Riverdale Review DISTRICT 51J
Fall 2017
2018: A science odyssey RIVERDALE SCHOOL DISTRICT – Our K-12 students will see some exciting hands-on science exploration starting this year, as we roll out a new curriculum called STEMScopes. “This program stood out from the other approved curricula because it was built from the ground up by teachers, with the Next Generation Science Standards in mind,” says Joanna Tobin, principal and district curriculum director, of the curriculum that grew out of a Rice University professional development program. “More than just a new twist on an old text, it's a whole new approach to science.” Using a wide variety of resources, from awe-inspiring digital simulations to captivating hands-on investigations, students will have the opportunity to experience science, technology, engineering and math (STEM) like never before in a truly blended, cross-curricular learning environment. Students learn best by exploring and discovering. So, by interacting with these concepts directly – through experiential labs, simulations, science reading (differentiated for reading levels) and engineering challenges – they learn at a deeper level than peers who only do so digitally or through text. STEMscopes promotes critical thinking and creativity using inquiry-focused, projectbased learning rooted in the NGSS “5 Es”
– engage, explore, explain, elaborate and evaluate. “This allows Students learn through hands-on students discovery and online simulations. to discover scientific concepts on their own before connecting them to appropriate terminology, which gives them ownership of the conclusions made by their explorations and inspires and empowers them to become the scientist,” says 5th/6th grade science teacher, Dietrich Nebert. Students can then apply this knowledge to related phenomena for a deeper understanding. The materials in each unit of study are sequenced and framed in a logical manner, rich with higher-level questioning and a visual glossary to reinforce learning. And the best part: Because this curriculum is online, it offers continuous enhancement, evolving with new content, tools, assessments and features based on teacher feedback. That makes it adaptable and cost-efficient. It includes an enormous collection of content, supporting material, science kits, lesson plans, inquiry strategies, professional development and so much more.
Technology enhancements RIVERDALE SCHOOL DISTRICT – As new technology is strategically rolled out at both of our schools, we asked Tech Coordinator, Jeff Bjorn, for a snapshot of the latest improvements and integrations: Destiny Discover is a tool that allows students to see resources from the school library at the top of any Google search when using a Riverdale Google account via the Chrome web browser. This points students toward easily accessible, advertisement-free, reliable resources that have been vetted by Riverdale's certified librarians. MimioTeach interactive whiteboards are now in place in all kindergarten and 1st grade classrooms, allowing for shared technology experiences for our youngest learners. Almost every core curricular classroom in grades 1-8, as well as grade school art, world language and Riverdale Review
library programs, now have full class sets of laptops for Classroom laptops help 4th grade student students complete their lessons. use. Reconfiguring our wireless networks over the past year has led to increased stability and ease of access for students and staff. Expansion of our single sign-on (SSO) system now provides students with easier access to their Riverdale Google, StudentVUE and, soon, STEMScopes science curriculum accounts (see story above). Many teachers across the district are using Continued on page 3.
The Annual Campaign needs you! RIVERDALE SCHOOL FOUNDATION – The Annual Campaign is going strong and will continue through Friday, Nov. 17. The money raised helps to fund the gap between state funding and the cost of an exceptional Riverdale education – one that includes art, music, PE, library and a wide range of electives. Your donations are essential to our district's budget, accounting for roughly 8-10 teaching positions! This year’s goal is $1.3 million. Resident and transfer families are encouraged to contribute $3,500 per child, and tuition families are asked to give $500 per child. Families who meet suggested levels and give an additional $1,000 will be recognized as going the “extra mile” in the donor list. Community members without kids in school are also encouraged to contribute to keep our neighborhood schools top notch. Please help the Annual Campaign reach its goal so our children can reach theirs. To donate or pledge, please visit RiverdaleFoundation.org. Pledges do not need to be fulfilled until April 30, 2018. Thank you to all who have given, and all who still plan to contribute! www.riverdaleschool.com
Supporting Our Schools A message from your superintendent:
Why the next superintendent is a very lucky person As I think about my upcoming retirement in June, I have been reflecting on what has made my time at Riverdale so special. There are too many things to list, but here are a few that my successor can surely look forward to: Exceptional instructional staff. Riverdale’s teachers provide an incomparable educational experience for our students, and continue to enhance their skills to meet and exceed the needs of today’s classrooms (see page 3). Dedicated and caring leadership and support staff. We are fortunate to have dynamic principals leading the way at each school, and a team of educational assistants and administrative personnel dedicated to supporting our students, staff and families with quality service. Outstanding school board. Our school board truly understands how boards can best support the mission of our district, and is there to provide the necessary guidance to help us achieve our goals and thrive. A community that values its schools. Our community understands and values the unique qualities our schools embody and the excellent results achieved. Whenever needed, the community – both enrolled families and our neighbors – will step up to do what it takes to solve any challenge. Strong parent involvement. Our parents, led by our very active Parent Teacher Clubs, are extremely dedicated to providing both the volunteer hours and monetary backing to equip our teachers to do their best and offer our students plentiful enrichment activities. A foundation that closes the funding gap. The Riverdale School Foundation works tirelessly to provide funding to enable the district to hire approximately 8-10 additional teachers – a huge factor in keeping Riverdale’s class sizes small and maintaining programs such as art, music, physical education and library. Up-to-date facilities and technology. Unlike many districts with aging buildings, Riverdale is fortunate to have modern and well-maintained facilities. Computers, wireless access and interactive tools are available for all students, and this access continues to expand as new technologies are developed (see page 1). One of the highest-rated districts in Oregon. Riverdale is continually rated as one of, if not the best, school district in the state. From chart-topping test scores and year-over-year growth in student achievement to the best teachers in the state, this national recognition reinforces what we already know – Riverdale is an incredibly strong district (see page 8).
