’s knowledge and appreciation for firsthand experiences of senior members of our community. We will study national and international events through the lens of local historical happenings. Through interviewing community members and researching relevant events, students will come to better understand the personal impacts of the Great Depression, World War II, the Civil Rights Movement, the Labor Movement, and the Vietnam War, among many others.
Code of Conduct:
All students are expected to know and uphold the Rights and Responsibilities of the Trillium Constitution. We will use the non-violent conflict resolution process that includes conversations, mediations, and agreements.
Grading:
Participation: 50%
Projects 30%
Presentations: 20%
Participation will be graded according to the student’s involvement in daily class activities. Your logbook will be evidence of your participation in class.
Attendance Policy:
The majority of your grade in this class comes from your participation. If you are not here, then you cannot participate. If you cannot participate, then you cannot meet the expectations of the class. If a student must miss a class, ze must communicate with Ken beforehand. Ken’s contact information is listed at the top of this syllabus. Please use it. Failure to attend class, or to communicate clearly with Ken, will be a problem.
Course Schedule:
This semester long class is divided into 5 sections: Listening, Looking, Gathering, Recording, and Synthesizing. Through Listening, and then Looking, we will spend the first part of the semester honing our skills as “perceivers”. We will concentrate on that which we can personally hear and see in our own community, then bring that information back to the classroom to discuss the why’s and how’s of those findings. During the Gathering unit, we will uncover strange, important, and unique events that have happened right in our neighborhoods through both walking and virtual field trips, as well as primary source archival research, using diaries, journals, newspapers, and other firsthand accounts to learn about the places around us. During the Recording unit, we will then use our improved listening and looking skills to conduct interviews with senior members of the community at the Marie Smith Center on North Albina Street. We will conduct a series of interviews there, record what we learn, then use that information to create picture books based on the senior’s personal experiences. The Synthesizing unit is designed to support students in creating a coherent story, based on historical events, and first-person narrative and personal observation. The books students create will be the final project of the semester and will be offered as gifts to the seniors upon whose life stories they were based.
Weeks 1-3 (September 8-25): Listening, with week 3 field trip.
September 24-26: Upper School Campouts.
Weeks 4-5 (Sep 29 – October 8): Looking with week 5 field trip.
October 9: Staff Development Day. No school.
Weeks 6-8 (October 13-30): Gathering with week 8 field trip.
Week 9 (November 3-6): Recording, Interview Skills.
November 3-7: Mid-Semester Point. Parent conferences begin.
Weeks 10-11 (November 10-20): Recording, Marie Smith Center visits.
November 24 – 28: Thanksgiving Break. No school.
Weeks 12-15 (Dec. 1 - Jan. 15): Synthesizing.
December 22nd – January 2nd: Winter Break. No school.
Weeks 16-17 (January 12th-22nd): Working on projects.
Week 18 (January 26-29th): Presentations
Last week of term. All projects due.
Thursday, January 29th: Upper School Exhibition Day
Trillium Charter School
2008/9 Semester 1
Instructor: Ken Gadbow
Email: Ken@TrilliumCharterSchool.org
Phone: 503-348-9849 (mobile), 503-235-8307 (home)
Blog: http://ken-trillium.blogspot.com
Course Structure:
Students will be expected to participate in many ways: through writing, reading, listening, and small group activities. There are short listening and writing assignments each day, which may include read-alouds. Students will keep a log book of what we do each day in class and save all material they create in their files.
Course Objectives:
Students will acquire a greater knowledge about the 20th century history of Portland, and the Pacific Northwest. Students will develop their skills as listeners. Students will develop greater abilities to express themselves through writing. Students will be able to tell historically accurate tales about specific places in and around Portland.
Course Overview:
This class focuses on developing the student’s knowledge and appreciation for firsthand experiences of senior members of our community. We will study national and international events through the lens of local historical happenings. Through interviewing community members and researching relevant events, students will come to better understand the personal impacts of the Great Depression, World War II, the Civil Rights Movement, the Labor Movement, and the Vietnam War, among many others.
Code of Conduct:
All students are expected to know and uphold the Rights and Responsibilities of the Trillium Constitution. We will use the non-violent conflict resolution process that includes conversations, mediations, and agreements.
