Great News for the Pauling Pride Garden!

Great News for the Pauling Pride Garden!    

           

Dear Pauling Pride Community,

I’m excited to inform you of a new partner we have with the Linus Pauling Institute to connect our students to our school garden.  LPI's Candace Russo and Sydney Henderson have already begun to get their “hands dirty” planning and preparing for an active spring. These two fantastic educators bring nearly 20 years of experience with natural resources and environmental education.  Our school is incredibly excited to have the passion and expertise of LPI in our garden program.  We also will continue to have support from Ellen Tappon and the Benton County Master Gardeners.

On the Friday prior to spring break, my Pride class went out to the garden with Sydney and took some soil samples and then worked on pulling some weeds in the beds.  To be completely honest, I wasn’t sure how my 8^th graders were going to respond to this surprise activity, but they had a great time and the old adage “many hands make for light work” proved true. Gardening with friends and of course, worms and sow bugs were the highlight. Sydney will be coming on Tuesday and Thursdays to work with students before, during, and after lunch.  Money raised from the Make Your Mark Campaign help fund needs such as soil for our garden…thank you for your ongoing support of our great programs at Linus Pauling. 

-Eric Beasley

Dear LPMS Families,

The Corvallis GT recently came to learn about our peer mentorship program at Linus Pauling and published a positive front page article.  We are very proud of the initial success of our peer to peer mentorship program at Linus Pauling.  The article gave one inaccurate piece of information that we would like to clarify.  Students do not miss their regular PE or Health class to participate in peer mentoring.  Several of the students involved in the article were previously scheduled as "PE teacher assistants" (an elective class) in addition to taking a daily period of PE.  They chose to peer mentor instead of continuing as a PE teacher assistant not as a student in the class.  Choosing to be a peer mentor is always optional and is one period in lieu of an elective choice or their study period (aka XLT).  Our PE/Health program is part of the core program at Linus Pauling for all middle school students and we are proud to offer this as a daily program. Sorry for the confusion.    

Here is a link to the story:

http://www.gazettetimes.com/news/local/education/linus-pauling-begins-peer-mentoring-program/article_ab51ed30-8c5f-11e3-94e1-001a4bcf887a.html

Linus Pauling begins peer mentoring program

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Gabe Murk, 12, a seventh-grade student at Linus Pauling Middle School works on some math problems at school Wednesday as his math mentor Nick Van Vleet, 14, watches his progress. With the help of the mentoring program, Gabe has had a huge increase in his productivity at school. (Andy Cripe | Corvallis Gazette-Times)

February 03, 2014 9:15 am  •  By Anthony Rimel, Corvallis Gazette-Times

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When retired teacher Ken Gouveia was brought on at Linus Pauling Middle School for a long-term substituting job this fall, it was a chance to do something he’d never had time for previously in his teaching career: starting a peer mentorship program.

Gouveia, who taught at Western View Middle School in Corvallis before it was folded into Linus Pauling, said there are things he can’t do as a substitute, like some state testing, which gave him the time to bring an idea he’d had for years into being.

His concept was relatively simple: student volunteers, mostly eighth graders, are excused from two or three gym classes or study periods during the week and they spend the time working with students who need extra help. The mentors sit with students who have trouble staying on task in class, or help them with their class work one-on-one in a hallway or a study area. Teachers make recommendation for which students might need mentors in their class, or for which kids might make good mentors.

Gouveia said the student mentors are close enough in age to the people they are helping that they are able to relate to them and assist them in a way that adults can’t without a lot of training. Gouveia added that with class sizes as large as 37, it is hard for teachers to give every student attention.

“Some kids just need someone to connect with,” he said.

The benefit is not one sided either, according to Gouveia. The mentors gain self esteem, and they learn (or relearn) the material as they teach it to other students.

The peer mentoring program began in early December, and Gouveia said there is anecdotal evidence that mentored students are improving their school work habits.

“These kids have worked miracles,” he said.

Gabe Murk, a seventh-grader at the school, was one of the first students to have mentors.

“I used to dread coming to school, like a lot of kids do” Gabe said. “Now I kind of look forward to it.”

Gabe said before he had mentors, he did very little of his school work and would often not go to class or would act out, but he’s now doing most of his work.

“It’s been really helpful,” he said.

Gouveia said the mentors have helped Gabe become a responsible student.

“He’s a happy kid now, and he wasn’t a happy kid before.”

Gabe and his mentors, whom he has in many of his classes, will often work outside of class on school work. If Gabe gets his work done, his mentor can decide to allow him a little free time for them to walk around the school together, or work on disassembling and reassembling broken computers in the lab, which Gabe enjoys.

“I’m teaching them a lot (about computers),” Gabe said.