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Sincerely, Terry Brandon, Superintendent
Why I give ... RIVERDALE SCHOOL FOUNDATION – Parent Jill Corvelli recounts the 180-degree switch she made from trying to avoid the Annual Campaign to embracing it and urging others to do the same. “My first year at Riverdale, the foundation letters came in the mail and in my email inbox, the yard signs went up, the big thermometer was planted on the school grounds – and with all these symbols came a heightened sense of awareness that I might soon experience some form of attack, humiliation or both. Suggested amounts, published lists – it was a bit daunting, and the most primitive part of my brain suggested the most basic form of strategic human survival – avoid!” A year later, she found herself on the other side, making calls to request donations for the foundation. “I came to realize in a deeper way that the foundation was the lever that transforms our public school into something more akin to a private education. I also came to know that the foundation was the night watchman of the element I personally valued most about the school, its small class size.” As her exposure to the inner workings of the foundation increased, she says, “I realized my fears about being singled out for the size of the donation were unfounded. There is no scorekeeping, only extreme appreciation, and respect for all participant information with utmost privacy.” Now for the aha moment: “Every fall, the high school holds Spirit Week, and the students and staff show displays of support for team Riverdale by wearing certain colors or, some days, even outlandish PJs. Spirit Week culminates in homecoming, and students show up en masse on Friday night to support their team. Threaded throughout this week is the theme of showing up. It strikes me now that the Annual Campaign is the parental version of homecoming. Our donations can be big or small, depending on our circumstances, but what’s important is that we show up.” Chris & Jill Hall, former community members: "Though we have lived out of the district for seven years, we will always continue to support the Riverdale Foundation. Our three sons were the beneficiaries of an exceptional K-12 Riverdale education, and have thrived. We were fortunate to be involved beyond our own children and have witnessed firsthand the benefits Riverdale offers to students from both inside and outside the district. Foundation supporters should be proud of the reach they have. This is a special place." Jason Mauer, current parent: "My wife and I have three children at RGS and a fourth soon. We have been happy to make our recommended foundation contributions yearly, believing they are fair, just and our duty to the Riverdale community." Riverdale Review
Supporting Our Schools Staff kudos
Professional development benefits students
Superintendent Terry Brandon wishes to recognize the following staff members for their outstanding achievements:
RIVERDALE SCHOOL DISTRICT – Continual learning is just as vital for educators as it is for students. That’s why Riverdale makes time every Wednesday for staff to improve their skills and learn from each other. Ongoing professional development keeps grade school and high school teachers up-to-date on new curriculum resources and research on how children learn and how best to address their educational and emotional needs. At Riverdale High School: “We’re changing as the kids are changing. We have to meet the kids in front of us and remain relevant,” Principal Paula Robinson says. This year’s focus for her staff falls in two categories: teacher practice and culture/climate. The first has the team continuing to explore three Habits of Mind – empathy, resilience and persistence; developing new tools for assessing students’ understanding of subject matter; and teacher collaboration and partnership. The latter includes teachers observing each other’s classes, asking questions and providing feedback. It’s also resulted in cross-curricular activities such as Global Issues and Chemistry teachers teaming up for a unit on climate change and energy. “Teachers are engaging in activities together that help them reflect on their practice and learn from each other. And they’re growing by implementing the things they learn, which reinvigorates and inspires them,” Principal Robinson says. When it comes to the school’s culture and climate, teachers are considering Riverdale High School’s identity, as well as “who we are as a community and country” with regard to justice, tolerance and respectful debate. This conversation has led to reshaping the Advisory period, using that time for some serious student discussions, alternated with time to play and learn to be with each other. “There is a peak in student anxiety,
Adam McLain, high school technology teacher - In three short years, this former language arts teacher shaped Riverdale’s growing technology program and established Riverdale as a recognized Career and Technical Education program, qualifying for Measure 98 funds. He’s also boosted Riverdale Robotics’ profile, attracting many new students. Lynn Evans and Sharon Whitehill, 3rd grade teachers - These teachers started the year with a wonderful focus: kindness. As part of the national Certified Kind Classroom Challenge, their classes are reading R.J. Palacio’s “Wonder,” about 10-year-old Auggie, whose facial deformity causes others to avoid and shun him. They’re exploring the book’s themes and entering their students in three competitions: Design a t-shirt showing what kindness looks like, identify the precepts they live by on a daily basis, and add marbles to a jar for each classroom act of kindness. While there are some prizes to be won, these teachers are demonstrating that all students win, simply by participating.