Grading:
Participation: 50%
Projects 30%
Presentations: 20%
Participation will be graded according to the student’s involvement in daily class activities. Your logbook will be evidence of your participation in class.
Attendance Policy:
The majority of your grade in this class comes from your participation. If you are not here, then you cannot participate. If you cannot participate, then you cannot meet the expectations of the class. If a student must miss a class, ze must communicate with Ken beforehand. Ken’s contact information is listed at the top of this syllabus. Please use it. Failure to attend class, or to communicate clearly with Ken, will be a problem.
Course Schedule:
This semester long class is divided into 5 sections: Listening, Looking, Gathering, Recording, and Synthesizing. Through Listening, and then Looking, we will spend the first part of the semester honing our skills as “perceivers”. We will concentrate on that which we can personally hear and see in our own community, then bring that information back to the classroom to discuss the why’s and how’s of those findings. During the Gathering unit, we will uncover strange, important, and unique events that have happened right in our neighborhoods through both walking and virtual field trips, as well as primary source archival research, using diaries, journals, newspapers, and other firsthand accounts to learn about the places around us. During the Recording unit, we will then use our improved listening and looking skills to conduct interviews with senior members of the community at the Marie Smith Center on North Albina Street. We will conduct a series of interviews there, record what we learn, then use that information to create picture books based on the senior’s personal experiences. The Synthesizing unit is designed to support students in creating a coherent story, based on historical events, and first-person narrative and personal observation. The books students create will be the final project of the semester and will be offered as gifts to the seniors upon whose life stories they were based.
Weeks 1-3 (September 8-25): Listening, with week 3 field trip.
September 24-26: Upper School Campouts.
Weeks 4-5 (Sep 29 – October 8): Looking with week 5 field trip.
October 9: Staff Development Day. No school.
Weeks 6-8 (October 13-30): Gathering with week 8 field trip.
Week 9 (November 3-6): Recording, Interview Skills.
November 3-7: Mid-Semester Point. Parent conferences begin.
Weeks 10-11 (November 10-20): Recording, Marie Smith Center visits.
November 24 – 28: Thanksgiving Break. No school.
Weeks 12-15 (Dec. 1 - Jan. 15): Synthesizing.
December 22nd – January 2nd: Winter Break. No school.
Weeks 16-17 (January 12th-22nd): Working on projects.
Week 18 (January 26-29th): Presentations
Last week of term. All projects due.
Thursday, January 29th: Upper School Exhibition Day
Saturday, September 06, 2008
Senior Inquiry Syllabus
Senior Inquiry
Trillium Charter School 2008/9
Instructor: Ken Gadbow Phone: 503-348-9849 (mobile), 503-235-8307 (home)
Email: Ken@TrilliumCharterSchool.org Blog: http://ken-trillium.blogspot.com/
Credit available: Minimum .5 LA with .5 to be arranged depending on project focus.
Course Objectives:
Senior Inquiry is a required year-long class for all students graduating from Trillium in 2008. During this class, students will:
• Plan, develop, and carry out Senior Projects.
• Receive timely counseling to ensure satisfactory completion of graduation requirements.
• Prepare for the post high school experience: college, jobs, careers, and more.
• Plan for commencement in June.
Code of Conduct:
All students are expected to know and uphold the Rights and Responsibilities of the Trillium Constitution, and use the non-violent conflict resolution process.
Attendance Policy:
Every Tuesday, we will meet as a whole class to discuss progress on our projects and the college application process. Additionally, each student is required to meet one on one with Ken on a regular basis. It is imperative that students attend the senior class meetings as well as their individual sessions with Ken. Failure to communicate clearly with Ken will be a problem. If you absolutely cannot make a meeting, you must contact me beforehand. My contact information is above. Please use it.
Assignments and grading policies:
Students must satisfactorily complete a Senior Project in order to graduate from Trillium. This class is graded A or F. Those are your only two options. Your grade depends on satisfactory completion of the Senior Project. Students whose Project Review Committees approve their project, will be eligible to receive one full credit (1.0) for the year of Senior Inquiry after presenting the approved project to the Trillium community in the spring. Credit areas depend on project focus. At a minimum, any satisfactorily complete projected should warrant .5 credits of Language Arts and .5 credits of elective. Other credits are by arrangement.
