Agenda
9:00 - 9:30 Welcome & Introductions
9:40 - 10:45 Split Parents & Students → Students to Gym → Parents in Theater 10:45 - 12:00 UHS Free-for-all!
New Families Saturday May 11, 2024
Welcome to UHS!
Introductions
Pedro Garcia - Silva Student Body President
Nate Lundy Director of Enrollment Management & Strategy
Byron Philhour Dean of Teaching & Learning
Matt Levinson Head of School
Anthony Thomas Athletic Director
Alexandra Simmons Dean of Student Life
Corinne Limbach
Interim Ninth Grade Dean
Our Values
Being curious, open-minded, and courageous
Seeking out different perspectives and learning from one another
Striving to deepen our understanding of the evolving world
Investing wholeheartedly in our work and in one another
Cultivating empathy, compassion, mindfulness, and resilience
Recognizing and seeking to address injustice
Being truthful, open, honest, and reflective
Honoring the wholeness of each individual
Acting to fulfill a purpose larger than the self
Taking risks and growing from the experience
Pursuing our passions with confidence, creativity, and humility
Discovering and making real our own distinctive and evolving expressions of excellence
Building and sustaining an intentionally diverse, equitable, and inclusive school
Engaging as socially responsible citizens in communities both near and far
Recognizing that we form a web through our common humanity: what affects one person affects us all
“Need to knows” - students
● Placement results will be shared in a few weeks - instructions will be sent; your parents will sign in to the same portal where they signed your enrollment agreement.
● We have a 6-block schedule. Most students take English I, History I, Math, Physics, a Language, and an Arts elective. Your schedule and instructions for buying books will arrive in early August.
● You will be assigned an adult mentor - this is your “big red help button” - whenever you have a question or a concern, start there.
● Questions about financial aid and help w/ purchases can be addressed to unifunds@sfuhs.org.
● We are a “bring your own Mac Laptop” school - help is available for students with financial aid awards. Instructions for accessing email and other resources will come.
Alexandra Simmons Dean of Student Life
Byron Philhour Dean of Teaching & Learning
Corinne Limbach
Interim Ninth Grade Dean
Alexandra Simmons
Dean of Student Life
Byron Philhour
Dean of Teaching & Learning
Deans’ Welcome for Parents
Agenda
● What you need to know now
Corinne Limbach
Interim Ninth Grade Dean
○ Communication & support
○ Transition to UHS
○ Academic Basics
○ Diversity, Equity, Inclusion and Belonging
○ When problems arise
● What can wait until August
A Big Step Up Transitioning to 9th Grade
Inquiry
academic risk - taking | thorough explanations | interdisciplinary connections | homework time and quality | project timeline management
Care
larger and more specialized support network | greater expectations for self-advocacy | deeper identity work
Integrity
imposter phenomenon | self-doubt | hidden worries | doing the work to stay “whole” as identity and selfconception are challenged | access to new technologies
Agency
reduced parent involvement in choices and priorities | higher stakes (but also inflated sense of stakes) | choosing among many attractive alternatives | managing one’s own responsibilities
Interconnection
making friends | navigating a multi-campus school | feeling isolated and as if one is experiencing the challenges of adolescence alone | affinity spaces
8:50 am class start
End times vary between 2:30 and 3:00 pm
UHS Graduation Requirements
Civilization and the Arts Elective Elective Arts 2 years Level N Level N+1 Level N+2 Languages 3 years English I English II English 4 years Honors Seminar Honors Seminar Honors Seminar Honors Seminar History I Honors US History History 2 years Level N Level N+1 Level N+2 Math 3 years Physics Chemistry Science 2 years Health Ed. & Metacognition Ethnic Studies REd 4 years Health Ed. & Metacognition Community Engagement Community Engagement & Leadership Community Engagement & Leadership Spring Winter Fall PE 4 years Spring Winter Fall Spring Winter Fall Spring Winter Fall and Minimum Five Classes Per Term
● Statement on Equity & Community
● Equity & Community Stewardship and Oversight Committee
● Affinity Groups
● Internal Research Team research on Belonging (next slides)
● Responsive Education | Center for Equity & Community
● Alliance on Community Equity (ACE)
Levels of Belonging at UHS
I Feel Seen.
I Feel Welcome.
I Feel Needed.
This groundbreaking work in inclusion and belonging is a product of our Internal Research Team led by our Dean of Faculty / Assistant Head of School Nasif Iskander.
Levels of Belonging at UHS
I Feel Seen.
I Feel Welcome.
I Feel Needed.
This groundbreaking work in inclusion and belonging is a product of our Internal Research Team led by our Dean of Faculty / Assistant Head of School Nasif Iskander.
Levels of Belonging at UHS
I Feel Seen.