Technology (continued from page 1) Google Classroom to facilitate and streamline instruction, learning and communication. With that, an ever-increasing number of students across the district are using their Riverdale Google accounts, allowing for streamlined contact Riverdale Review
and we’re dealing with it,” says Principal Robinson about a national trend. She urges parents to read and discover the correlations between screen time, sleep deprivation, depression and anxiety. Expert speakers will come to train teachers on anxiety and trauma-informed care. At Riverdale Grade School: Principal Joanna Tobin says, “Our professional development is deeply connected to our goals and forward momentum for instructional practices. This is extremely visible in the way our students are learning.” Recently, an autism spectrum disorder specialist trained staff on understanding and supporting students with executive functioning challenges. “She described IQ as what we know and executive functioning as how we show it. She provided task management strategies for breaking things down into manageable chunks – great practices relevant to all learners. Our teachers are already using these in class. And she offered very specific strategies for students with ADHD and autism,” Principal Tobin says. As i-Ready replaced MAP for assessing students’ individual needs and monitoring progress throughout the year, the grade school welcomed trainers to help teachers understand how best to use reports and interpret the data to inform their instruction. These diagnostic tools help teachers provide interventional support for students missing a concept and opportunities to extend learning for those who already grasp the subject matter. There have also been some teacherled trainings on project-based learning, a teaching method in which students gain knowledge through extended investigation and response to authentic, engaging and complex questions or problems. This ties in nicely to the new STEMscopes curriculum (see page 1) and Riverdale’s philosophy of depth over breadth.
and sharing of files. Student progress reports and report cards are now available online via the StudentVUE and ParentVUE portals and apps. In fact, the high school has switched to entirely electronic report cards.
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Special Focus Getting to the heart of Riverdale: A Town Hall recap RIVERDALE SCHOOL DISTRICT – What does the heart of Riverdale mean to you? That’s what we asked guests at a Town Hall on Oct. 3 – the first of two such events hosted by the Riverdale School Board this school year. Answers ranged from the schools themselves to the parents, teachers and kids who fill our buildings. From academic achievements to small classes taught by caring teachers. From parents who volunteer to the community’s generosity during the Annual Campaign. As the presenters – from the School Board, Foundation and Parent Teacher Club – took to the podium, the answer became Continued on next page.
The Riverdale 'ecosystem' Three primary groups support our district: The School Board sets policies aimed at providing top-notch education for our students. The Parent Teacher Club enriches the experience for students, parents and teachers. And the Foundation helps ensure that we can provide the type of education our community has come to expect, by raising money to close the funding gap between what the state provides and what it really costs to educate a Riverdale student.
Policy-making body aimed at providing the best educational experience for Riverdale students
SCHOOL BOARD
PTC
DISTRICT
Enriches education by enhancing curricular activities, encouraging parent involvement, supporting student participation, and fostering communication to strengthen our community.
(administration & staff )
Cultivates and ensures educational excellence through closing the funding gap
FOUNDATION
School funding sources Approximately 60 percent of our district’s funding comes from state school funds. Board member Joe Prats explained this complicated formula, and how, contrary to popular belief, Dunthorpe’s higher property taxes do not give Riverdale an advantage when it comes to the amount of school funding received from the state. In fact, Riverdale gets the same percentage of funding as any other public school our size and with the same student population.
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Riverdale Review
Special Focus clear: It’s every one of us working together toward the same goal… the best education we can provide for our students, in a caring and inclusive community. The attentive audience asked questions and stayed for further discussion during the Foundation’s reception after the meeting. On these pages, we recap some of the evening’s key takeaways. Feel free to reach out to our superintendent or board members for clarification. And we hope you’ll join us for the next Town Hall, coming in the spring.
What school funding covers Nearly 80 percent of our school funding covers the human resources that shape your student’s educational experience – teachers, administrators, counselors, aides and support staff. Purchased services and supplies are approximately 15 percent of the budget. (Interestingly, spending in these two categories is lower today than during Riverdale’s 2014-15 school year.)
School funding − The gap
Now, more than ever, we're relying on your Annual Campaign contributions. Please donate or pledge by Nov. 17 at RiverdaleFoundation.org. Riverdale Review
Board Vice Chair John Bogaty explained this "gap" is created when district revenue falls short of expenditures. Expenses beyond our control – increases to PERS and expenses to address the need for a few additional teachers – have required Riverdale to dip into reserve funding for several years – a practice no longer prudent. A financial advisory committee, comprising parents, a teacher and members of the School Board, Budget Committee and Foundation, is making recommendations for adjustments.
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Academic Highlights Student art up for bid
The importance of empathy
RIVERDALE SCHOOL DISTRICT – At Riverdale, art is not an afterthought – it’s a core subject for students of all grades. And to celebrate and acknowledge its importance, the Parent Teacher Club will be including student art in two ways at this year’s auction: on the poster and up for bid. Congratulations to Riverdale High School senior Louise Desmond, whose painting, representing the theme “City Lights,” was selected for the auction poster from among 16 high school student submissions. “I always considered myself as someone with very few artistic abilities, so this came as a total shock to me! I’m so honored that my art was selected out of so many talented pieces,” says Louise, who explains her inspiration came from the colleges she’s applying to in big, East Coast cities. “I felt that the lady looking out at the This year's auction poster, skyscrapers was a nod to my designed by senior Louise future as I approach graduation.” Desmond. Louise says she owes a big thank-you to art teacher David Schell, “who helped me not give up when I felt discouraged about my artistic talents!” Her mother, Elisabeth Williams, echoes her sentiment, “I think it's a testament to Mr. Schell's teaching that she ended up with this result. And a testament to the quality of the Riverdale curriculum, which includes arts in an era when they are on the line in many schools.” All selected students will receive prize money. Prints of their artwork will be part of a PTC auction fundraiser calendar, and each original piece will be for sale in the silent auction. The PTC also plans to have collaborative grade school classroom art projects in the live auction. Mark your calendar for Feb. 24 and get ready to start a bidding frenzy over our students' artwork.
