O R E G O N
OREGON MIDDLE SCHOOL
Citizenship, Attitude, Responsibility, Excellence
The mission of Oregon Middle School is to develop conscientious citizens, foster positive
attitudes, respect and appreciate individuals, and achieve academic excellence.
OMS 2009-2010 Goals (4Cs)
COMMUNITY
Increase parent feeling of
involvement through the
continued development of the
5-to-8 Group. Maintain or
improve communication with
parents and community
members
Panther “props” to:
Wendy Buehl and Melissa
Mader
Three Cups of Tea Community
Kick off on Tuesday, 4/6/2010
at OMS
Lynda Graber
Organizing the OMS
Newsletter and the gentle
reminders to turn in articles
Multi-Cultural Club- Amy
Survey and presentation on
Bullying and Harassing (7th
Gr and 8th Gr)
IN THIS ISSUE
Goals Vision Mission p.1 & 2
“Sharpening your Skill Saw” - The
Complexities of Motivation
Panther “props” p.1
Upcoming Events p.2
Reminders p.2
Did You Know? p.2
Resource Links p.2
PBIS Data p.3
Remember not only to say
the right thing in the right
place, but far more difficult
still, to leave unsaid the
wrong thing at the tempting
moment. --Benjamin Franklin
OMS Weekly Staff E-Newsletter 2010_04_12
M I D D L E S C
CULTURE CHARACTER
Maintain or increase student, Maintain or increase student,
staff, and parent ratings in staff, and parent ratings in
student safety, meeting academic students, staff and parents
needs, and student achievement reporting a respectful school
through relationships between environment
students and teachers.
“Sharpening Your Skill Saw”
The Complexities of Motivation:
The Uncertainty of Predicting
Behaviors
Part III - Dr. Robert Brooks
In my past two articles I have addressed the
theme of motivation, drawing from Daniel
Pink’s thought-provoking new book Drive:
The Surprising Truth About What Motivates
Us. Based on the large number of responses I
have received to these articles it is obvious
that this theme is of significant interest to
parents and professionals alike. Prior to
sharing some new thoughts, a quick review of
several key points from the previous articles
is warranted.
Pink highlights the work of a number of
researchers, including psychologists Edward
Deci and Richard Ryan at the University of
Rochester in New York. Deci and Ryan have
contributed significantly to our understanding
of the differences between extrinsic motivation
(i.e., motivation based on external rewards and
punishments that may lead to a feeling of being
controlled) and intrinsic motivation (i.e.,
motivation based on what Deci terms
“authenticity and responsibility” and a feeling
of having choice). Pink introduces the label
“The Motivation 2.0 Operating System,” a
system that is predicated on the belief that the
ways in which we encourage people to do what
we want is to reward them for the behavior we
seek and punish them for behavior we do not
want to appear. In contrast to the principles of
Motivation 2.0 is the self-determination theory
H O O L
COMPETENCY
By the end of the 2009-2010
school year, 100% of our
students will read at grade level
and or make at least one year’s
growth and /or meet their
individual learning plan (IEP,
504, etc.) goals.
Melissa Mader presenting to parents
4/6/2010 3 Cups of Tea
(SDT) advanced by Deci and Ryan in which
they contend there are three basic, innate,
psychological needs that we all possess: the
need to belong or feel connected, the need to
feel competent, and the need for autonomy or
self-determination. Pink writes, “When those
needs are satisfied, we’re motivated,
productive, and happy. When they’re thwarted,
our motivation, productivity, and happiness
plummet.”
Pink adds, “Human beings have an innate drive
to be autonomous, self-determined, and
connected to one another. And when that drive
is liberated, people achieve more and live richer
lives.”
The Limitations of Motivation 2.0
Several of the questions I received in response
to my first article in this three-part series asked
 O R E G O N M I D D L E S C H O O L

