WELCOME TO LA PAZ A PROFESSIONAL LEARNING COMMUNITY

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WELCOME TO LA PAZ A PROFESSIONAL LEARNING
COMMUNITY
2004
1992
1994
2003, 2007
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OUR STPO

• Outgoing President
• Meg Gorham
• Incoming President
• Christina Salcido

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OUR 07-08 STPO BOARD

• Christina Salcido
• Angie McElvin Sheri Sandler
• Susie Whitney Ann Talamo
• Katie Hanzel Sheri Espinosa
• Stephannie Foundoulis Vicki Walters
• Ann Marie Simsarian Lynn Young
• Sue Cameron Pam Takamiya
• Cynthia Makin Teresa Bonutto
• Kathy Lauderdale

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SUPPORT LA PAZ
STPO membership pay forCampus
supervisionHealth AideLibrary
assistantYear-end activities
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FUNDRAISING
Four major sourcesMagazine DriveE-scripBox
tops MarketplaceProgram donations
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CONTRIBUTE IMMEDIATELY
RENEW MAGAZINE SUBSCRIPTIONS ON-LINEhttp//www.sv
usd.k12.ca.us/schools/La_Paz/
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CONTRIBUTE IMMEDIATELY
SHOP AT THE BOXTOPS MARKETPLACEhttp//www.boxtop
s4education.com/index.aspx
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TRANSITION PROGRAMS

• 6th Grade Student Orientation
• Parent Orientation
• Open House
• Meet w/ K-6 Staff
• Hand-schedule students
• Leopard Run
• First Day of School/PBS
• Monitor
• 3-week Contact

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OUR STUDENTS

• Expecting About 1,100
• From eight feeder schools including Cordillera,
  Del Cerro, DePortolo, Linda Vista, Lomarena,
  Montevideo, ONeill, Valencia.
  

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DEMOGRAPHIC

• African American 28/1208
• American Indian or Alaska Native 6/1208
• Asian 93/1208
• Filipino 14/1208
• Hispanic or Latino 191/1208
• White (not of Hispanic origin) 873/1208
• Socioeconomically Disadvantaged 118/1208
• English Language Learners 83/1208
• Students with Disabilities 84/1208

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OUR STAFF

• 45 teachers
• 45 Support Staff

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OUR TEACHERS

• No Sage on the Stage

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OUR TEACHERS

• Technology has changed the starting point for
  students in the classroom and continues to
  dramatically expand the options for teaching and
  learning in and out of the classroom.

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OUR TEACHERS

• The challenge has been transformed from making
  knowledge available and facilitating its simple
  mastery (i.e. Sage) to understanding issues of
  its categorization, aggregation, and evaluation,
  including its accuracy, credibility, and
  reliability, its relevance and priority for use.

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OUR TEACHERS

• Highly Qualified (NCLB)
• Credentialed in their content area
• Middle level professionals
• Trained in differentiating instruction to meet
  the needs of mixed ability classrooms
  
• Role models

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OUR STAFF

• Office Manager - Linda Copple
• Psychologist - Brent Call
• Guidance Specialist 7 - Karen Lynch
• Guidance Specialist 8 - Lisa Shortley
• Librarian - Marlene Foster

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OUR ADMINISTRATION

• Allan Mucerino
• Principal
• Tammy Blakely
• Assistant Principal

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OUR COUNSELORS

• Karen Lynch
• Grade 7
• Lisa Shortley
• Grade 8

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OUR FACILITY

• 41 Classrooms
• PE area
• Multipurpose Room
• Library Media Center
• Foods Service Center

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OUR SCHOOL

• National Blue Ribbon Exemplary School
  1993, 2004

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OUR SCHOOL

• One of only two schools in Orange County to win 4
  CA. Distinguished School Awards
  
• 1992, 1994, 2003, 2007

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OUR SCHOOL

• Academic Performance Index (API) 869

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LA PAZ 869

• CAPISTRANO U.S.D.
• Aliso Viejo Middle 857
• Avila (Don Juan) Middle 839
• Las Flores Middle 859
• Newhart Middle 832
• Niguel Hills Middle 811