RIVERDALE HIGH SCHOOL – Empathy is defined as the ability to understand and experience the feelings of another, a characteristic that very few teenagers seem to possess, though all are familiar with it. Adults assume teens lack empathy, but perhaps it’s that they do not know how to exercise this capability. Many teenagers do not see the importance of empathy in general, let alone its significance in high school – one of the most stressful stages of life. Teenagers are trying to discover who they are while simultaneously trying to fit in. Showing compassion for one another creates an atmosphere that enables teens to feel the emotional security to discover themselves. Without empathy, high schoolers cannot create true emotional connections and friendships – bonds formed when one demonstrates understanding and acceptance of another – and, instead, they feel lonely and vulnerable. In fact, empathy is especially important in school because it improves social skills. If one is able to apply compassion in a stressful place like high school, they will also be able to express compassion toward those outside of school. It is a life skill that can be applied each and every day and, in total, makes them a nicer and more understanding person, living a richer and fuller life. Empathy should be taught and embraced at a young age. It is still possible to develop empathy in high school; however, it takes practice. Empathy should be expected from teenagers. It creates a safer learning environment and provides a solid foundation for their development as young adults.
By Jordan Pridemore, class of 2020
Dogs put readers at ease RIVERDALE GRADE SCHOOL – The grade school’s wild reading journey began five years ago when the school set out to answer the question, "How do we create a joy and love for reading in our school?" Staff and parents read Donalyn Millers' “The Book Whisperer” and “Reading in the Wild.” They grew classroom libraries, incorporated the Independent Reading Level Assessment Framework, or IRLA, to strengthen student reading skills and began a “Read to the Dogs” program in partnership with the Portland Area Canine Therapy
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Teams and Dove Lewis Emergency Animal Hospital. “On a weekly basis, students welcome their four-legged friends to the classroom, along with their owners,” Principal Joanna Tobin says. “We deeply value this partnership and our kids love to read to the dogs – a true joy in our school!” “It makes you less embarrassed when reading out loud and helps you get used to it. It makes you more capable of reading,” 3rd grader Oliver B. says with conviction.
Students take turns reading to the dogs.
His teacher, Rylie Laskowski, agrees. “Opportunities to read aloud to an animal who won’t judge them makes them feel more comfortable and builds confidence in oral fluency.” Riverdale Review
Academic Highlights Literature to make you laugh RIVERDALE HIGH SCHOOL – Humor is subjective. There is often more than one “right” response. But what makes humor effective, and what does our sense of humor tell us about ourselves? These are concepts high schoolers are tackling in Janice Olguin’s Comedy in Literature class. “I organize the class by comedy genre. We start with observational, then discuss irony and satire, dark comedy, sketch comedy and, if there's time, we do cringe comedy,” says Mrs. Olguin, who covers a wide range of works from different time periods and formats. “For example, we read older pieces like Jonathan Swift's ‘A Modest
Proposal’ and Oscar Wilde's ‘The Importance of Being Earnest’ and also watch modern standup comedy by Jim Gaffigan, Ellen Degeneres and Tig Notaro." Most student assignments are creative pieces – a cartoon, essay, video, song or sitcom episode. “We are doing dark comedy right now, and their midterm is to create a piece that explores the humorous side of something tragic in their lives,” Mrs. Olguin explains. “They've done standup, mock blog posts, sketches, personal essays, etc. One of my favorite projects this term was when they created spoofs of children's books. The students are having a lot of fun.”
Our littlest learners
fine motor skills and building on phonics through rhyming, repetition and clues on the page. Teachers also focus on group participation, listening and learning to ask others questions rather than just making statements. “With kindergarten, you can see so clearly their growth, which you don’t see as rapidly in any other grades,” Ms. Wray says. Riverdale’s Reggio Emilia-based preschool honors children’s curiosity. Barbara Lamb, who’s taught the program for the past eight years, says it provides a consistent model of “practicing school,” with structured aspects (read aloud, art and seasonal discussions), play-based exploration and opportunities to practice social skills. "We learn how to talk about what we know and observe, and consider other opinions and experiences." What she enjoys most? “The conversations we have about science and what happens in the natural world. We develop a theme, talk and read about it, and build on what others say about it.” She leads discussions that enable students to form opinions, and encourages their own voice about their experience. Ms. Lamb believes in intrinsic motivation – giving choices that change often. “Children’s lives are so scripted and I help them choose what they want to do, instead of following the crowd.”