I Feel Welcome.
I Feel Needed.
This groundbreaking work in inclusion and belonging is a product of our Internal Research Team led by our Dean of Faculty / Assistant Head of School Nasif Iskander.
Specialists
Student
Parents and Guardians
Mentor
Dean Teacher Teacher Teacher Class Dean Ideal Communication Patterns Dept. Chair Teacher Specialist
include the Learning Specialist, Counselors, College Counselors, and other student support team members.
that some specialists may need to maintain confidentiality with the student due to their role or the nature of the infor mat ion the student is sharing with them. Teacher
Note
Deans
Hear from parent and gathers information.
Parent
Is an excellent problem- solver, wishes to speak to those in authority.
Student
Has a question, concern or complaint regarding a teacher. Shares with parent.
This model is not robust.
Deans
Pass information to teacher’s Dept. Chair
Dept. Chair Has a conversation with the teacher.
Teacher
Hears a distorted communication; has questions or ideas that feed backward through the system ineffectively.
Student
Has a question or concern regarding a course or teacher. Speaks to teacher with support.
Mentor
Supports and coaches student; knows UHS well; may mediate or escalate conversations.
This model is robust, effective, sustainable, and educational.
Parent/Guardian(s)
Supports student. Provides love, care, insight, and stability.
Teacher
Hears the communication directly; engages in a robust conversation and reflects w/ support team.
Dept. Chair
Supports and coaches teacher; knows UHS well; may mediate or escalate conversations.
Deans & Mentor Coaches
Support and coach all of the adults involved; witness and manage processes; escalate as needed; may mediate conversations.
Emotional Intensity
COMMON COLD
TEENAGE FEELS
This model is not robust.
CHILD
PARENT
Precipitating Event Transfer of Anxiety
Parent Recovery Delayed Possible Child Reactivation by Parent
Time
Emotional Intensity
By holding up a mirror and reflecting back to the child what they’re feeling, allowing them to talk out an issue without ourselves “catching the virus,” we allow students to move at a developmentally appropriate pace through the challenges of adolescence. This is true for even “big things.”
CHILD PARENT
Time
This model is robust, effective, sustainable, and educational.
Precipitating Event Student Recovery
Useful for Fine Measurement of Achievement, Typically Summative
Assessments of Individual Achievement in Learning
[No Assistance]
The Hard Work of Learning: Activities, Lessons, Projects, Formative Assessment [Thoughtful Assistance]
Can be Useful for Coarse Measurement of Engagement, Typically Formative
Process vs. Product: When is Assistance Beneficial?
DEWEY, MONTESSORI
Progressivism
“we learn by experience and can actively express and measure understanding” (link)
CHOMSKY
Cognitivism
SKINNER, PAVLOV
Behaviorism
MASLOW, HAMMOND
PIAGET, PAPERT
Constructivism
“we can understand how the brain works” (link)
“human behavior can be modified in response to stimuli” (link)
The Salon
“reasoned debates and egalitarian polite conversation” (link)
hooks, Said
Critical Pedagogy Time
“critique & challenge power dynamics in society & education” (link)
Humanism
“satisfy essential human needs first” (link)
“learners build their own understanding” (link)
DWECK
STEIN
SOCRATES
Placement Exams
● Pandemic-related challenges have led to unpredictable gaps in preparation, regardless of talent. Please trust our process.
● There will be possibilities for acceleration in math after the first year, with the goal of continuing to challenge students at the appropriate level. We will reach out if summer work is advised.
● We do not articulate w/ outside schools/systems for credit or acceleration.
UNI Funds and Financial Support
● We have a robust financial aid program at UHS that supports academic and non-academic needs. Email unifunds@sfuhs.org when requesting assistance.
Director of Enrollment Management & Strategy
Learning Differences and Accommodations
● If you are already receiving accommodations for a learning difference or have any questions about our program, De Shan can be reached at (415) 447-5821 or by email to deshan.lett@sfuhs.org.
De Shan Lett Director of Learning Services
Nate Lundy
Student Technology Resources
● Students bring an Apple laptop to school every day
● Buying advice available at: tech.sfuhs.org
● Purchase support available to many families receiving financial aid - expect email from Howard next week if you pre-qualify
● School-provided apps include Gmail, Google Workplace, Adobe, Microsoft Office, Canvas LMS and Blackbaud
● Student email accounts distributed prior to August 1
● Expect email from Howard next week with more info
● Questions: howard.levin@sfuhs.org
Howard Levin Director of Technology
Here’s a list of things you don’t have to worry about right now.
• The system for paying for & accessing lunch
• Getting a student ID
• Campus access & visitor sign-in
• Reporting absences to the school
• Student schedules
• Buying textbooks
We’ll get back to you about all of this in late summer, around August 1st.