SAT prep time and college application material are not ‘graded.’ I will help students budget time for them and lend support and resources. The reward for these endeavors, however, is securing your own future for yourself. If you dedicate the time and energy to this effort, you will reap your own reward. If you blow it off, you will suffer the consequences. No grade required.
Project Review Committees
The Project Review Committee (PRC) is a student-created board that guides, instructs, critiques, and ultimately decides the fate of the individual student’s project. Once a student decides on the subject of ze’s project, ze forms a PRC of at least four members, and arranges the first PRC meeting date. The PRC is required to meet at least three times, in the beginning, middle, and at the end of the project. The student will formally present ze’s project to the PRC on the final meeting, during which the student will defend ze’s work. The PRC then decides whether or not the student has (or has not) met expectations. Approved projects then must be presented to the broader community at Senior Project Night. More details can be found in the “Senior Project Proposal” form, attached.
Please note: Trillium staff members are encouraged to serve on no more than five PRC’s. We have many skilled faculty. Ask potential PRC members early in order to increase the chance of getting them on your committee.
Helpful Dates
• Every Tuesday: Senior Class Meeting in Ken’s Room.
• ASAP:
o Request College Information/Applications
o Decide on Senior Project Topic
o Form Project Review Committee and set first meeting date.
• September 9th: SAT registration deadline for October 4th exam.
• September 26th: SAT registration deadline for November 1st exam.
• October 4th: First SAT exam date
• November 1st: Second SAT exam date
• November 5th: SAT registration deadline for December 6th exam.
• November 14th: Deadline for First PRC Meeting
• December 6th: Third SAT exam date.
• Friday, December 26th: Halfway point for Senior Projects.
• January 1st: Free Application for Federal Student Aid begins accepting applications at 12:01 AM.
• January 15th: College Application Deadlines Begin
• January 23rd: Deadline for Second PRC Meeting
• February 16th - Oregon Student Assistance Commission scholarship application Early Bird deadline.
• March 2nd - Oregon Student Assistance Commission scholarship application Final deadline.
• March 6th: Ordering of Caps and Gowns, and Graduation Announcement (invitations)
• April 3rd: Deadline for professional publishing of Senior Project Papers.
• April 17th: Senior Project Due.
• April 17th – April 30th: Final PRC Meetings.
• Friday, May 1st: Senior Project Fair
• May 18-29: Commencement planning and preparation, including senior speech writing.
• Friday, June 5th: Seniors Last Required Day
• Saturday, June 6th: Trillium Charter School Class of 2009 Senior Commencement
Trillium Charter School 2008/9
Instructor: Ken Gadbow Phone: 503-348-9849 (mobile), 503-235-8307 (home)
Email: Ken@TrilliumCharterSchool.org Blog: http://ken-trillium.blogspot.com/
Credit available: Minimum .5 LA with .5 to be arranged depending on project focus.
Course Objectives:
Senior Inquiry is a required year-long class for all students graduating from Trillium in 2008. During this class, students will:
• Plan, develop, and carry out Senior Projects.
• Receive timely counseling to ensure satisfactory completion of graduation requirements.
• Prepare for the post high school experience: college, jobs, careers, and more.
• Plan for commencement in June.
Code of Conduct:
All students are expected to know and uphold the Rights and Responsibilities of the Trillium Constitution, and use the non-violent conflict resolution process.
Attendance Policy:
Every Tuesday, we will meet as a whole class to discuss progress on our projects and the college application process. Additionally, each student is required to meet one on one with Ken on a regular basis. It is imperative that students attend the senior class meetings as well as their individual sessions with Ken. Failure to communicate clearly with Ken will be a problem. If you absolutely cannot make a meeting, you must contact me beforehand. My contact information is above. Please use it.
Assignments and grading policies:
Students must satisfactorily complete a Senior Project in order to graduate from Trillium. This class is graded A or F. Those are your only two options. Your grade depends on satisfactory completion of the Senior Project. Students whose Project Review Committees approve their project, will be eligible to receive one full credit (1.0) for the year of Senior Inquiry after presenting the approved project to the Trillium community in the spring. Credit areas depend on project focus. At a minimum, any satisfactorily complete projected should warrant .5 credits of Language Arts and .5 credits of elective. Other credits are by arrangement.