RIVERDALE GRADE SCHOOL – How do you develop inquisitive minds into lifelong learners and kind people? Ask our preschool and kindergarten teachers, who thrive on setting students up for success with the best educational foundation possible. For Kate Wray and Jennifer Schulz, now in their sixth year teaching kindergarten (and 30 in total), it all comes down to starting with a clean slate and teaching their young charges how to be good learners, community members and friends. “How do I teach a kid reading or math from the beginning and have those skills carry them forward?” asks Ms. Schulz. Fortunately, Riverdale’s kindergarten is truly an academic program addressing Common Core Standards. Students enter a literacy-rich environment filled with leveled book bins, a Read Well® program and plenty of supporting materials. Game-oriented math involves counting aloud, finding patterns, recognizing shapes and thinking algebraically to solve problems. Now, putting more focus on projectbased learning, students will dive deeper into subject matter, with an essential question driving their exploration. “It’s authentic learning – a reason to be learning,” Ms. Schulz says. There are many hands-on activities in class, in the garden and on field trips, and chances to buddy with older, experienced students. Attention is paid to developing Riverdale Review
Stepping out of the gym RIVERDALE GRADE SCHOOL – Who says field trips are just for core subjects? Not Riverdale. Our 7th and 8th grade physical education elective students got out and stretched their legs during a recent trip to Lake Oswego’s StarCycle. As part of a multi-week fitness unit, these students have participated in a 1.4-mile course over diverse terrain at the grade school and focused on strength building, improving flexibility and cardio endurance. “The StarCycle field trip let students assess their individual fitness in a non-competitive, exciting way,” says PE elective teacher Lori Peterson. Students were put through their paces during a 45-minute cycling workout at the facility, coowned by Riverdale parent Erin Moone. "It was much harder than I thought it was going to be!" says Dillion W. Classmate Cyrus F. says it was "definitely a workout, but enjoyable at the same time." "It got really hard towards the end but I am glad I challenged myself," says Abby Z., with a nod to the Habits of Mind persistence and taking responsible risks. “It was so inspiring seeing the kids putting themselves out there by trying something new,” says PE teacher Heidi Bader. “They had the biggest smiles on their faces and gave it their all.” Students hit the bikes at StarCycle.
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Academic Highlights Riverdale educators offer tips for schools wanting to boost student achievement
REPRINTED WITH PERMISSION
By The Oregonian/OregonLive / Sept. 19, 2017 The Riverdale school district, centered on the ultra-wealthy Dunthorpe neighborhood along the Willamette River south of Portland, posted by far the best proficiency rates on Smarter Balanced tests of any school district in Oregon this year. It may be easy to disregard Riverdale's success. A district with no childhood poverty and high parental education levels in which families contribute big money to supplement state funding doesn't exactly face staggering challenges to get top-notch results. But Riverdale hasn't always topped the charts and hasn't looked this academically dominant in the past. And, unlike Oregon's old state tests, Smarter Balanced tests require sophisticated skills -- excellent vocabulary, fast synthesis, deep analysis and sound logic -- that can't be imparted through drilling or tricks. So Riverdale educators are rightfully proud that their scores rose significantly this year and topped Oregon's charts. They volunteered to share some of the steps they say helped them gain success with their students. Heather Crow, the district's communication director, put together this account of what the Portland-area district did to raise its test scores: K-12 CURRICULUM ADOPTION In recent years, Riverdale has improved its selection of teaching materials "to incorporate high quality instructional materials that are engaging and address the rate and level of learning for all students," said Joanna Tobin, Riverdale Grade School principal and curriculum director for the Riverdale School District. "Along with great materials, we have spent a significant amount of time and energy on excellent staff-led professional development. This includes a focus on students with diverse learning needs." In reading, specifically, the grade school adopted the American Reading Association's Independent Reading Level Assessment Framework, which guides it in assessing and teaching students reading skills. The approach helps teachers "strengthen student reading skills and to maintain growth from grade-level to grade-level in preschool through eighth grade," Tobin said. "Our philosophy is quite simple – have students read a high volume of books connected to their interests." In math, the district chose the Math Learning Center's Bridges Math Second Edition curriculum in kindergarten through fifth grade and Connected Mathematics 3 in grades six through eight. "Math instruction is lively and filled with discussion," Tobin said. "It is a common sight to see students presenting different ways of approaching problems to their peers. The activities within the program ... keep students motivated and engaged as they advance through the grade levels." GROWTH MINDSET Another key difference, she said, is "Riverdale schools work to foster students with growth mindsets. Failure is not met with defeat, but rather with an active teaching lesson connected to the habits of mind. We meet learners – all learners – where they are and grow from there. Our staff goal-setting around student achievement was amazing and commendable last year. The results are truly connected to teacher goals, and this hard work is worth applauding." Riverdale is far from the only Oregon district working to get students
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to view academic growth and challenge from the "growth mindset." Others report they are finding success with that approach as well. CONNECTIONS ACROSS STANDARDS Vi Tamargo, Students read in their sixth-grade classroom at Riverdale Grade Riverdale Grade School. Riverdale had by far the highest proficiency scores of any Oregon school School's testing district on the 2017 Smarter Balanced tests. Riverdale coordinator, points educators volunteered to explain changes they made to smart use of test that led to increases in student learning and test data and rigorous scores. (Brian Black / Riverdale schools) instruction that starts with the use of Common Core-aligned resources in the classroom. "We began the year by looking at our Smarter Balanced Assessment data from the year prior so that we could better understand our own areas of growth," Tamargo said. "We also spent some time this year looking at how we can incorporate more performance tasks in our classrooms, experiences that allow our students to make connections across standards and apply their skills in real-world and authentic settings. In short, we focused on providing top-quality instruction that we believe will naturally lead to stronger scores." CRITICAL THINKING "Smarter Balanced Assessments require more of students than simple recall and multiple choice," said Sarah Hansen, Riverdale High's testing coordinator. "Students must be able to think critically and communicate their reasoning in order to be successful on these assessments." She said Riverdale's curriculum and the Coalition of Essential Schools model the school uses make such skills a natural part of daily instruction. STUDENT ENGAGEMENT At the high school level, many Oregon students reject the tests as not meaningful or too much to ask. At Riverdale High, Hansen said, "staff worked together to communicate the value of this testing to increase student engagement and buy-in. Students worked hard on their assessments because they cared about showing what they can do and representing their community." Riverdale educators hope to expand and deepen their work on those strategies to get better results next year and into the future, Tamargo said.
