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OREGON MIDDLE SCHOOL
Citizenship, Attitude, Responsibility, Excellence
The mission of Oregon Middle School is to develop conscientious citizens, foster positive attitudes, respect and appreciate individuals, and achieve academic excellence.
OMS 2009-2010 Goals (4Cs)

COMMUNITY
Increase parent feeling of involvement through the continued development of the 5-to-8 Group. Maintain or improve communication with parents and community members

CULTURE
Maintain or increase student, staff, and parent ratings in student safety, meeting academic needs, and student achievement through relationships between students and teachers.

CHARACTER
Maintain or increase student, staff, and parent ratings in students, staff and parents reporting a respectful school environment

COMPETENCY
By the end of the 2009-2010 school year, 100% of our students will read at grade level and or make at least one year’s growth and /or meet their individual learning plan (IEP, 504, etc.) goals.

Panther “props” to:
PBIS Committee Planning and facilitating discussions at Inservice 4/22/2010 PLP Team Presentation on their research of e-Portfolios and ideas for next year Literacy Team Three Cups of Tea Activities guest speakers and fundraiser Kolleen Making Cinnamon Rolls for Inservice

“Sharpening Your Skill Saw”
September 2006 | Volume 64 | Number 1 Teaching to Student Strengths    Pages 56-61

Teaching to the Minds of Boys
Kelley King and Michael Gurian

[excerpt: for full article click here]

A Look into Boy-Friendly Classrooms
How did Douglass manage these successes? Using a theory developed by one of the authors (Gurian et al., 2001; Gurian & Stevens, 2005), the school analyzed the natural assets that both girls and boys bring to learning (see “The Brain: His and Hers,” p. 59). Douglass realized that its classrooms were generally a better fit for the verbal-emotive, sit-still, take-notes, listen-carefully, multitasking girl. Teachers tended to view the natural assets that boys bring to learning— impulsivity, single-task focus, spatialkinesthetic learning, and physical aggression—as problems. By altering strategies to accommodate these more typically male assets, Douglass helped its students succeed, as the following vignettes illustrate.

IN THIS ISSUE
Goals Vision Mission p.1 & 2 “Sharpening your Skill Saw” - Teaching to the Minds of Boys Panther “props” p.1 Upcoming Events p.2 Reminders p.2 Did You Know? p.2 Resource Links p.2 PBIS Data p.3

Cinnamon Rolls Thank you Kolleen Increasing Experiential and Kinesthetic Learning Opportunities Today's assignment in Mrs. Hill's 4th grade class is to arrange words and punctuation marks into a sentence that makes sense and is grammatically correct. Instead of relying on worksheets or the overhead, which might have bored students like Alexander, the teacher directs the students to arrange cards representing the sentence parts across the classroom floor. The taskoriented discussion and interaction, the physical movement, and the orientation in space access the boys' neurological strengths, keeping them energized and

Do not anticipate trouble, or worry about what may never happen. Keep in the sunlight.
-Benjamin Franklin

OMS Weekly Staff E-Newsletter 2010_04_26

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Upcoming Events
April 2010 - CARE Review General attentive. Alexander and his group are a football manual. There's no point to working hard to complete their grammatical reading a book for pleasure.” challenge before the other groups do. Many teachers are familiar with this kind of MAP TESTING These male-friendly elements have also response. Boys often seem to think that 26 Orange Day energized the girls. Many of them like a what they read in language arts class is Everyone Reads Homebase good debate, competition, and moving irrelevant. Mrs. Vanee decided to innovate OMS Safety Meeting (re-scheduled) around. in this area. In her 2nd grade classroom, BUS- Andy, Cassidy, Rick* Supporting Literacy Through Spatialmost of the boys read and write about such Visual Representations topics as NASCAR racing, atomic bombs, 27 Black Day Across the hall in Mrs. Johnston's 3rd grade and football or about such situations as a BUS-Dale*, Heather R., Deb V classroom, the students are writing. Timothy parrot biting a dad through the lip. Many 28 Orange Day has great ideas and is always trying to of the girls write about best friends, books, EXT HB Intervention Day please, but at the beginning of the year, he mermaids, and unicorns. Budget Committee Meeting had great difficulty writing even a single When asked why he thought he was OMS Math Competition Field Trip paragraph. Formulating his ideas into well- writing about superheroes whereas BUS-Dale*, Heather R., Deb V organized thoughts, coupled with sitting still Brittany was writing about her best friend, 29 Black Day and the fine-motor task of writing, often 8-year-old Luke replied, “Because boys BUS-Dale*, Heather R., Deb V overwhelmed him. His mother testified to have more R-rated minds than girls do,” his frequent meltdowns at home. with “R-rated” referring to a preference for 30 Orange Day Realizing the need for nonverbal planning aggression scenarios, competition, action, BUS-Dale*, Heather R., Deb V tools, especially in males, to help bridge the and superhero journeys. Brittany concurred OMS Weekly Update (Bus Duty, Co-Curricular) - Lynda G gap between what students are thinking and as she rolled her eyes in a “Yes.” BUS Map For OMS what they're able to put down on paper, Mrs. Johnston now asks Timothy and his [for full article click here] classmates to create storyboards, a series of Did you Know? pictures with or without words that Reminders graphically depict a story line. The pictures You can review the OMS Goal Report with all Be sure to have students take on the storyboard prompt the brain to types of data for your enjoyment? Go to the the Student Climate Survey remember relevant words, functioning for OMS Moodle Site to view them Student Climate Survey Link these learners as first-stage brainstorming. OMS 0910 Committee Membership*** Now when Timothy writes, he describes OMS Belief Statements what he has previously drawn and then OREGON MIDDLE SCHOOL adds to that foundation. His spatial-visual OMS Vision assets are helping him to write. BELIEF STATEMENTS Letting Boys Choose Topics That Appeal to OREGON MIDDLE We believe students will develop respect Them SCHOOL VISION for their community, environment, and Although parents and educators are quick to Individualizing learning for parents, students themselves. point out to students the more practical and staff We believe all staff, students, and Navigating toward excellence community will foster a positive attitude relevance of reading—you need to read to Sharing responsibility for success of all and outlook. get through high school and college so you students We believe all staff, students and can get a job—this kind of reasoning works Producing positive, collaborative energy community will be respectful and more readily for girls than for boys. Said one Including ALL responsible. Reflecting and collaborating for continuous We believe all staff will model life-long 6th grade boy, “The only reading that's a learning and engage students in high must is reading what's on the computer or in improvement Engaging students in rigorous learning levels of academic excellence.
CARE Expectations - treating people with respect and compassion

