Charting a Course to SAVE Kids:

1. Charting a Course to SAVE Kids: An Intentional Direction

6. 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.

7. 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

8. 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

9. 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

10. 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?

11. 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

12. Charting a Course “A”

13. Charting a Course • Ensuring the A in SAVE • Organizational structure must parallel your high expectations • Time • Protected time • Articulated focus (Results time) • Daytime ESS • Documentation (M drive)

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

15. 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

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

17. 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?

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

19. Charting a Course “V”

20. Charting a Course • 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

21. Charting a Course • Vocational needs ..\TARGET.docm

22. Charting a Course “S/E”

23. Charting a Course 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?

24. 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.

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

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

27. Developmental characteristics resource Yardsticks by Chip Wood Charting a Course

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

29. 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)

30. Thinking strategies resource Strategies that Work by Stephanie Harvey and Anne Goudvis Charting a Course

31. Charting a Course • Contact information Robb Smith, Principal robb.smith@oldham.kyschools.us North Oldham Middle School 1801 S. Hwy. 1793 Goshen, KY 40026 (502) 228-9998