Technology and Student Learning (at OHMS)

The use of technology in schools has increased at what can seem like an amazing rate.  Currently, OHMS has a 1:1 computer / student ratio.  Our 7th and 8th graders have MLTI (Maine Learning Technology Initiative) laptops.  While not the exact same machines, this program started back during Governor King's administration.  Student laptops have been in middle schools for many years.  More recently, the school board voted to fund this laptop program through 12th grade using the same machines found at the middle level.  As recent as last year, laptops were purchased so that our 6th graders will have the same access to technology as the rest of our students.  They are not the same machines, but equally as effective.

Simply possessing a machine will not increase student achievement.  Our student laptops are designed to be instructional tools.  We look to use them as another learning strategy to enhance students' experience.

In the 2007 posted research article from the Association of Middle Level Educators (AMLE), "under the right conditions, technology:

• Accelerates, enriches, and deepens basic skills.
• Motivates and engages students in learning.
• Helps relate academics to the practices of today's workforce.
• Increases economic viability of tomorrow's workers.
• Strengthens teaching.
• Contributes to change in schools.
• Connects schools to the world."

Access to and appropriate use of existing technology is becoming more important than ever to be a successful part of life after school.  We need to teach students digital literacy so they know how to appropriately use technology.  Technology is a part of so many occupations in today's economy.  Students need to have mastered certain technology skills to have a shot at landing that job.

Technology in the classroom is also an integral part of our push toward Customized Learning.  The collection, storage and analyzing of so much data can not be done without the proper soft- and hardware.  We are continually seeking enticing and practical ways for students to complete individualized learning plans.  This often involves finding the right website.   Assistments and Google Docs are two such sites.  Please feel free to reach out and inquire about technology and learning at OHMS.  Our students and staff have embraced technology and are ready to have it positively impact our learning.    
         

PLGs and Late Start Wednesdays

PLCs (Professional Learning Communities) and PLGs (Professional Learning Groups) are terms that can be used to describe these same thing.  In RSU#4 and OHMS we call these groups PLGs.

What are PLGs?  Simply put, it is a group of educators that gather with a specific purpose related to improvement of instruction, professional development and increase student achievement.  At OHMS we have several ways we group our teachers for the purpose of PLGs. Sometimes teachers meet with grade level collegues, sometimes they are grouped by content (math, ELA, science, etc). Sometimes the whole staff comes together for a PLG.

What happens in a PLG?  PLGs are opportunities for teachers to meet with a number of purposes in mind: 1.  Discuss student needs including data from assessments and how best to meet the needs of particular   students.
2.  Teachers meet to learn together or from each other.  Our staff has a wealth of experience and knowledge.  We can and do learn from one another at little to no cost to the distrcit.  At times teachers discuss a research article, other times they share instructional practices or discuss how to implement formative (or other) assessment strategies.
3.  Generally once per month PLGs discuss student survey data from around our advisory groups and how this program can better meet the needs of each grade level.  Each grade level has a theme and they design acitvities for the students related to these themes.
4.  Vertical teaming is the practice of having teachers meet from different grade levels that have something in common. Examples of vertical teaming groups include, but are not limited to 6-8 math or ELA, 6-12 science or social studies, k-12 Art or Media specialists.  These groups don't get to meet very often, so PLGs are important to the coordination of services and curriculum.     
When does a PLG occur?  The short answer is that a PLG can occur any time the necessary staff can get together.  Primarily for this year PLGs are occuring during late start Wednesdays.  It is one of the few times all staff are available to meet.  Work that isn't completed during this short hour can and often is finished or continued during common planning times and after school.   
Why is it worth the time?  As mentioned above, teachers working and learning together is excellent for our professional development.  The associated research article posted on this blog goes into greater depth in describing how PLGs done well can dramatically increase student achievement.  While we are always working to improve the use of our time, we are grateful for the gift of this time.  Our Leadership Team plans the work of the PLGs a month in advance and they generally have one of four themes: 1.  Planning  and student grouping during our intervention times, called Learning Lab, 2) Planning for the thematic approach to our advisory system, 3) 6-8 or 6-12 vertical teaming by content area as described above or 4) the study of Formative Assessment straegies.  The common thread throughout these PLGs is the collection or analyzing of data.

PLGs can be complex and are certainly a fluid entity.  They are a research-based and growing trend in education today.  The conecpt behind PLGs work in concert with the middle school philosophy.  Please feel free to contact me (jeff.ireland@rsu4.org) if you have any questions about PLGs.      