Jonathan Ely, an eighth-grader at the school, mentors Gabe humanities.

“It’s fun,” he said. “It’s been really cool getting to know Gabe.”

Gouveia said there are many bright students such as Gabe who don’t thrive in a traditional classroom, but the mentoring program gives them another way to be engaged at school.

“They build connections in school. That’s almost as important for some kids as getting work done,” Gouveia said.

Jonathan said he often greets Gabe in the hallway, and he’s told a lot of his friends about Gabe, and they now greet him, too.

Gouveia said the school has about 65 student mentors, and a waiting list of students wanting to be mentors.

While some students such as Gabe are spending part of their mentoring time outside of class, Gouveia said the program is still getting them to improve their work habits and behavior overall. Gouveia said the school staff hope to transition students with mentors from working outside of class, to having assistance in class, and then to not needing mentors at all.

“It’s about making small steps,” he said.

Gouveia’s substituting position ended Thursday, but Linus Pauling Principal Eric Beasley, said the school administration is committed to continuing the program.

“Our teachers are seeing positive impacts,” Beasley said.

According to Beasley, the school counselors will be able to continue the program, and they will bring Gouveia in once a month to support the program.

Gouveia said he is confident the program will succeed in the long term and be sustainable.

Anthony Rimel covers K-12 education. He can be reached at 541-758-9526 or anthony.rimel@lee.net.

LPMS tech in district news!

January 6, 2014

For our January 1:World Newsletter we are thrilled to spotlight Linus Pauling Middle School.  Middle school students received iPad2s for student classroom use, which are also available to take home.  As a reminder, more information is also available on the district website: http://www.csd509j.net/en-us/districtinformation/keyinitiatives/1world.aspx. 

Eric Beasley, Principal:
Technology integration continues to move forward at LPMS.  I enjoyed hearing from teachers about the ways they are enhancing learning with iPads after attending professional development sessions.  While walking through the hall recently, I visited with a group of students actively engaged in a science project with their iPads.  The students researched the layers of the earth and were preparing a video presentation to articulate what they learned.  A great strategy to become proficient about a topic is to teach the concept to someone else.  The process of teaching to others allows the students the opportunity to plan, think and act on what you learned which really drives it home. Accessing information and presenting are just a few of the positive examples I have seen the iPads utilized.  


Suzanne McFarland-Price, Language Arts Teacher:
As a language teacher, I was excited to introduce the iPads into my classroom.  I have used them to do many of the same activities we used to do, in addition to some new activities.  My students use their iPads as white boards to write, draw and share answers in class.  They have created graphic organizers and three paragraph essays with the application Pages.  Students were able to easily add images to their essays as well.  An added feature with the iPads is that the essays are completed without me ever handing out a single paper and without them handing in a single paper.  I posted an assignment on Showbie, they sent it to me the same way and every student handed in the assignment!  

Learning vocabulary is an important part of my curriculum.  Students now use the iPads to create their vocabulary pages; each word gets its own page where students use an application like Notability to draw an image of the word, define the word and write a sentence.  The iPad allows students to now record themselves saying the new words and reading the sentences they created with these words.  In addition to recording single words and sentences, my students are recording 30-second responses to prompts as a warm up at the beginning of each class.  Students use Showbie to add a voice note for me that I can listen to at another time.  I choose random students to share their recordings every day with the entire class.  Recently my 8th graders have been exploring new territory with the iPads by creating a movie trailer for the novel we read, Una Mano en la arena.  Screening of the trailers took place right before winter break.  I think the iPads can be used to teach traditional lessons and to create new and innovative lessons in my classroom.


Christy Toliver, Math Teacher:
The iPads have become great learning tools in my classroom.  In my math classes, students use them to access, manipulate, and return various assignments.  While this use has saved copies and instructional time passing papers, the most satisfying difference I have noticed is an increase in student participation during class.  The interactive nature of the iPads motivates students to show their understandings on assignments and activities, usually in multiple colors!  The greatest impact of the iPads though has happened in my Math Lab classes.  Part of students' work in these classes is practicing needed math skills.  These skills are naturally different for each individual student. The iPads have allowed each student to access a web-based math program where they can practice the skills that they need at their own pace.  This individualized access gives each student the practice and feedback they need at the time and pace they need it.  Some students have even accessed the program at home using their devices.  The number of skills that students have mastered has been soaring as students work towards their own goals with the iPads.        


Corvallis School District started phase II of the 1:World initiative this year, which is about implementing the most effective instructional tools to connect students to their own learning. The emphasis is on content, challenge-based learning and effective tools to facilitate a pedagogical shift in the classroom. It’s not about the device. The goals of 1:World are to close the opportunity gap, focus on and emphasize 21st century learning skills, create personalized student learning opportunities before, during and after school, connect students to the world and make every student a graduate.

