charting a course to save kids: an intentional direction

Charting a Course to Charting a Course to SAVE Kids:SAVE Kids:

An Intentional DirectionAn Intentional Direction

Charting a CourseCharting a Course

►Objective:Objective:

Provide EVERYONE with practical Provide EVERYONE with practical

information (programs, tips, successes, information (programs, tips, successes, failures, handouts, etc.) to help you failures, handouts, etc.) to help you improve the performance of your middle improve the performance of your middle schools.schools.


►A snapshot of North Oldham Middle SchoolA snapshot of North Oldham Middle School 2002 Blue Ribbon School2002 Blue Ribbon School Achieved state proficiency in 2001 (2014 Achieved state proficiency in 2001 (2014

goal)goal) 2007 School to Watch2007 School to Watch 2008 Model school2008 Model school 8 National Board Certified Teachers (15)8 National Board Certified Teachers (15) NSF Math Teacher of the Year for KentuckyNSF Math Teacher of the Year for Kentucky 2008 American History Teacher of the Year2008 American History Teacher of the Year


►A snapshot of North Oldham Middle A snapshot of North Oldham Middle SchoolSchool Three feeder elementary schools *Three feeder elementary schools * 812 students in grades 6-8812 students in grades 6-8 Approximately 91% CaucasianApproximately 91% Caucasian Approximately 4% F/RApproximately 4% F/R Approximately 13% identified special Approximately 13% identified special

needsneeds Approximately 15% identified giftedApproximately 15% identified gifted


►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 – SocialS – Social►A – Academic A – Academic ►V – VocationalV – Vocational►E – EmotionalE – Emotional


Turn to your neighbor, and for 30 Turn to your neighbor, and for 30 seconds each, discuss the answer to seconds each, discuss the answer to this question:this question:

Of the four components in SAVE, Of the four components in SAVE, which do you feel is the most which do you feel is the most important?important?


►Commonalities despite demographicsCommonalities despite demographics Transition to middle school and high Transition to middle school and high

schoolschool Provide an engaging/challenging Provide an engaging/challenging

curriculumcurriculum Promote growth in vocational skillsPromote growth in vocational skills Provide a safe environmentProvide a safe environment


““A”A”


►Ensuring the A in SAVEEnsuring the A in SAVE Organizational structure must parallel Organizational structure must parallel

your high expectationsyour high expectations TimeTime Protected timeProtected time Articulated focus (Results time)Articulated focus (Results time) Daytime ESSDaytime ESS Documentation (M drive)Documentation (M drive)


►Organizational structuresOrganizational structures

..\08-09 Master schedule.docm..\08-09 Master schedule.docm


►Ensuring the A in SAVEEnsuring the A in SAVE Same curriculum for allSame curriculum for all

►Curriculum Progress ReviewsCurriculum Progress Reviews

Attention to dataAttention to data PD based faculty meetingsPD based faculty meetings Adherence to the five* questions of Adherence to the five* questions of

professional learning communitiesprofessional learning communities


►Ensuring the A in SAVEEnsuring the A in SAVE

..\Curriculum Progress Review.docm..\Curriculum Progress Review.docm


►Professional learning communities ask:Professional learning communities ask: What do we want all students to learn?What do we want all students to learn? How will we know when they have learned it?How will we know when they have learned it? How will we respond when a student How will we respond when a student

experiences difficulty in learning?experiences difficulty in learning? What do we do for those who already know it?What do we do for those who already know it?

* What are the best instructional practices we * What are the best instructional practices we can utilize to ensure the expected learning?can utilize to ensure the expected learning?


► Professional Professional learning learning communities communities resourceresource Learning by DoingLearning by Doing by by

Rick Dufour, Becky Rick Dufour, Becky Dufour, Robert Dufour, Robert Eaker, and Thomas Eaker, and Thomas ManyMany


““V”V”


►TARGETTARGET Advisor/advisee program – Advocate for every childAdvisor/advisee program – Advocate for every child Age/grade appropriate activities focus on organization, Age/grade appropriate activities focus on organization,

time management, peer issues and pressurestime management, peer issues and pressures 30 minute scheduled time period every day30 minute scheduled time period every day Structured DaysStructured Days

►Common read alouds to address theme (e.g. Common read alouds to address theme (e.g. adversity, peer pressure, etc.)adversity, peer pressure, etc.)

►Intentional lessons that address developmental Intentional lessons that address developmental SAVE goalsSAVE goals

►Individual Learning Plans (ILP’s)Individual Learning Plans (ILP’s)►Class, School, Community Service ProjectsClass, School, Community Service Projects


►Vocational needsVocational needs

..\TARGET.docm..\TARGET.docm


““S/E”S/E”


Turn to your neighbor, and for 30 Turn to your neighbor, and for 30 seconds each, discuss the answer to seconds each, discuss the answer to this question:this question:

How should an incoming student How should an incoming student to to your school be introduced to the your school be introduced to the

rituals, customs, and way of life?rituals, customs, and way of life?


►Transition to middle schoolTransition to middle school Transition activities are critical to the Transition activities are critical to the

foundation for continued success.foundation for continued success. Activities address the anxieties of both Activities address the anxieties of both

students and parents.students and parents. Activities foster relationships and promote Activities foster relationships and promote

collaboration between schools and collaboration between schools and teachers.teachers.


►Transition ActivitiesTransition Activities Elementary school visits (March, April)Elementary school visits (March, April) Guest at elementary event nights (April, Guest at elementary event nights (April,

May)May) 55thth grade parent night at NOMS (May) grade parent night at NOMS (May) 55thth grade day (May) grade day (May) 55thth/6/6thth “Dance” (May) “Dance” (May) Math placement test (May)Math placement test (May) Summer Enrichment (June)Summer Enrichment (June) Follow-up opportunities (September)Follow-up opportunities (September)


►Classroom GuidanceClassroom Guidance Relationship with the counselorRelationship with the counselor Goal settingGoal setting Individual learning plansIndividual learning plans Positive self talkPositive self talk Conflict resolutionConflict resolution EmpathyEmpathy BullyingBullying Reinforcement through rewardReinforcement through reward


►Developmental Developmental characteristics characteristics resourceresource YardsticksYardsticks by by

Chip WoodChip Wood


►When it doesn’t work…..When it doesn’t work…..

..\Intervention continuum.docm..\Intervention continuum.docm


►Current initiatives at NOMS in Current initiatives at NOMS in alignment with SAVEalignment with SAVE Altering master schedule to address Altering master schedule to address

diverse learning (G&T, ELL, PLC cohorts)diverse learning (G&T, ELL, PLC cohorts) Creation of best practice lab classrooms in Creation of best practice lab classrooms in

each content areaeach content area Introduction to RTIIntroduction to RTI Intentional focus on the Thinking Strategies Intentional focus on the Thinking Strategies

with assistance from literacy coachwith assistance from literacy coach Evolution of TARGET (advisor program)Evolution of TARGET (advisor program)


► Thinking strategies Thinking strategies resourceresource Strategies that WorkStrategies that Work

by Stephanie Harvey by Stephanie Harvey and Anne Goudvisand Anne Goudvis


►Contact informationContact information

Robb Smith, PrincipalRobb Smith, [email protected]@oldham.kyschools.us

North Oldham Middle SchoolNorth Oldham Middle School

1801 S. Hwy. 17931801 S. Hwy. 1793

Goshen, KY 40026Goshen, KY 40026

(502) 228-9998(502) 228-9998

charting a course to save kids: an intentional direction

Documents

middle schools

goal2007 school

expected learning

time management

high schoolprovide

peer issues

rick dufour

becky dufour