Subject: Student workload/stress/sleep steps

To: US Faculty 

From: Gerald Buhaly 

 

 

 

Subject: Upcoming Overlake Measures to Address Stress Levels 

To: US Students & Parents

From: Gerald Buhaly 

When Success Leads to Failure>>Click Here

Set To Go (Resource site for transition to college)>>Click Here

·         How do we intentionally coordinate assessments and the workload of students? 

·         How do we modify the registration process to gain a fuller picture of the student experience? 

·         Do we provide enough student choice in Upper School?(During March meeting we will ask full committee what was meant by this question as it is somewhat vague."

·         Has canvas increased and/or decreased the stress/anxiety of our student population?

·         What is the impact of the daily schedule on the lives of our US students?

Theme: Infrastructure Work Group #1:
https://padlet.com/waddlemeghan/rw2g6mdt35gi

·         What is the relationship between AP’s and college preparation and acceptance? 

·         What is the impact of the college process on student health?

·         What is the impact of our graduation requirements?

·         Should we restrict what courses students can take?

·         Who is responsible for teaching the concept of learning how to learn (is it the student, parent, the institution, etc.)? 

·         How do we define rigor? 

·         How can we clarify our instructional intentions so the purpose is clear to students? 

·         What is the efficacy of homework on learning? 

o   How are we communicating purpose/importance of assignments? 

·         How is homework assessed and how is it communicated (completion vs. correction)?

·         Do our assessments (frequency, structure, etc.) reflect our educational philosophy?

·         How can we effectively coach our children to prioritize and say no? 

·         What are the methods of peer education that can provide a more informed picture of the US experience?  

·         How do we educate parents and students on what a healthy balance look like at Overlake?

·         How does the culture of a class (ex. 11^th grade) impact student stress/wellbeing?

·         What are the demands of AP’s and honors classes?  

·         How can the school provide more information to the parent community about Overlake’s school philosophy? 

·         How does the culture of parent expectations impact stress on our students? 

·         How do co-curricular and extra-curricular (out of school activities) effect the wellbeing of our students (both positively and negatively)?

o   With this understanding, should we limit the amount of co-curricular activities students can participate in at Overlake?

·         How do we communicate what we can and cannot control based on WIAA regulations of the athletic program?

·         What information does any of our workgroups need now to make recommendations and establish action plans? (i.e. you are the hunters and gathers of data for our workgroups)  

·         What type of bi-yearly or yearly data (or cycle of years) does the school need to collect in order to continue a sustainable model?

·         How do we effectively analyze, use, and implement data from surveys? 

·         What percentage of students have jobs outside of school? How does that affect their school/life balance (hours per week)? 

·         If we were to reach out to students from underrepresented populations, would we find that their stress level is higher than their peers within the majority community? 

·         Who is responsible for teaching the concept of learning how to learn (is it the student, parent, the institution, etc.)? 

·         How do we define rigor? 

·         How can we clarify our instructional intentions so the purpose is clear to students?