This year iPads were distributed to classroom at Mountain View Elementary School, Linus Pauling and Cheldelin Middle School, Corvallis and Crescent Valley High School AVID students, and English-only students at Garfield and Lincoln Elementary School. The district hopes to have full implementation across all schools (Phase III) within the next few years.

iPads in the News

Here is an article regarding iPads in the recent edition of the Corvallis Advocate.  I also wrote the editor a letter.  See below.

http://www.corvallisadvocate.com/2014/new-issue-january-23-2014/

Dear Corvallis Advocate Staff,

Just a quick note of appreciation. As the principal of a school piloting iPads here in Corvallis (Linus Pauling Middle School), it’s been a very busy first half of the school year.  Although we piloted tablet technology during the previous year (about 200), moving to a 1:1 environment has been a very complex initiative for our students, parents, staff, and community!  As you shared, there have been many positives stories and also challenges. 

Last year, we hosted tours for the Leadership Corvallis civic group and they were very complementary of what they saw both with technology and without it in our classrooms.  We have the group coming again on Tuesday, Feb. 13^th.  My staff and I look forward to opening our classrooms to the community.  

Obviously, I have a unique insight as a “classroom supervisor” in my admin. duties and speak regularly with students, staff, and parents.  It has been interesting hearing the various views and interpretations from our community stakeholders less connected with how technology is actually integrated in classroom instruction. 

Last Friday after a long week, my family and I went to go grab a bite at Block 15 before the OSU women’s basketball game.  While waiting for a seat, I noticed the recent issue of the Corvallis Advocate. I chuckled flipping through when I saw not one but two iPad stories…tongue in cheek, I told my wife “I can’t escape.” 

I was uncertain what would be captured in the articles.  “Unchartered waters” can be a little scary for everyone and I found both your articles to be well-crafted and balanced.  Thank you for taking the time to speak with educators, the board, and parents—it was evident that you truly listened and did some homework (perhaps even with technology).  I think your writer’s suggestions for our district moving forward are excellent.  We are truly listening and passionately desire to see our early adolescent students increasingly engaged with access to information, communication skills, organized, etc. all while being really good humans (including digital citizens).  It’s a tall order, but I think worth the effort—even if I can’t escape it J. 

Most Sincerely, Eric Beasley 

February/March 2014 Newsletter

Dear Pauling Pride Community,

When my extended family joins together, I will occasionally hear my nieces and nephews talking about school.  With representation of different grades and school systems in Oregon, I can’t help but jump in on their conversation.  Careful to avoid any appearance of an unsolicited “Uncle Eric (the principal) focus group,” I listen and prompt enough to keep the conversation from steering elsewhere.  While intrigued at how changes in education are viewed, I mostly enjoy hearing about what they are excited to learn about in school.  Creative learning opportunities seem to be the favorite especially authentic simulations connected to “the real world.”  As examples,  my 4^th grade nephew was completely engaged in the Oregon Trail experience and my high school niece was quite successful with her stock exchange project! 

Of course I also hear the moaning and groaning toward less favorable aspects of school such as tests ranging from learning multiplication facts, vocabulary, or high stakes assessments such as the SAT, which is part of the college entrance process.  As you hopefully know, education reform in recent decades has included adoption of performance standards and assessment of student growth toward learning standards.  While accountability measures have increased, it is not unique to the K-12 education system.  For example, testing is required to drive a car, become a certified mechanic, sell real estate, or pass “the bar” to practice law.   Demonstrating a proficiency of standards is critical in order to move forward in many paths. 

As we move into spring, our students at LPMS will take a benchmark assessment called the OAKS (Oregon Assessment of Knowledge and Skills) in the areas of math and reading (also science for 8^th grade).  This is the final year for OAKS (reading and math) as we transition to an assessment called Smarter Balanced, which is aligned to the state adopted Common Core Standards.  Unlike the multiple-choice only format of the OAKS, Smarter Balanced challenges students by assessing students in a variety of ways.  To learn more about the Smarter Balanced assessment, there is a wealth of information online at www.smarterbalanced.org. 

As with most things in life, taking a test is a learned skill.  We would be remiss to not give our students exposure as we prepare for the OAKS assessment.  That said, we also believe that an emphasis on the whole child with engaging instruction are incredibly important to prepare our students to succeed.  These are the rigorous, yet student-centered memorable experiences that are most enriching.   If like my family, your children may have expressed a range of emotion from uneasiness to anxiety regarding tests, here are a few tips to consider:

-Preparation for tests should begin on the first day of class; this includes paying attention during class, taking good notes, studying, completing assignments and reviewing study materials on a regular basis

 -Get plenty of rest and eat at regular meals (breakfast, lunch, etc.).  Having food in your stomach will give you energy and help you focus.  Try to avoid heavy foods, which can make you groggy.

