The CamTech Program would like to invite you to attend our first annual Showcase Night here at CHS on Tuesday May 24, 2016, starting at 5:40 PM in the CHS Theater. At 6 PM we will migrate across the hall to our CamTech labs where students will be demonstrating skills and sharing a variety of projects they’ve done this past year in program. Come check us out and see if we might be a fit for your son or daughters future needs. We look forward to seeing you there.
CHS CamTech Staff,
Derek Jaques, Ron Wright, Kelly Williams, Doug Huegli,
Mathew Chase, Will Ephraim
As you may have heard, we are launching a new Project-Based-Learning (PBL) middle school program for Camas students in the fall of 2016! While we are still working on the details and in the final stages of purchasing the facility, we are excited to invite you to learn more about this opportunity.
The world we are preparing students for is far different than when we were in school. Our global economy is calling for employees who can collaborate, create, design, and problem-solve more than ever. If we wish to prepare a generation of students who can solve real-world problems, we must give them real world problems to solve. If we want to graduate students who can manage their time and collaborate with others, me must give them guidance and practice managing their time and collaborating with others.
Project Based Learning is an effective, meaningful, and enjoyable way to learn and to develop these skills for college, career, and life. In a PBL classroom, students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge. Projects address content standards through an integrated approach and focus on additional success skills such as critical thinking, problem solving, collaboration, and self-management. Here are some additional benefits to consider:
- PBL makes school more engaging for students. Projects provide real-world relevance for learning. By providing a vision of an end product, PBL creates a context and reason to learn and understand the information and concepts. This is further enhanced through presentations for an audience beyond the school.
- PBL builds success skills for college, career, and life. Students learn how to take initiative and responsibility, solve problems, work in teams, and communicate ideas, thus increasing their confidence and transforming how they think of themselves as learners.
- PBL helps address standards. The Common Core and other state standards emphasize real-world application of knowledge and skills, such as communicating in a variety of media, and speaking and presentation skills. PBL is an effective way to meet these goals.
- PBL connects students and schools with communities and the real world. Projects provide students with opportunities to interact with adults and organizations within their community. They are exposed to workplaces, adult jobs, and can develop career interests.
Projects vs. PBL
Projects have been a recognized part of instruction for many decades. In most classrooms, teachers cover topics with a combination of instructional approaches and then assign a project once the topics and skills have been covered. Students often complete these projects on their own at home. Projects are then displayed in the classroom and the unit culminates with an assessment emphasizing factual recall. In this example, the project was more of a “dessert.”
In PBL, projects are the “main course.” In other words, students learn the material from completing the project, which has multiple products, assessments, and feedback along the way. Consider the following brief project examples:
- Design it Clean: In the Design It Clean project, students work in teams to develop water filters that are dependable, affordable, and can provide clean water for specific communities in the real world.
- A Great Place to Visit: In this project, students have the opportunity to develop a walking tour of downtown. Teams identify community landmarks that should be included on the tour, research history surrounding those landmarks using primary and secondary resources, and communicate their findings by writing and recording a narrative that will guide their tour. They will present their tours to the Chamber of Commerce.
Below is a comparison chart to further explore the differences between a traditional project and PBL:
|Can be done at home without teacher guidance or team collaboration.||Requires teacher guidance and team collaboration.|
|Can be outlined in detail on one piece of paper by the teacher.||Includes many “need to knows” on the part of the student and teachers.|
|Are used year after year and usually focus on a product (make a mobile, a poster, a diorama, etc.)||Is timely, complex, covers many standards and skills, and takes a team of teachers a significant amount of time to plan and implement.|
|The teacher work occurs mainly after the project is complete.||The teacher work occurs mainly before the project starts.|
|The students do not have many opportunities to make choices at any point in the project.||The students make most of the choices during the project within the pre-approved guidelines.|
|Are based upon directions and are done “like last year.”||Is based upon Driving Questions that encompass every aspect of the learning that will occur and establishes the need to know.|
|Are often graded based on teacher perceptions that may or may not be explicitly shared with students.||Is based on a clearly defined rubric made specifically for the project.|
|Are closed: every project has the same goal.||Is open: students make choices that determine the outcome and path of the research.|
|Cannot be used in the real world to solve real problems.||Could provide solutions in the real world to real problems even though they may not be implemented.|
|Are not particularly relevant to students’ lives.||Is relevant to students’ lives or future lives.|
|Do not include scenarios and background information or are based on events that have already resolved.||The scenario or simulation is real. If fictitious, it is realistic, entertaining, and timely.|
|Are sometimes based around a tool for the sake of a tool rather than of an authentic question. (Make a Prezi, e.g.)||Is presented to a public audience encompassing people from outside the classroom.|
When addressing the misconception that PBL is the same as “making something,” “hands-on learning” or “doing an activity,” John Laramer from the Buck Institute of Education says:
“PBL is often focused on creating physical artifacts, but the artifacts are not as important as the intellectually challenging tasks that led to them. For example, it’s not truly PBL if students are simply making a collage about a story, constructing a model of the Egyptian pyramids, or analyzing water samples from a lake. These artifacts and activities could be part of a rigorous project if they help students meet a complex challenge and address a Driving Question. And not all “projects” involve creating a physical product. A broad definition of PBL includes projects in which students solve a complex problem and defend their solution in an oral presentation or in writing.”