Upcoming Events
April 2010 - CARE Review Classroom
and Arrival Departure Expectations
12 Orange Day -
Everyone Reads Homebase 3 cups way than many may believe. Pink concurs,
of tea questions discussion
OMS Staff Climate Survey Starts
OPTIONAL Staff Meeting
BUS- Andy, Jason*, Wendy V
13 Black Day - 3 Cups of Tea Day 5
Tornado Drill practice (see h/o from usefulness and badly needs an upgrade, this
staff meeting EXTENDED HB
Schedule
BUS- Andy, Cassidy, Rick*
14 Orange Day
No Homebase - No Bells Alternate interesting and don’t demand much creative
Schedule
BET meeting 3:20
Fine Arts week - 1:40 Assembly
BUS- Andy, Cassidy, Rick*
15 Black Day - 3 Cups of Tea Day 6
Literacy Committee AM
PBIS Committee AM
BUS-Andy, Cassidy, Rick*
16 Orange Day -
BUS -Andy, Cassidy, Rick*
OMS Weekly Update (Bus Duty,
Co-Curricular) - Lynda G
if the application of Motivation 2.0 principles
is ever indicated. I noted in last month’s
article that it was, but in a much more limited
“Carrots and sticks aren’t all bad. If they
were, Motivation 2.0 would never have
flourished so long or accomplished so much.
While an operating system centered around
rewards and punishments has outlived its
doesn’t mean we should scrap its every
piece.” Wendy Buehl presenting to parents
4/6/2010 3 Cups of Tea
Pink adds, “For routine tasks, which aren’t very
thinking, rewards can provide a small new realities of how we organize, think about,
motivational booster shot without the harmful and do what we do—depends on what I call
side effects. In some ways, that’s just common Type I behavior. Type I behavior is fueled more
sense.” In capturing the limitations of Motivation by intrinsic desires than extrinsic ones. It
2.0, Deci, Ryan, and Richard Koestner posit, concerns itself less with the external faction of
“Rewards do not undermine people’s intrinsic the activity itself. . . . If we want to strengthen
motivation for dull tasks because there is little or our organizations, get beyond our decade of
no intrinsic motivation to be undermined.” Dan underachievement, and address the inchoate
Ariely, author of Predictably Irrational, found that sense that something is wrong in our
when a task required “even rudimentary cognitive businesses, our lives, and our world, we need to
skill, a larger reward led to poorer performance. move more from Type X to Type I.
As long as the task involved only mechanical
skill, bonuses worked as they would be expected: Subscribing to but modifying to some extent
the higher the pay, the better the performance.” the three basic needs... (click here for more)

Reminders Creating “Motivating Environments”: Type I Did you Know?

Board Paper on OSD Site
Wiki Spaces
On Ning
On Moodle
OMS Belief Statements
OREGON MIDDLE SCHOOL
BELIEF STATEMENTS
We believe students will develop respect
for their community, environment, and
themselves.
We believe all staff, students, and
community will foster a positive attitude
and outlook.
We believe all staff, students and
community will be respectful and
responsible.
We believe all staff will model life-long
learning and engage students in high
levels of academic excellence.
vs. Type X Behaviors
You can review the OMS Goal Report with all
Whenever Motivation 2.0 or the carrot and stick types of data for your enjoyment? Go to the
approach is employed, one must ask if an OMS Moodle Site to view them
alternative practice would be more likely to OMS 0910 Committee Membership***
nurture what I have called a “motivating
environment,” that is, an environment in which IPod/MP3 Survey Results Here
those involved are eager to participate and
cooperate—not because of external rewards or OMS Vision
punishments but based on intrinsic motivation.
OREGON MIDDLE
Pink expands upon his views of Motivation 2.0
SCHOOL VISION
by introducing the concepts of Type I and Type X
Individualizing learning for parents, students
behaviors. He explains:
and staff
The Motivation 2.0 operating system depended Navigating toward excellence
on, and fostered, what I call Type X behavior. Sharing responsibility for success of all
Type X behavior is fueled more by extrinsic students
desires than intrinsic ones. It concerns itself less Producing positive, collaborative energy
with the inherent satisfaction of an activity and Including ALL
more with the external rewards to which that Reflecting and collaborating for continuous
activity leads. The Motivation 3.0 operating improvement
system—the upgrade that’s needed to meet the Engaging students in rigorous learning