-Use the restroom before your test. You don't want to waste time worrying about your bodily needs during the test.

-Stay relaxed and confident. Keep a good attitude and remind yourself that you are going to do your best and make growth!  If you find yourself panicking, take a few deep breaths.

-Read directions carefully to avoid careless errors. Review and check to see that you have not made any errors or mis-marked any answers.

Thank you for taking time to read communications from school and partnering with us in helping your child not only prepare for college and career, but a contributing citizen, future leader, and life-long learner. 

Go Pride and Go Beavs,

Eric

Happy New Year!

Dear Pauling Pride Families,

Happy New Year!  I hope you were able to enjoy some special time with family and friends.  While on lunch duty and out in the halls this week, I’ve enjoyed visiting with our students and hearing their stories from winter break.  A big kudos to our band and choir groups for playing beautifully at our assembly on Dec. 20^th.  We have tremendously talented students at LPMS!  Speaking of fine arts, our students have once again filled our front foyer with beautiful pieces on display.  Take a moment to look next time you visit!

While speaking with LPMS art teacher, Claudia Hall, she lit up while describing a project she is planning for spring with all 6^th graders to design and create unique African Mud Cloth.  This project will be done in collaboration with our social studies Africa unit.  The funding for supplies and additional time for Mrs. Hall to teach all 6^th graders for a week is just one example of how we use resources from Make Your Mark.  Thank you supportive LPMS community!

I’m excited to report that we currently have raised over $13,000 toward our goal of $15,000.  We extended our campaign until January 17^th due to our weather closures in December.  We are so close to our goal!  A BIG thank you to those that have already contributed and it’s not too late if you haven’t had the opportunity.  Our final collection day for prizes will be January 17th!

Dec. Jan. Newsletter Article

Dear Pauling Pride Community,

The Linus Pauling Middle School community should collectively take pride in our 1:World project this fall.  It has been a complex undertaking in many respects.  In collaboration with educators who have gone before us with expanding digital tools in a similar manner, we heard consistently that the first year is typically the most challenging.  As we implement our new tools into the teaching and learning process, we will share with you how our vision for critical, creative, and collaborative thinking is supported through our integration project.  As you know, our students are smart and skilled, but I want to share some of my observations of good old-fashioned etiquette on display as nearly 700 iPads were checked out this past month. 

After a pilot year and preparation this fall, students eagerly came to the library during his or her science period to check out an iPad!  Primarily, I saw excitement and a little relief that after multiple boot camps and trainings, we were ready to launch.  Upon entering, I’ll never forget how a few faces lit up like they were entering Willy Wonka’s Chocolate Factory.  I overheard several student’s say, “this is better than Christmas.”  I also spoke with students with nerves about the added responsibility.  A few students realized their binder needed a little organizational attention.  I appreciated seeing students who already had experience with digital tools sharing tips with friends. 

As students went through the stations, I was blown away by how LP students respectfully listened, followed directions, and asked questions.  As one of our district tech staff reached to take a student’s iPad to check its configuration, the student first reached and shook his hand.  As parents and educators, we understand that modeling and teaching good manners is a tireless commitment, but stay the course.  As students completed the six required stations, I enjoyed listening to ideas about how this new tool will support their learning.  A young man in our band program shared with me about a tuning app he was hoping to have added which will help him improve his tone at home.  A student who had been using assistive technology prior to the roll-out was glad that everyone will have access so her disability doesn’t make her stand out.  As the principal on roll-out day, I felt a little like Willy Wonka giving his factory of opportunity to eager children.  The best part was that students didn’t have to find a hidden golden ticket to be included.  At the conclusion of our roll out days, I heard affirming words from district staff and community visitors about our students.  I hope you also take pride in the positive perception I heard during this special week.

As previously shared, this will be a learning year for all.  We will be continuing to provide training to our teachers and support staff on effective ways to enhance our teaching content with technology.  I’ve already enjoyed hearing brainstorming from our creative teachers.  Recently while on lunch duty, Mr. Skinner was describing an idea to amplify his ancient Rome unit and oral speaking unit.  He is looking forward to having students research a role (e.g. guard, spectator, or gladiator) with a variety of print and digital resources.  To assess his students’ knowledge and speaking standards, the iPad will be used to record partner and group interviews while in character.  This type of idea is just one example where cognitive engagement, differentiating for ability, and creativity, will undoubtedly enhance learning, which makes the immense hard work and challenges of getting to this point completely worth it. 

Go PRIDE & Go Beavs!

Sincerely,

Eric Beasley

Principal