Resource Links for OMS Staff
RESOURCE LINKS
OMS Staff Only Page OMS Staff Collaboration Site OMS online DB (Refocus, etc) OMS PBIS Site OMS Literacy Site OMS PLC Site
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Sub Evaluation Form OMS Orange Black and Other Calendar OMS Field Trip Request Form Guest Speaker Request Form OMS Field Trip Calendar Team Meeting form (Google Doc) FORMS Video Use Permission Form NEWOnline Behavior Intervention OMS Committee Meeting Template Form OMS Protocol Documentation Form to NEW ONLINE CADs Facilitate positive dialog (PDF)

GOOGLE CALENDARS

OMS Protocol Documentation form (Word format) OMS Team Minutes Interactive Form - fill in fields and click submit on bottom of Staff Page

SUBSCRIPTION SERVICES
OregonMidSchool Twitter OMS E-Newsletter
OMS Weekly Staff E-Newsletter 2010_04_26

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OMS Data for Week April 19-23, 2010
(reflects data entered as of 4/21/2010)

Data Area

# of Referring Resident Gender Referrals Ethnicity Team Team Actual
7O= 7M= 8O= 8M= Enc= SPED= Admin= SUB= EA= Student= Teacher=4 EA=1 SUB=2 Admin=
Black= White= Hisp= Indian= Asian=

Grade Level Actual

% Actual # of of Students Students

REFOCUS ROOM

Total=19 Reg=12 SPED=7 At-Risk=3 GT= 504=

Black=4 White=15 Hisp= Indiana= Asian=

7O=5 7M=8 8O=5 8M=1

F=3 M=16

7=13 8=6

19

3.4% 10.1% (Staff)

STAFF MAKING REFOCUS REFERRALS
Total=7 Total=0 Reg= SPED= At-Risk= GT= 504=

F=4 M=3 7O= 7M= 8O= 8M=

7

OFFICE REFERRALS

(May include Duplicates from detentions, refocus room, ISS/ OSS)

F= M=

7= 8=

0

0.0%

DETENTIONS

Total=2 Reg=1 (These are assigned detentions) SPED=1 At-Risk= GT= 504=

Black= White=2 Hisp= Indian= Asian=

7O= 7M= 8O= 8M= Enc= SPED=1 Admin= SUB= EA=1 Student=

7O= 7M=2 8O= 8M= 7O=17 7M=24 8O=30 8M=24

F= M=2

7=2 8=

2

0.3%

HEALTH OFFICE
Total=75 Total=0 Reg= SPED= At-Risk= GT= 504= Total=0 Reg= SPED= At-Risk= GT= 504= Black= White= Hisp= Indian= Asian= Black= White= Hisp= Indian= Asian=

F=39 M=26

7=26 8=39

75

13.4%

OSS

Admin

7O= 7M= 8O= 8M= 7O= 7M= 8O= 8M=

F= M=

7= 8=

0

0.0%

ISS

Admin 7O= 7M= 8O= 8M= Enc= 5 SPED= Admin= SUB= EA=1 Student=

F= M=

7= 8=

0

0.0%

CADS PAWSitive 3 of 21

Total=6 Reg=4 SPED=1 At-Risk= GT= 504=1

Black=1 White=5 Hisp= Indian= Asian=

7O= 7M= 8O=3 8M=3

F=1 M=5

7= 8=6

6

1.1%
3

OMS Weekly Staff E-Newsletter 2010_04_26