Logistics for 2016-17
During its first year, our new middle school program will serve approximately 60 sixth and 60 seventh grade students. Students will work with a team of two teachers at each grade level and access Liberty and Skyridge for their electives, health/fitness, and extra-curricular activities. Transportation will be provided. Enrollment will be open to all students in the Camas School District; there will not be a qualification process. If interest exceeds capacity, a lottery system will be employed. After the first year, an eighth grade team will be added along with the potential for additional sixth and seventh grade teams. Ultimately, we anticipate the program to be a fully self-contained autonomous school with approximately 400 students within 5 years, with many students likely choosing to attend our new project-based-learning high school set to open in the fall of 2018.
In regards to location, we are in the final stages of securing a property for the program. If all goes well, this will be an incredible investment for our community and a great opportunity for students and staff. It will also help us address middle school capacity issues much sooner than waiting for our next bond cycle to build a new school at a significantly higher cost. As it sits, the facility in question is essentially move-in ready to begin our pilot program. In fact, we currently have a team of 6th graders helping us reimagine the space. They have some very creative ideas!
*Note: If the purchase of the facility falls through for some reason, we will begin our PBL pilot program with a team at Liberty and Skyridge.
While PBL will be at the heart of our new program, we will also employ traditional instructional practices to ensure that our students are showing proficiency and progress on all of the same standards as their peers at Liberty and Skyridge. This will also include differentiation strategies to provide the proper level of support and challenge in the area of mathematics.
In addition, our new program will offer a unique opportunity to learn in a small and personalized learning environment. Because of the nature of PBL and the size of our new program, our staff will get to know our young learners on many levels. We are excited to develop relationships with our students and families and to involve them in creating a school community from the ground up. On top of it all, we will get to work and learn in an innovative and inspiring space!
Please feel free to attend one of our information evenings listed below or to contact me directly with additional questions by phone at 360-335-3000 ext. 79139 or email at email@example.com. If you’re already on board, please fill out a Student Interest Form now! Interest forms are due by 3:00 p.m. on June 6. We look forward to hearing from you!
Aaron J. Smith, Principal
Skyridge Middle School and PBL Pilot
Upcoming Project-Based-Learning information events:
Monday, May 23 Coffee Hour with Mr. Smith – Skyridge Middle School – 9:00 a.m.
Thursday, May 26 PBL Information Evening – Skyridge Middle School – 7:00 p.m.
Wednesday, June 1 PBL Coffee Hour with Mr. Smith – Liberty Middle School – 9:00 a.m.
Want your student to try PBL on for size and get to know our new program staff? Consider signing up for our two-week summer program through Camas Community Education.
Nashville, TN- Camas High School DECA students recently returned from competition at their International DECA Conference (April 23-27). Three students from Camas High School placed in the top 10 in their competitive categories at the event. Cameron Vega and Noah White were in the top 10 in the Automotive Services category while Kendall Mooney placed in the top 10 in Restaurant Management. This was the third time in four years that Vega has placed in the top 3. Other finalists surviving the first day of competition to compete in the finals were Kevin Chen, Jack Kelly, Quentin Lebeau, Michael Jurna, Amanda Lebowsky, Kendra Horvath, Satya Hariharan, Elizabeth Schwartzkopf, Luke Huckvale, and Ben Peterson.
Students competed in role play and written events against some of the strongest marketing students from the U.S. and Canada. Each competitive category had approximately 130 competitors, which was then trimmed down to 20 for a final round of competition. In the final round of competition, the top 10 students were awarded medals and the top 3 received plaques.
In their spare time, students took in a concert at the Grand Ole Opry and enjoyed some great southern hospitality and cooking. Students reported being very impressed by the music scene and said it was a great location for the conference.
When Adam Ryan and Seth Bradshaw were looking for projects that would help them to earn the rank of Eagle Scout, scouting’s highest honor, they went back in time.