Budget Season

There seems to be no more misunderstood topic than that of public school budget development and adoption.  Please know right up front that we aim to be very transparent with our budget development.  We realize that we are funded by public tax dollars and that this is not an unlimited resource.  We start the budget development process for the next school year during December of the current school year.  I realize this seems early, but there are many steps that need to occur prior to final adoption.  Below is the budget time line adopted by the school board on 11/30/11:

12/2/11            Administrators submit budgets to Superintendent
1/17 - 2/2        Administrators meet with Superintendent and Business Manager
3/14, 3/28       Budget presentations to School Board (in public board meetings)
4/4                  Budget Workshop with Selectmen
4/11                School Board Budget Meeting
4/25                Board adopts RSU budget
6/6                  Public meeting to adopt the proposed budget
6/9                  Budget referendum vote (by town)

It is important to know that all board budget meetings are open to the public.  There are many sections to a schools' budget.  These include, but are not limited to: Instruction, Guidance, Library, Office of the Principal, Operations and Maintenance, Co-Curricular, Extra-Curricular and others.  The areas mentioned above are directly in the OHMS budget.  There are other areas that exist within the RSU budget.  Confused yet?  We try very hard to create a budget that meets the needs of the school and our students, but stay fiscally responsible as well.  This is not always an easy balance to strike.

I invite any member of the public (not just OHMS parents) to make an appointment to meet with me and ask questions about the budget or the process.  Transparency is the goal.  If I can't answer the question, I can likely point you in the right direction. 



   















 

5 Ways to Help Your Young Adolescent Be Successful in Middle School

An article with the same title is posted in the usual spot to the right.  I have heard the experts talk (and write) about the developmental difficulties that go along with being a young adolescent.  While I believe they are right, what about the job of parenting a young adolescent?  Not exactly a walk in the park.  We always love them, but don't always like the way they behave or treat us.  Below I'll summarize the key points this article makes to help those of us that are smack dab in the middle school roller-coaster with our kids.

1. Have a candid conversation with your child about expectations for the year and what works and does not work for their success.
Be frank with your child about your expectations for them.  After all, if they don't know the target, they can't hit it.  Inquire about their expectations for themselves.  Goal setting can be an off shoot of this conversation.  Setting reasonable, achievable and measurable goals is a life long skill that they are quite capable of completing successfully.  Revisit these goals often!

2.  Talk to your child every day!
 I know that sometimes they don't seem to listen.  I know that sometimes they seem like they don't want to talk.  However, they are listening and they do want you to start conversations about what is going on in their lives.   

3.  Contact school regularly (phone, email, visit web sites).
It is very important to keep in touch with school regularly.  Don't wait for a call if things aren't going well.  As mentioned above, there are numerous communication avenues.  Phone calls, emails, interaction through our website and the good old-fashioned conference.  Sometimes just knowing that you are in regular contact with school helps students.  Infinite Campus (IC) is a crucial element to tracking your child's progress.  24/7 access to grades and assignments is the ultimate in convenience.  Please contact school if you are having trouble accessing IC.   

4.  Encourage involvement in non-academic activities.
There are many non-academic pursuits out there, some related to school, some not.  Students' spend many hours and brain cells on their academic tasks each day.  It can be beneficial to have opportunities for exercise and social interactions outside of the school day. Athletics, Drama, Rec Club, my son has recently taken up archery.  It has had a calming effect on him.  Often these pursuits cause cognitive challenges that can enhance their learning in school.    

5.  Let them explore independence (safely). 
'Tis the age for seeking independence.  It is a delicate balance between holding them back and letting them go.  Too much on either end can lead to difficulties.  Every child is different and needs different boundaries from their parents.  This is an area where the conversation is really important, as is reflection.  Parents don't always get it right, but don't stop asking questions and reflecting upon your parental decisions.

I hope this entry did not come across too much like an advice column.  My intent was to combine some research with life experience, both as a parent of an 8th grader and as someone who has spent a few years working with this age group.  Feedback welcome!  

Ever wonder why we have the schedule we do?

Scheduling is never an easy thing.  However, it is important to have the structures in place to support good teaching and learning.  The staff worked hard last spring to overhaul last year's schedule.  It worked and while no schedule is perfect, we are so much better off.  Why are we better off?