Resource Links for OMS Staff

RESOURCE LINKS GOOGLE CALENDARS Sub Evaluation Form OMS Protocol Documentation form
OMS Staff Only Page OMS Orange Black and Other Calendar OMS Field Trip Request Form (Word format)
OMS Staff Collaboration Site OMS Field Trip Calendar Guest Speaker Request Form OMS Team Minutes Interactive
OMS online DB (Refocus, etc) FORMS Team Meeting form (Google Doc) Form - fill in fields and click submit on
OMS PBIS Site NEWOnline Behavior Intervention Video Use Permission Form bottom of Staff Page
OMS Literacy Site Form OMS Committee Meeting Template SUBSCRIPTION SERVICES
OMS PLC Site NEW ONLINE CADs OMS Protocol Documentation Form to OregonMidSchool Twitter
Facilitate positive dialog (PDF) OMS E-Newsletter
2 OMS Weekly Staff E-Newsletter 2010_04_12
 O R E G O N M I D D L E S C H O O L
OMS Data for Week
April 5-9, 2010
(reflects data entered as of 4/9/2010)
# Grade Actual # %
of Referring Resident Gender Level of of
Data Area Referrals Ethnicity Team Team Actual Actual Students Students
7O= 7M=2
8O= 8M=1
Enc=4
REFOCUS ROOM Total=24 SPED=12
Reg=9 Black=6 Admin=1 7O=6
SPED=10 White=17
SUB=2 7M=10
At-Risk=8 Hisp=1
GT=2 Indiana= EA=2 8O=5 F=1 7=9
504=1 Asian= Student=8 8M=3 M=15 8=7 16 2.9%
Teacher=2
STAFF MAKING EA=2
REFOCUS REFERRALS SUB=2 F=9 15%
Total=10 Admin=1 M=1 10 (Staff)
Total=5
OFFICE REFERRALS Reg=4 Black=2 7O=5
(May include Duplicates from SPED=1 White=3
detentions, refocus room, ISS/ 7M=1
At-Risk=2 Hisp=
OSS) GT= Indian= 8O=6 F=2 7=1
504= Asian= 8M=4 M=5 8=4 5 0.8%
7O= 7M=
8O= 8M=
Enc=
DETENTIONS Total=0 SPED=
Reg= Black= Admin= 7O=
(These are assigned detentions) SPED= White=
SUB= 7M=
At-Risk= Hisp=
GT= Indian= EA= 8O= F= 7=
504= Asian= Student= 8M= M= 8= 0 0.0%
7O=17
7M=24
HEALTH OFFICE 8O=24 F=38 7=26
Total=95 8M=30 M=26 8=38 64 11.5%
Total=1
Reg=1 Black=1 7O=
SPED= White=
OSS At-Risk=1 Hisp=
7M=
GT= Indian= 8O= F=1 7=
504= Asian= Admin 8M=1 M= 8=1 1 0.1%
Total=1
Reg=1 Black=1 7O=
SPED= White=
ISS At-Risk=1 Hisp=
7M=
GT= Indian= 8O= F= 7=
504= Asian= Admin 8M=1 M=1 8=1 1 0.1%
7O= 7M=
8O= 8M=
Total=21 Enc= 14
CADS Reg=19 Black=2 SPED= 7O=2
SPED=2 White=17
PAWSitive 3 of 21 Admin= 7M=2
At-Risk=9 Hisp=2
GT=2 Indian= SUB= EA=7 8O=5 F=6 7=4
504= Asian= Student= 8M=12 M=13 8=15 19 3.4%
OMS Weekly Staff E-Newsletter 2010_04_12 3