Sixth-graders at Riverdale Grade School read stories with their reading buddies from first- and second-grade. The school helped more than 90 percent of its students to become proficient readers, according to 2017 Smarter Balanced results. Riverdale Review
Academic Highlights Offering virtual inspiration RIVERDALE GRADE SCHOOL – After finishing a book, most students have questions they wish they could ask the author. Luckily for Riverdale 7th graders, they did just that with Mark Shulman, author of 150 books including “Scrawl,” when he beamed in virtually from New York. How long did it take him to write the book? “Two years!” But only four months was active writing time. Todd, the main character, sits on a bench in one scene. In reality, Todd sat on that bench for nine months because the author experienced writer’s block. Finally he jumped to the next scene and returned to fill in the gap later. What happens after the book ends? “You’re supposed to know that in your imagination!” In fact, Shulman never really described the main character in the book. He wanted kids to create him in their Author Mark Shulman "visits" class. minds. When he asked the class to describe the main character, the students had all imagined him with brown hair but gave various options for everything else, including his age! “He answered a lot of the questions I had about the book,” William B. says. Shulman also provided some inspiration for the class when he explained how he became a writer. He asked students to raise their hands if they wrote, sang, danced and drew. Many raised their hands for some or all. Then he asked them how many adults would say yes to those questions. “Probably not many.” How many kindergartners? “All,” the class said in unison. Then Shulman, who claims to have started writing at age 5, explained, “If you don’t stop writing, that’s what makes you a writer.”
What's new in Field Studies? RIVERDALE HIGH SCHOOL – Each spring, high school students, faculty and staff participate in our annual week-long Field Studies, an opportunity to apply classroom knowledge in real-world, experiential settings. This year, in addition to annual traditions – the freshmen/new student bonding and adventure trip at Camp Collins (new location this year), the Ashland trip to see numerous Oregon Shakespeare Festival productions, the Summer Lake exploration of geology and natural history, sailing in the San Juans, the India service trip and independent college visits – students can choose from three new options, thanks to last year's auction paddle raise donations. Filmmaking: A five-day Northwest Film Center workshop including writing, planning, filming and editing a live action film. Golf Oregon: A week at some of Oregon's best golf courses, for beginners and experienced players – combining exercise and day trips, allowing students to return home each evening. Read, Hike and Chat: A week in the woods at Camp Collins (near Mount Hood), spending time indoors and out, engrossed in good books, engaging discussions and spectacular hikes. Riverdale Review
Exploring social media By Kitty Fields, class of 2021
RIVERDALE HIGH SCHOOL – In this day and age, with the mental and emotional impacts of social media running deep, it’s no wonder the benefits and dangers of constant use were explored in a recent Riverdale Health class. Librarian/Media Specialist Sarah Hansen gave the (mostly freshman) class two articles to read and discuss. Although both focused on social media use, they presented opposing points of view. A New York Times article shared recent studies showing that having many friends and being likeable is good for you; however, it noted the difference between being popular online and actual reallife popularity. Friends or followers on Instagram, Facebook or Snapchat can give a sense of popularity that is very different than having real friends. NPR said constant use of social media, and even having thousands of followers and friends, can be detrimental to your health. The impression of popularity online can actually make you feel more isolated, because you’re too focused on online activity and creating an online persona, rather than spending time with people and forming relationships. A debate ensued. But students did agree that it’s important to strike the right balance. In this class, students learned about internet safety and the kinds of things you should and shouldn’t post online. They saw examples of how posting, commenting on or liking something can lead to others changing their perspective of you. Students also discovered how some colleges check incoming students’ social media, and that there have been cases when a college has rejected students or rescinded acceptance letters due to inappropriate use of social media. Also in Health class, students explored community values and discussed stereotypes, which can be connected to social media, where people often create fake or partially true personas. During winter term, students in the new #socialmedia elective will take a broader look at the topic, studying the effect social media has on culture. This course will examine the impacts of social media on literacy, media creation, economics, democracy, activism and culture. Students will study critical analysis by researchers, digital storytelling techniques and examples of social media content such as videos, podcasts, and trans-media campaigns. Students will examine Web 2.0 tools to become critical consumers of online content and ethical content creators.