1. Our instructional blocks are longer.  65 minutes that does not include transition time.  2.  Grade level teachers have common planning time everyday.  This is a big deal, allowing our staff to collaborate, improve instruction, examine data and provide common experiences across pods.  3.  Intervention times exist for students on a daily basis (30 - 60 minutes).  Students not below standard get to have some enrichment activities (student blog, technology explorations, etc).  4.  There is an advisory period at the beginning and end of every day allowing for more contact with a trusted and caring adult.

If you are able to read the associated research article posted on the right-hand "nav. bar," you'll see several types of schedules mentioned.  We have a combination of a block schedule and alternate day schedule.  Our Unified Arts classes rotate (alternate), but not our core classes.  Our core classes are longer (blocks) to provide more instructional time.

While no two middle school schedules are alike, they generally have guidelines to provide structures to enhance learning.  Gone are the days of the 45 to 50 minute periods that happen 7 times per day.  Longer instructional blocks allow for cooperative learning strategies and for students to go further in depth with topics.  Learning isn't as rushed with these longer blocks.

We meet early in the spring to review the master schedule and to make any necessary changes.  We hope to make only a few changes this coming year.  Parental input is always welcome!



 

OHMS' 7/8 Looping Structure

Many of you already know, but if you don't, OHMS has a grade 7/8 looping structure in place.  This is our first year and initial reviews are very positive.  So what does this mean?  This years' seventh graders will have the same teachers next year.

Why do we have this structure in place?  There are a number of reasons for looping.  Some are explained in the "Research on Looping" link on the right hand navigation bar.  Middle schoolers are special kids with specific developmental and social needs.   We know this already, especially you the parents.  One of the major tenets of the "middle school philosophy" is to have adult advocates for all of our students.  There is also a greater understanding of the importance of a healthy rapport/relationship between teacher and student.  This takes time to develop, as is with any relationship.  It almost seems a shame to have to start this process all over again each year.  Teachers can save time in the fall picking up where they left off in the spring.  Knowledge of each student's strengths, weaknesses and learning styles is essential for ensuring student's success.  Now teachers will have this knowledge for two years.  Think of the possibilities!

Why not loop 6-8?  Some schools do have this structure.  My son's school does.  However, we have realized that the 5/6 transition is a huge move for our kids.  Our current 6th grade team has a particular skill set and are able to provide a smooth and more effective transition.  Having the same 6th grade team also allows an ease of conversation with Carrie Ricker School and their 5th grade team.

Does looping always work?  Of course nothing always works.  There are options if you or your child feel that looping with the same teachers may not be in the student's best interest.  While we generally wish not to interrupt the benefits of looping, please contact the school if you would like to discuss options that are different than looping.

Looping is only one of a number of ways that OHMS tries to meet the specific developmental needs of your child.  This entry is an attempt to help parents understand why we loop.  Please take a minute to read the posted article about looping.  I think it will add some clarity.  Feel free to call or email if you'd like to have further conversations about this or any other topic related to OHMS and the education we deliver.   

Develop Your Child's Many Ways of Being Smart

I recently participated in a professional development opportunity and was presented with a number of resources.  The article I site below was among these resources.  To be completely honest, I first read this article with the perspective of being a father.  Like many of you, I have two children and sometimes it is hard to believe they come from the same gene pool. How do we (my wife and I) guide our kids to be the best people they can be?  It is a question we ask ourselves frequently.  Parents have the most and best knowledge of their kids (our students).  This knowledge paired with some educational research can be powerful.

The concept of Multiple Intelligences is not a new one, but one that has stood the test of time.  Every kid is smart.  They are often smart in different ways.  Some kids do better when they hear information, some need to see the information and some need to be moving and experience new concepts.  Many kids show strengths with interpersonal skills and others are introspective and deep thinkers.  Any of these sound familiar to you?

At school we try to include activities in our units of study that tap into all or most of these strengths.  This way all kids can use their strengths to show what they know.  It is also beneficial to have students participate in activities that are not in their area of strength.  This will further develops their skill sets.

In the article, activities are mentioned that connect with each type of intelligence so you, the parent, can recognize and foster the development of these attributes.  Recognize the intelligences in your child.  Feel free to call your child's teacher and let them know what you've discovered (or perhaps what you've known all along)! 

P.S.  Please excuse the typo in the title of the article if you download it!   

http://www.kaganonline.com/free_articles/dr_spencer_kagan/raise_smarter_children_1.php