Not literally, of course, but figuratively, to their roots at Skyridge Middle School.
Ryan, 18 and Bradshaw, 17, contacted former teacher John Condon, who in turn alerted teacher Gayle Cooper, who heads up the school garden, to see if she could find some projects for the teens.
“I always have projects to get done,” she said. “We needed somewhere out here for the kids to sit during lunch, and we are also trying to attract native birds to the garden.”
So, she asked the boys to construct arbors, birdhouses and benches.
Since there were some fir trees to be thinned out on the school grounds, Cooper procured the lumber needed for the projects free of charge. Lutz Hardware of Camas donated the materials.
“It’s been delightful working with Adam and Seth,” Cooper said. “They really exceeded my expectations in terms of delving into the project on their own. It is nice to see students come here and ‘pay it backward.’”
Ryan, a senior, and Bradshaw, a junior, both attend Camas High School, where they participate in track, cross country and are National Honor Society students, as well as members of Boy Scout Troop 499.
“When I was starting up and looking for projects, Skyridge was my go-to place,” Ryan said. “The fact that there was already an idea here for me was a huge bonus.”
Here at Camas High School we are preparing for our annual Senior Board Presentations and looking for volunteers to sit on the panel of judges. This is a great opportunity to see the culmination of our seniors’ efforts and the significant work they invested in their senior projects over the course of this school year.
Senior Board Presentations will be held on May 31, June 1, and June 2 from 7:15-10:15 a.m. each day. You are invited to participate in one, two, or all three days. Training for boards will be held on May 23 at 9:00 AM and 3:00 PM at the CHS Library. We know this is a big commitment on your part, and we value your time. If it fits your interest and schedule, please click on the link below and sign up to join us!
Please respond as soon as you are able, so that we can get our schedules arranged for the Senior Board Presentations.
The transition from elementary to middle school is an important step for students. One part of this transition is academic – ensuring that students are placed in courses that will continue their learning and offer the best balance of challenge and success. Watch this short video to understand middle school math pathways in the Camas School District.
Today, we are launching a tool called Thoughtexchange to begin an online learning process. We want to better understand what you think we do well and what we can improve. By answering four, open-ended questions, you are helping us achieve our mission of providing students with the ability to communicate effectively, use technology, reason, be self-confident, possess mental and physical health, and work effectively with others.
We are asking parents, staff and community members four open-ended questions to gather a broad range of perspectives. We encourage you to contribute your thoughts. We also encourage you to talk about the process with parents, businesses, and community members and encourage them to participate. It is only by understanding all perspectives that we can best serve the needs of our students.
Parents were emailed invitations to participate. If you would like to participate or didn’t receive an invitation, click this link to sign up: Thoughtexchange signup.
A little bit about the process:
- It is a three-step process. Stakeholders begin by sharing their thoughts. Then they review and star the thoughts of others before discovering what the community values.
- The process is confidential. The names and email addresses of participants will never be publicly associated with a thought or response. However, participants will see each other’s thoughts.
- If the school has your email address, then you will receive a customized invitation. If you don’t receive an invitation, please let us know and we will ensure you receive an invitation.
Thank you for supporting the students in our District.
Two sophomores from rival high schools took the Chieftain Invitational by storm Thursday, on the Lewis River Golf Course in Woodland.
Pouring rain, chilly wind, soggy fairways and waterlogged greens did not stop Hailey Oster, of Camas, and Kallie Sakamoto, of Washougal, from scoring 78s on the par-72 course.
“I felt pretty good about the round,” Sakamoto said. “I couldn’t complain, considering the weather.”
This was Sakamoto’s lowest score since moving to Washougal from Fairfield, California. She learned quickly that the weather here is different than it is in the Bay Area.
“It’s tough, but I’m adjusting,” Sakamoto said. “I don’t feel like I’ve proved anything yet. Golf is a tough sport. You just have to have fun with it. Remember, it’s just a game.”
The tournament featured 68 golfers from 14 Southwest Washington high schools. The winner was determined by their performances on the 16th hole. Oster made par and Sakamoto had a bogey.
“It’s cool for our side of the county to see a Camas and a Washougal golfer on top,” Oster said. “I just want to keep learning from my mistakes, and limiting them more and more.”
Oster burst out of the gate with pars on holes one and two, a birdie on five, and three more pars on seven, eight and nine. She made the turn at 1-over par.
“I usually start off rough, but I didn’t today. I started off stronger,” Oster said. “I tried not to think about how wet and cold it was. After a few holes, you get used to it.”
Read the full story at The Post Record.
Both teams had opportunities, but shots on goal sailed wide or were defended and recycled.