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Faces of Riverdale What our freshmen think so far
Summer space exploration
RIVERDALE HIGH SCHOOL – How are our freshmen doing in their first term? Luckily all new students got off to a great start with a special first day of school, ahead of returning students, filled with information and activities designed to acquaint them with the school and each other. “Orientation day introduced me to the teachers, and I also got to practice my schedule so that I wasn’t late or lost on the first day,” says freshman Tess Hegarty. While Riverdale is small, she says there isn’t often time during the school day to get to know people really well. “On orientation day, we played games that introduced us to each other, and also showed us who we might have a lot in common with.” Holden Clausing-Hufford, who is brand new to Riverdale this year, agrees the first day was especially helpful, allowing him to sample classes before jumping in, settle into the schedule and become part of the community. “It helped me feel like a priority and know there are lots of people I could go to if I have a problem.” What about classes? Students agree that having the same five classes every day for 70 minutes allows for a lot of in-class work and discussions, and a more in-depth understanding of the topics covered. Tess, who came from Riverdale Grade School, says, “I knew my classes would be difficult. I found that it was definitely a step up from middle school, but I also surprised myself in many of my classes.” While she says there is more work to accomplish in less time, she and her classmates have acclimated easily because their teachers outline the steps needed for a completed assignment. “I’ve learned how to create some of my best assignments in short periods of time because of clear lesson structure.” According to Holden, “My classes are going well and I can tell that the teachers are all about doing what’s best for me and other students … The teachers find ways to make sure you know how to do everything but still give you independence to do what works best for you.” How about fitting in? “The people at Riverdale are really inclusive and easy to talk to,” Holden says. “I definitely feel important, included and know my teachers will understand any problems I may have.” Tess adds that everyone is welcoming, so students can easily make friends. She was also surprised by the number of clubs. “At RHS, anybody can start one or be a part of one. There are so many leadership opportunities available here … so many service opportunities that all grades can do.” So far, so good!
RIVERDALE HIGH SCHOOL – Senior Logan Bundy experienced a once-in-a-lifetime internship opportunity this summer – working for NASA. He performed space suit inspections in the Neutral Buoyancy Lab, which is used to prepare astronauts for zero gravity; spent time in the Robotics Lab, which included Orion, the spacecraft being designed to transport astronauts to Mars; and helped document research findings to better understand the vision impacts of microgravity in Mission Control, where the team monitors and communicates with the crew of the International Space Logan Bundy this Station. summer at NASA.
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RIVERDALE HIGH SCHOOL – Director Clara Hillier says this year’s musical production took place in the fall, rather than winter, to start the year with a big bang. “We knew students loved ‘High School Musical’ and felt it was a fun, energetic way to get freshmen and new students involved in the Drama Club.” In fact, there were 22 actors onstage, one student in the band (alongside the professionals), one leading the costume collection, and 10 on the crew. And, she says, with new, exciting talent the performance was very dynamic. “We found some extra special moments to add in – not from the original movie, but created by our own Riverdale students – and they were hilarious!” Audiences were in for a treat! Asked what she thought they enjoyed most, Ms. Hillier says, “The energy of the full ensemble, our drama audition sequence (crafted by the Riverdale students themselves, with some inspiration from ‘Saturday Night Live’), the beautiful voices of our leads, the comical mastery of our villains, Jack Scott, the Jocks, Coach and Mr. Darbus, the costumes and, of course, the basketball number!” Next up? A very stylized, high comedy winter play and the Festival of One Act Plays this spring. All students are encouraged to audition! Photo by 3 Like Minds Photography
Freshmen Holden and Tess tackle an assignment in their Tech Apps class.
Staging a fall musical
Riverdale Review
Athletics Fall sports in progress
Due to the fast pace of sports and the time constraints of a printed newsletter, the info below is the most upto-date sports news at press time. Below is a recap of fall sports and how hard our athletes have worked since the season began. Please be sure to visit www.osaa.org for the latest scores, standings and brackets for high school sports.
RIVERDALE HIGH SCHOOL
Maverick Soccer teams have finished their league schedule and earned a first round state playoff berth. The boys’ team finished second in the Lewis & Clark League with a regular season record of 6-1-1. Coach Roberto Curilovic and the Mavericks are currently ranked No. 10 in the 3A/2A/1A division for state. The team began the Nov. 1 state playoffs on the road, winning 3-0 at Gervais High School. The boys have advanced to the quarterfinals, and will travel on Nov. 4 to Lincoln City's Taft High School. There have been big league-honors for the boys’ team this season. Junior Glenn Sutter was selected for 1st Team All-League and named Player of the Year. Seniors Theo Salzberg and Brian LaFranchi were selected for 2nd Team All-League. Head coach Roberto Curilovic was also honored as Co-Coach of the Year along with Catlin Gabel’s coach. The girls’ soccer team, coached by Willie Anderson and Gilian Gandy, is currently ranked No. 9 in the state 3A/2A/1A division with a regular season league record of 3-3-2. The team qualified for state playoffs for the first time since 2012 and traveled to No. 8 Blanchet Catholic School on Oct. 31. The girls fought hard but ultimately ended the season with a 1-0 loss. All-League honors went to freshman Yvonne Vinceri and junior Zoe Zurasky for 2nd Team All-League. Sophomore Kathryn Andersen was selected for an Honorable Mention. We look forward to next season as the team continues to grow stronger. Maverick Volleyball, under the new leadership of head coach Kendall Bergsten and assistant coach Emily Christensen, showed remarkable improvement and finished with an overall season record of 6-13. Junior Carmen Quintos was selected for 2nd Team All-League and freshman Nicola Wray was selected for an Honorable Mention for the Lewis & Clark All-League Teams this season. While Riverdale will graduate three seniors, the future of Maverick Volleyball continues to look bright with very talented young athletes coming up the ranks. Maverick Cross Country teams and veteran coach Michael Johnson are making a push for state. The boys’ Riverdale Review
team finished 8th in the state last season and is looking to return once again. With several strong showings, including 1st place finishes at the Kiwanda Challenge and Oregon Episcopal School Invite. The Mavericks seem to be hitting their stride at the right time. The boys’ team took 1st place at the 3A/2A/1A district meet on Oct. 26, hosted at Tualatin Hills Parks and Recreation. Seniors Finn James and Fisher Ng finished in 2nd and 6th place, respectively. The boys’ team will compete on Nov. 4 at the OSAA Cross Country State Championships held at Lane Community College in Eugene. The girls’ team is rebuilding this year and made great strides with a 3rd place finish at the OES Invite and Molalla Invite, and 5th place finish at the Oct. 26 3A/2A/1A district meet.