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LA PAZ 869

• F.V.S.D. Masuda Middle 850
• F.S.D. Parks Junior High 867
• H.B.S.D. Dwyer Middle 816
• H.B.S.D. Sowers Middle 857

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LA PAZ 869

• I.U.S.D. Lakeside Middle 917
• I.U.S.D. South Lake Middle 897
• I.U.S.D. Venado Middle 879
• Laguna Thurston Middle 838
• LOS AL. McAuliffe Middle 886
• LOS AL. Oak Middle 870

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LA PAZ 869

• O.U.S.D. El Rancho Charter 863
• P-LY.U.S.D. Yorba Junior High 832
• S.V.U.S.D. Rancho Santa Margarita Intermediate
  868
  
• T.U.S.D. Hewes Middle 870

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Philosophically speaking

• Our programs and policies are research based and
  take into account the unique characteristics of
  young adolescent children.
  

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Philosophically speaking

• We strive to appreciate the uniqueness of early
  adolescence and recognize the variety of
  developmental needs, variations in the maturation
  rate, and complexity due to their simultaneous
  occurrence.

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Philosophically speaking

• We focus on the key developmental needs that
  characterize early adolescence
  
• positive social interaction with adults and
  peers
  
• structure and clear limits
• physical activity
• creative expression
• competence and achievement
• meaningful participation in families, school,
  communities
  
• opportunities for self-definition

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Philosophically speaking

• "Every child wants to believe in himself or
  herself as a successful person every youngster
  wants to be liked and respected every youngster
  wants physical exercises and freedom to move and
  youngsters want life to be just" (Stevenson,
  1992).

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Philosophically speaking

• The emotional centers of the brain are very
  active. However, the prefrontal cortex, the part
  of the brain in charge of planning, organizing,
  setting priorities, making sound judgments,
  anticipating consequences, controlling impulses
  and calming unruly emotions is the last part of
  the brain to mature.

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Philosophically speaking

• In other words, teens only think they think like
  adults. Most teens are physiologically incapable
  of thinking maturely.

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• Adolescence is a period of growth and change
  rivaling infancy in its speed. It is also a time
  of risk, where young people begin to adopt ways
  of thinking and behaving that will accompany them
  for years to come. For parents, it can be a time
  of helplessness, where it is all too easy to lose
  touch. Or it can be a parent's last best shot at
  helping adolescents emerge on the other side of
  childhood as competent and caring young adults.

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• Changes and demands from present-day society and
  peer pressure, create conflicts and tension in
  the adolescent, which are reflected in their
  behavior in school and at home. ?Young people at
  this age show a good number of contradictions and
  conflicts, which is normal. There is no "model"
  adolescent. All young persons are individuals
  with strong and weak points and with positive and
  negative qualities.

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• There are some common characteristics that should
  be kept in mind in order to understand and help
  the middle schooler in daily activities at home
  and at school?Adolescents have high levels of
  physical and emotional energy, which may contrast
  with long periods of idleness, generally
  disapproved of by adults. They take risks, are
  curious, and love danger and adventure, yet their
  feelings can be hurt easily. This is the time
  when they feel immortal, but they worry a lot
  about what their friends think about them. ?

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• They want to be independent from their families,
  and at the same time, they need to be pampered
  and protected. They withdraw and want a private
  life, and at the same time, they worry about
  being accepted by their peers. They demand
  privileges but avoid responsibilities. At the
  same time, they are developing an awareness of
  social problems and the welfare of others.

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• Adolescents from other cultures sometimes face an
  additional burden as they develop their
  identities and try to comply with the
  requirements of home and school. On one side,
  they have the values and customs of the home that
  the family wants to maintain, and on the other,
  they have to respond to the demands of their
  peers and teachers, who have a different set of
  rules.