SAT prep time and college application material are not ‘graded.’ I will help students budget time for them and lend support and resources. The reward for these endeavors, however, is securing your own future for yourself. If you dedicate the time and energy to this effort, you will reap your own reward. If you blow it off, you will suffer the consequences. No grade required.
Project Review Committees
The Project Review Committee (PRC) is a student-created board that guides, instructs, critiques, and ultimately decides the fate of the individual student’s project. Once a student decides on the subject of ze’s project, ze forms a PRC of at least four members, and arranges the first PRC meeting date. The PRC is required to meet at least three times, in the beginning, middle, and at the end of the project. The student will formally present ze’s project to the PRC on the final meeting, during which the student will defend ze’s work. The PRC then decides whether or not the student has (or has not) met expectations. Approved projects then must be presented to the broader community at Senior Project Night. More details can be found in the “Senior Project Proposal” form, attached.
Please note: Trillium staff members are encouraged to serve on no more than five PRC’s. We have many skilled faculty. Ask potential PRC members early in order to increase the chance of getting them on your committee.
Helpful Dates
• Every Tuesday: Senior Class Meeting in Ken’s Room.
• ASAP:
o Request College Information/Applications
o Decide on Senior Project Topic
o Form Project Review Committee and set first meeting date.
• September 9th: SAT registration deadline for October 4th exam.
• September 26th: SAT registration deadline for November 1st exam.
• October 4th: First SAT exam date
• November 1st: Second SAT exam date
• November 5th: SAT registration deadline for December 6th exam.
• November 14th: Deadline for First PRC Meeting
• December 6th: Third SAT exam date.
• Friday, December 26th: Halfway point for Senior Projects.
• January 1st: Free Application for Federal Student Aid begins accepting applications at 12:01 AM.
• January 15th: College Application Deadlines Begin
• January 23rd: Deadline for Second PRC Meeting
• February 16th - Oregon Student Assistance Commission scholarship application Early Bird deadline.
• March 2nd - Oregon Student Assistance Commission scholarship application Final deadline.
• March 6th: Ordering of Caps and Gowns, and Graduation Announcement (invitations)
• April 3rd: Deadline for professional publishing of Senior Project Papers.
• April 17th: Senior Project Due.
• April 17th – April 30th: Final PRC Meetings.
• Friday, May 1st: Senior Project Fair
• May 18-29: Commencement planning and preparation, including senior speech writing.
• Friday, June 5th: Seniors Last Required Day
• Saturday, June 6th: Trillium Charter School Class of 2009 Senior Commencement
Fall HS Campout
September 8, 2008
Dear Parents and Guardians,
The annual Fall High School campout is coming up soon. We will be leaving for Cape Lookout on the Oregon Coast Wednesday, September 24th and returning Friday the 26th. Students should arrive at school by 8:30 as usual. We expect to leave around 9, and will return Friday around 1. We still need parent drivers and chaperones for the trip, as well as people to help with cleaning and organizing when we get back. Please contact your student’s advisor if you think you might be able to help.
The cost of the trip is covered entirely by the student activity fee.
A list of suggested supplies for your student is below.:
• Tent w/ground cloth and rain fly
• Sleeping bag or blanket/sheet bedroll
• Sleeping pad
• Flashlight/headlamp
• Toiletries
• Towel
• Swimsuit
• Change of clothes
• Sleepwear
• An extra pair of sneakers
• Warm clothing for potentially cool nights
• Light clothing for potentially warm days
• Sunscreen
• A rain jacket or poncho
It is pretty amusing living in the Pacific Northwest and trying to project the weather in the fall. We’ll know better as we get closer, but right now we are planning for sun, rain, cold, and hot. Students should prepare especially for cool and wet, as the Oregon Coast is notorious for delivering both in plenty. It is better to bring rain gear and extra clothes and not need them than the other way around.
All students on the trip are expected to share in cooking and cleaning duties. Drugs and alcohol are, of course, strictly prohibited on the trip. Game systems and loud music are requested to stay at home, while we encourage students to bring cards, board games, and musical instruments.
We look forward to another great high school campout. Please let your student’s advisor know if you have any questions.