RIVERDALE GRADE SCHOOL
Falcon Girls’ Soccer had another fantastic season under head coach Gilian Gandy. The girls finished the regular season as the No. 1 seed in the Metro Christian League, going undefeated. They hosted Catlin Gabel for a semi-final game on Oct. 26, winning 2-0. The Falcons made it to the Oct. 30 MCL Championship Game for a second straight time, playing against OES. The Falcons fought hard but lost with a final score of 1-0. However, the future looks very bright for girls' soccer! Falcon Boys’ Soccer, led by head coach Antonio Sanchez and assistant coach Nathan Hensleigh, fought all season for a spot in the Metro Christian League Division 1 Playoffs. The team was matched up with Catlin Gabel for a semi-final game, where it battled but lost 4-3. We look forward to seeing this program grow and get stronger. Falcon Volleyball, under returning A team coach Nancy Fowler and B team coach Sara Marruffo-Blodgett, battled some tough opponents this season. The A team missed out on league playoffs this year, but the girls continue to work hard and progress. Falcon Cross Country has improved immensely under the guidance of longtime grade school track and basketball coach, Keli Hall. After an unusual start, Coach Hall doubled the amount of participants in just one year – now up to 11 students! The team had some great individual finishes at the Valiant Invitational from Marina T. and Cyrus W., each placing 5th in the 2000-meter race. The team competed at the Oct. 24 Metro Christian League Cross Country Championships, hosted at Southwest Christian School in Beaverton. The girls’ team finished in 5th place, while the boys' team was narrowly edged out of the final top six finishes. Great job, Falcons!
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Riverdale Review Fall 2017
DISTRICT 51J
Riverdale School District 11733 SW Breyman Ave. Portland, OR 97219
Inside this issue: • • • • • • •
Latest News Supporting Our Schools Special Focus/Town Hall Academic Highlights Faces of Riverdale Athletics Events and Activities
P. 1 P. 2-3 P. 4-5 P. 6-9 P. 10 P. 11 P. 12
Events and Activities We've got spirit, yes we do! RIVERDALE HIGH SCHOOL – Thanks to a particularly motivated student group (and teacher advisor, Mrs. Pierce), this year’s fall Spirit Week had some of the highest participation rates, and one of the best pep assemblies the school has seen. Senior Lara McLain calls it “the most hyped Spirit Week ever." Fellow senior, Emma Myers, says this was because “it was completely for the students by the students. We had a variety of people helping and a lot of input from many grade levels.” She recalls, “The pep assembly engagement started with everyone greeted with high fives, cheering and loud music the second that they walked through the gym doors. We tried to keep everyone standing and had as many high-energy and large group activities as we could.” “I basically ran around the gym the whole time and got people up on their feet and shouting,” Lara says, adding students loved it because it was inclusive and didn’t have any lulls in the activities. “I think that incorporating a sense of community and camaraderie is so important in high school because these are the memories that we will cherish forever and we need to make them memorable. The more fun competition and laughing we can have at events the better, and I think we are slowly figuring out what works best for the student body and how to get everyone excited and engaged,” Emma says, and by the end of Spirit Week “students were definitely sad to see the week of costumes end. My personal favorite part of Spirit Week was seeing the teacher and staff costumes.”
High School Info Day RIVERDALE HIGH SCHOOL – Each fall, our high school opens its doors to interested families from within our district boundaries and across the greater Portland area. At 1 p.m., Sunday, Dec. 3, parents and students will hear from the principal, teachers and student speakers. They’ll have the opportunity to tour the school, visit classrooms, talk with teachers and students, and discover our programs, clubs and sports. Come experience all our school has to offer.
Kindergarten Coffee Q&A RIVERDALE GRADE SCHOOL – Interested in our kindergarten program for next year? Our principal and enrollment coordinator will answer your questions at 9:15 a.m., Friday, Feb. 9. This event is open to both resident families planning to start their students in kindergarten, and to non-resident families requesting enrollment through our lottery. These are the last formal events offered before the Feb. 16 deadline for non-resident enrollment request forms. REGISTER for both at www.riverdaleschool.com/visit.
Mark your calendar Dec. 2 Holiday Craft Fair at RGS Dec. 3 High School Info Day Dec. 7 K-4 Winter Concert Feb. 5-7 RHS Winter Play Feb. 9 Kindergarten Coffee Q&A Feb. 16 Non-resident enrollment forms due Feb. 24 PTC Auction For more events, visit our online school calendars.
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Riverdale Review