Charting a Course to SAVE Kids: An Intentional Direction

Charting a Course ► Objective:  Provide EVERYONE with practical information (programs, tips, successes, failures, handouts, etc.) to help you improve the performance of your middle schools.

Charting a Course ► A snapshot of North Oldham Middle School  2002 Blue Ribbon School  Achieved state proficiency in 2001 (2014 goal)  2007 School to Watch  2008 Model school  8 National Board Certified Teachers (15)  NSF Math Teacher of the Year for Kentucky  2008 American History Teacher of the Year

Charting a Course ► A snapshot of North Oldham Middle School  Three feeder elementary schools *  812 students in grades 6-8  Approximately 91% Caucasian  Approximately 4% F/R  Approximately 13% identified special needs  Approximately 15% identified gifted

Charting a Course ► ► Regardless of the demographic, we all have the responsibility to SAVE kids. And while specific needs can vary from school to school, the framework is consistent. ► S – Social ► A – Academic ► V – Vocational ► E – Emotional

Charting a Course Turn to your neighbor, and for 30 seconds each, discuss the answer to this question: Of the four components in SAVE, which do you feel is the most important?

Charting a Course ► Commonalities despite demographics  Transition to middle school and high school  Provide an engaging/challenging curriculum  Promote growth in vocational skills  Provide a safe environment

Charting a Course “A”

► Ensuring the A in SAVE  Organizational structure must parallel your high expectations  Time  Protected time  Articulated focus (Results time)  Daytime ESS  Documentation (M drive)

Charting a Course ► Organizational structures..\08-09 Master schedule.docm..\08-09 Master schedule.docm

Charting a Course ► Ensuring the A in SAVE  Same curriculum for all ► Curriculum Progress Reviews  Attention to data  PD based faculty meetings  Adherence to the five* questions of professional learning communities

Charting a Course ► Ensuring the A in SAVE..\Curriculum Progress Review.docm..\Curriculum Progress Review.docm

Charting a Course ► Professional learning communities ask:  What do we want all students to learn?  How will we know when they have learned it?  How will we respond when a student experiences difficulty in learning?  What do we do for those who already know it?  * What are the best instructional practices we can utilize to ensure the expected learning?

Charting a Course ► Professional learning communities resource  Learning by Doing by Rick Dufour, Becky Dufour, Robert Eaker, and Thomas Many

Charting a Course “V”

► TARGET  Advisor/advisee program – Advocate for every child  Age/grade appropriate activities focus on organization, time management, peer issues and pressures  30 minute scheduled time period every day  Structured Days ► Common read alouds to address theme (e.g. adversity, peer pressure, etc.) ► Intentional lessons that address developmental SAVE goals ► Individual Learning Plans (ILP’s) ► Class, School, Community Service Projects

Charting a Course ► Vocational needs..\TARGET.docm

Charting a Course “S/E”

Turn to your neighbor, and for 30 seconds each, discuss the answer to this question: How should an incoming student to your school be introduced to the rituals, customs, and way of life?

Charting a Course ► Transition to middle school  Transition activities are critical to the foundation for continued success.  Activities address the anxieties of both students and parents.  Activities foster relationships and promote collaboration between schools and teachers.

Charting a Course ► Transition Activities  Elementary school visits (March, April)  Guest at elementary event nights (April, May)  5 th grade parent night at NOMS (May)  5 th grade day (May)  5 th /6 th “Dance” (May)  Math placement test (May)  Summer Enrichment (June)  Follow-up opportunities (September)

Charting a Course ► Classroom Guidance  Relationship with the counselor  Goal setting  Individual learning plans  Positive self talk  Conflict resolution  Empathy  Bullying  Reinforcement through reward

Charting a Course ► Developmental characteristics resource  Yardsticks by Chip Wood

Charting a Course ► When it doesn’t work…....\Intervention continuum.docm..\Intervention continuum.docm

Charting a Course ► Current initiatives at NOMS in alignment with SAVE  Altering master schedule to address diverse learning (G&T, ELL, PLC cohorts)  Creation of best practice lab classrooms in each content area  Introduction to RTI  Intentional focus on the Thinking Strategies with assistance from literacy coach  Evolution of TARGET (advisor program)

Charting a Course ► Thinking strategies resource  Strategies that Work by Stephanie Harvey and Anne Goudvis

Charting a Course ► Contact information Robb Smith, Principal North Oldham Middle School 1801 S. Hwy Goshen, KY (502)