Regards,
Elizabeth, Jess, Ken, and Will
High School Advisors
Dear Parents and Guardians,
The annual Fall High School campout is coming up soon. We will be leaving for Cape Lookout on the Oregon Coast Wednesday, September 24th and returning Friday the 26th. Students should arrive at school by 8:30 as usual. We expect to leave around 9, and will return Friday around 1. We still need parent drivers and chaperones for the trip, as well as people to help with cleaning and organizing when we get back. Please contact your student’s advisor if you think you might be able to help.
The cost of the trip is covered entirely by the student activity fee.
A list of suggested supplies for your student is below.:
• Tent w/ground cloth and rain fly
• Sleeping bag or blanket/sheet bedroll
• Sleeping pad
• Flashlight/headlamp
• Toiletries
• Towel
• Swimsuit
• Change of clothes
• Sleepwear
• An extra pair of sneakers
• Warm clothing for potentially cool nights
• Light clothing for potentially warm days
• Sunscreen
• A rain jacket or poncho
It is pretty amusing living in the Pacific Northwest and trying to project the weather in the fall. We’ll know better as we get closer, but right now we are planning for sun, rain, cold, and hot. Students should prepare especially for cool and wet, as the Oregon Coast is notorious for delivering both in plenty. It is better to bring rain gear and extra clothes and not need them than the other way around.
All students on the trip are expected to share in cooking and cleaning duties. Drugs and alcohol are, of course, strictly prohibited on the trip. Game systems and loud music are requested to stay at home, while we encourage students to bring cards, board games, and musical instruments.
We look forward to another great high school campout. Please let your student’s advisor know if you have any questions.
Regards,
Elizabeth, Jess, Ken, and Will
High School Advisors
Monday, September 01, 2008
High School Course Catalog
Hi all,
If you have not found it yet on the Trillium website, the link for the high school course catalog is http://www.trilliumcharterschool.org/catalog/hs_catalog.pdf.
And here is the course selection worksheet: http://www.trilliumcharterschool.org/catalog/hs_signup.pdf
Ken
If you have not found it yet on the Trillium website, the link for the high school course catalog is http://www.trilliumcharterschool.org/catalog/hs_catalog.pdf.
And here is the course selection worksheet: http://www.trilliumcharterschool.org/catalog/hs_signup.pdf
Ken
Sunday, August 31, 2008
Beginning of Year Conferences
Hi All,
Our beginning of year parent-student-advisor conferences are happening at Trillium this year, next week Tuesday, Wednesday, and Thursday. Conferences will be held in my room and will take the place of the home visit. I still have some slots left on Thursday, September 4th for those of you have not signed up yet. Please contact me as soon as possible to schedule a time.
Best,
Ken
Our beginning of year parent-student-advisor conferences are happening at Trillium this year, next week Tuesday, Wednesday, and Thursday. Conferences will be held in my room and will take the place of the home visit. I still have some slots left on Thursday, September 4th for those of you have not signed up yet. Please contact me as soon as possible to schedule a time.
Best,
Ken
Back to School!
Dear Students and Parents,
Welcome to an exciting new school year at Trillium. For the benefit of families new to Trillium, allow me to introduce myself. My name is Ken Gadbow. This is my fourth year at Trillium as a high school advisor, social studies teacher, and leader of many offerings that only a unique community such as ours could accommodate. I am dedicated to this school, and honored to be a part of the relationships it fosters.
I am proud to be your student's advisor. I will be your student's advocate and your primary contact person. My job is to provide guidance and support in navigating Trillium, and life beyond, for your student. Please do not hesitate to contact me if you have any questions or concerns.
This coming school year, I will be working on completing my masters in education at
My beginning of year conferences, which have customarily taken place in students' homes, will be held at Trillium this fall. I am scheduling the initial parent-student-teacher conferences for September 2nd – 5th. We will meet in my room at Trillium. I will be calling you soon to set-up a time, or you can simply email me now with your preferences.
Whether getting re-acquainted or meeting for the first time, I look forward to seeing all of you soon.
Best,
Ken
503-348-9849
Sunday, June 29, 2008
Happy Summer
Hi everyone,
Greetings from London Heathrow International Airport. En route from Nairobi to Portland, I bid ye all a glorious, safe, healthy, and prosperous summer. See you next year.
Peace,
Ken
Greetings from London Heathrow International Airport. En route from Nairobi to Portland, I bid ye all a glorious, safe, healthy, and prosperous summer. See you next year.
Peace,
Ken
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