Ten minutes into the second half, Camas burst through the seams when Erik Brainard served the ball up on a silver platter and Danny Wing connected with a beautiful header into the back of the net.
Ten minutes later, Bennett Lehner finished off another assist by Brainard and the Papermakers rolled along to a 2-0 victory against their rivals.
“I was just feeling it today,” Brainard said. “All my crosses were on.”
Brainard had the best seat in the house watching the first goal go in. Wing seemed to be suspended in mid-air, waiting for the ball to get to him off Brainard’s foot.
“It was a beautiful ball by [Brainard],” Wing said.
“I just touched it by the defender,” Brainard said. “I’m glad [Wing] got on the end of it.”
Lehner described the second goal as textbook. Brainard had the hot foot again. All the captain had to do was steer the ship and send the ball into the net.
Read the full story at The Post Record.
The Washington Achievement Awards are sponsored by the Washington State Board of Education and the Office of Superintendent of Public Instruction. They celebrate Washington’s top-performing schools and recognize achievement in many categories. This highly-selective award is based on our school’s performance on the Washington State Achievement Index.
Schools are recognized as top performers in one of seven categories:
- Overall Excellence
- High Progress
- English Language Arts Growth
- Math Growth
- Extended Graduation Rate (only awarded to high and comprehensive schools)
- English Language Acquisition
- Achievement Gap
Achievement GapOverall excellence, high progress, reading growth, math growth, extended graduation rates and English language acquisition.
Camas schools receiving the 2015 honor are: Grass Valley Elementary School (English Language Arts Growth), Helen Baller Elementary School (High Progress, English Language Arts Growth), Lacamas Heights Elementary (High Progress), Liberty Middle School (Overall Excellence, English Language Arts Growth, Math Growth), and Skyridge Middle School (Overall Excellence, Math Growth).
These award-winning schools will be honored at a ceremony on May 10 at Union Gap School in Union Gap School District.
6th ANNUAL FUNDRAISER
Supporting Camas School District
Athletics is Back With A New Theme
Local and regional sponsors support the Camas Athletic Boosters Club in a night of fun – fundraising! Mark your calendars, arrange a sitter, you definitely don’t want to miss this one … the Boosters are switching it up with a live concert by Nu Shooz. This 80’s Dance Party is sure to be a hit and will be held once again at Westlie Ford, located at the Port of Camas/Washougal on Saturday, April 30th.
Click here for more details.
The Camas School District is not shy about its need for school bus drivers–and it’s breaking down barriers to fill that need.
In the past two years, multiple pleas have gone out to the Camas community as the District sought to fill its ever-dwindling substitute driver pool. However, as unemployment rates have decreased, the shortage of substitute drivers has steadily increased.
“It’s not a new problem for Camas or other districts in the state,” commented transportation director Laura Nowland. “When regular driver positions open in the district, we tend to hire staff from our substitute pool. This is great for our substitute drivers, but leaves us the challenge of filling that vacancy in the pool,” she added.
That challenge of filling the substitute pool is monumental as driver training time and licensure costs are significant. It costs a potential driver about $600 in fees, out of his/her own pocket, just to become eligible to drive a school bus. That investment is often too high for an individual who is looking for part time work.
The District recognizes that innovation, and investment, may be the answer and has implemented its first-ever bus driver incentive program. Beginning in April, people who apply and are selected to become substitute drivers will be paid minimum wage during the required training (40-60 hours). Additionally, the District will pay up to $600 of the fees to gain a Commercial Driver’s License (CDL). Once an individual has received their CDL, they will be required to work at least 500 hours for the District. Substitute drivers earn $16.68 per hour and can expect to work between 1-4 hours per day when they cover shifts for regular drivers.
Nowland said she hopes to find and train six more substitute drivers, which would put the District in a great place.
“If you have good people skills, enjoy working with children, and consider safety a top priority, driving a school bus would be a great job for you! We have an amazing team in the transportation department, and we can’t wait to expand our family of drivers,” Nowland commented.
Interested individuals should call the transportation department at 360-833-5585 for information. Applications are available online at www.camas.wednet.edu under Employment.
Filuk shines as Papermakers shoot school record team score
A showdown between two of the top girls golf programs in Southwest Washington on Tuesday turned into a celebration day for Camas.
Elise Filuk shot a even-par 35 and Hailey Oster shot an 1-over 36 as Camas beat Union 148-170 at Camas Meadows.
The victory set a school record for team score by the Papermakers, while snapping Union’s 44-match winning streak.
“We just beat (the record) last week at Fairway Village against Mountain View, and now we’re beating it again,” Filuk said. “It’s a great feeling beating it last week and now this week, so things are only going up.”
Things are only going up at Camas, where 18 of the 26 girls out for golf this spring are freshmen.
Union coach Gary Mills said before the match that he thought the second group of golfers to go out Tuesday would decide the winner.
Camas’ first group — seniors Filuk and Connie Wang — bested Union’s Reilly Whitlock and Taylor Hartley by one stroke. Whitlock and Hartley both finished with 38s. But Camas’ second group provided a 21-shot edge behind sophomore Oster and freshman Emma Cox, who shot a 37.
“I think we’re watching a changing of the guards here,” Mills said as he watched the second group work their way up the 18th fairway.
But one the old guards was the standout Tuesday.
Rob Mattson shares about the Power of Studio Residency at Skyridge Middle School.
What is a studio residency?
A studio residency is best described as time, “set aside for you and an expert coach to develop your professional skills” (Boatright, et al.). Teachers “in residency” work together with the coach and other resident teachers to move through three stages of learning:
- Pre-observation discussion and planning
- Teaching and observation
- Post-observation debrief
We are fortunate in Camas School District to have a progressive administration that recognizes and supports teacher leadership. At Skyridge Middle School, the studio residency model was adapted to meet our faculty’s needs by replacing the expert coach with the expertise of our teachers, Teacher Learning Leaders, and TOSAs, who work with each PLC. While in residency with my PLC, I studied, planned, taught, observed, debriefed, and retaught multiple lessons this year. As a result, my instructional practice has shifted and grown.
Read Mattson’s full post at the CORElaborate website.
ReadyWA and PSESD believe teacher leadership is essential for successful, large-scale systemic change in education. ReadyWA and PSESD also believe that the use of social media is an effective means of helping to sustain systemic change in instructional practice.
In fall 2016 all students in 9th through 12th grade will also be required to have two doses of the vaccine. Students who already had two doses of the vaccine do not need to repeat it. The vaccine prevents chickenpox and its serious complications.
Teens are at higher risk of severe complications if they get chickenpox.
The new requirement helps protect these young people. Washington State has required only students in kindergarten through 6th grade to have two doses of chickenpox vaccine, until now. The new requirement is based on national recommendations from the Advisory Committee on Immunization Practices. Where Can I Learn More? Talk to your school nurse, healthcare provider, or visit the Department of Health at: www.doh.wa.gov/VaccineRequirements
Each spring, women from around the world convene at the UN’s annual Commission on the Status of women. The Feminist Majority foundation is the parent organization of Girls Learn and, as active participants in the Commission on the Status of Women, they see how the voices of girls are important when considering policy changes and implementation of social programs. After starting our local Girls Learn chapter, CHS students Corinne Bintz and Kris Ahn saw attending the Commission as an opportunity to explore future careers and become more familiar with human rights issues on a global scale. Both girls wanted to experience examining these issues with women from different cultures. They applied and were selected to attend the week of March 21 in New York City at the United Nations! CHS teacher Sarah Widdop serves as the Girls Learn Club Advisor and accompanied Corinne and Kris on the trip.
After sitting in on numerous UN and NGO sessions, Corinne realized, “It is easy to limit yourself to only caring about local issues but being exposed to other cultures who struggle with so much more really gives one a broader perspective on global issues. Being exposed to these cultures really motivated us to take action to help all genders overcome struggles.” Both girls realized how much more action they could take on a local level, “I learned a lot more about the issues affecting girls and women worldwide. I now have more ideas about how to involve the Camas community in advocacy issues relating to human rights. I want to work along side members of the Camas community to build a stronger dialogue about pressing human rights matters.”
WOW! What an amazing experience for Corinne and Kris. Our students are making a difference in our community and in our world. Now that is a great example of #CamasHOPE!
CHS soccer team wins first four games at Doc Harris
Dominic Fewel gave the Camas boys soccer team a head start Friday.
The sophomore center back headed a corner kick by Erik Brainard into the net to put the Papermakers up 1-0 against defending 2A state champion Archbishop Murphy, of Everett.
“I tried to get the ball back in the center, but the keeper came out and it just went over him,” Fewel said. “It gave us a leg up, and it sparked our intensity.”
Danny Wing and Bennett Lehner delivered goals in the second half to solidify a 3-0 victory. Brian Murray dove left, right and over the top of the Wildcats to snag a dozen saves for Camas.
“He’s like a huge security blanket for us,” Lehner said of Murray. “You know he’s going to come up with the ball.”
Wing finished off a long possession by Lehner down the field to give Camas a 2-0 advantage with 29 minutes left to play. Lehner then fired a laser beam into the goal to make it 3-0.
Read the full story at the Post Record.