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WHAT IS A MIDDLE SCHOOLERWhat is a middle
schooler? I was asked one day.I knew what he
was. But what should I say?He is noise and
confusion. He is silence that is deep.He is
sunshine and laughter, or a cloud that will
weep.He is swift as an arrow. He is a waster
of time.He wants to be rich, but cannot save a
dime.He is rude and nasty. He is polite as can
be.He wants parental guidance, but fights to be
free.He is aggressive and bossy. He is timid
and shy.He knows all the answers, but still will
ask Why?He is awkward and clumsy. He is
grateful and poised.He is ever changing, but do
not be annoyed.What is a middle schooler? I
was asked one day.He is the future unfolding, do
not stand in his way.
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Adolescence is a period of rapid changes.
Between the ages of 12 and 17, for example, a
parent ages as much as 20 years.
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Philosophically speaking

• Not meeting the needs of young adolescents often
  results in alienation from school, loss of
  general self-esteem and a sense of belonging, and
  destructive methods of coping, including
  delinquency and drugs.

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MEETING THE DEVELOPMENTAL NEEDS OF STUDENTS IS
CRITICAL AND IT REQUIRES A PARTNERSHIP
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OUR STANDARDS FOR PROMOTION

• 1.5 OVERALL GPA
• MUST PASS ALL THREE TRIMESTERS OF MATH AND ELA OR
  REPEAT IT

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REPORTING PERIODS

• THREE TRIMESTERS
• 12 weeks x 3 36 weeks
• 3-Week Contact for
• Progress reports mailed home every six weeks
• Grades on-line everyday

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OUR STANDARDS FOR BEHAVIOR

• P.B.S.
• POSITIVE BEHAVIOR SUPPORT

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OUR STANDARDS FOR BEHAVIOR

• The Three Rs
• Respect
• Responsibility
• Readiness

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OUR GROUPING STRATEGIES

• Students are grouped into Villages
• or
• Learning Communities
• of around 150 students.

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OUR GROUPING STRATEGIES

• Students share 5 teachers (all but electives) and
  a common set of rules, policies, and standards.
  

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OUR GROUPING STRATEGIES

• Students are grouped heterogeneously with each
  quartile nearly equally represented in each
  classroom.

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OUR DELIVERY MODEL

• Content, instruction, and assessment is
  differentiated to meet the needs of all levels of
  learners.

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OUR SPECIAL PROGRAMS

• Honors
• RSP
• SDC

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OUR SPECIAL PROGRAMS

• Benchmark Writing
• EETT
• AVID

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OUR SPECIAL PROGRAMS

• Instrumental Music
• Theater Production
• Yearbook Production

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OUR SPECIAL PROGRAMS

• Student Council
• Johns Hopkins
• UCI Talent Search

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OUR SPECIAL PROGRAMS

• National Spelling Bee
• National Geography Bee
• MathCounts

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OUR SPECIAL PROGRAMS

• California Junior Scholarship Federation
• Gold Seal for students who meet community service
  requirements

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OUR BELL SCHEDULE

• Homeroom (830)
• Mod 1
• Mod 2
• SNACK
• Mod 3
• Mod 4
• LUNCH
• Mod 5
• Mod 6 (310)

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OUR EARLY-OUT WEDNESDAY BELL SCHEDULE

• Homeroom (830)
• Mod 1
• Mod 2
• SNACK
• Mod 3
• Mod 4
• LUNCH
• Mod 5
• Mod 6 (140)

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OUR CORE CURRICULUM

• Life Science
• World History
• Pre-Algebra
• Language Arts
• Physical Education

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HOMEWORK
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HOMEWORK
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HOMEWORK
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HOMEWORK WARS
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How You Can Help 1. What worked for you may
not work for your child, so resist imposing your
own schedule. Remember, too, that there isn't any
"right" way of getting homework done. 2. Help
him get organized. Take a trip to the office
supply store so he can select binders or
color-coded notebooks with inside pockets for
each subject (that way tests and other important
papers wont get lost) 3. Keep a calendar of
family events, athletic activities, and doctors
appointments posted where everyone can see it.
Schedule study time accordingly.
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Monitor homework so that assignments are
completed and handed in on time, but dont do the
work for her, and dont play teacher. Not only
will you confuse your child you risk undermining
her confidence.
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She may begin to think she cant do the work
unless youre at her elbow. Also, resist the urge
to correct mistakes if you do, the teacher wont
be able to see where she needs help. If you just
cant help yourself and feel you need to call her
attention to mistakes, put a dot in the margin so
that your child knows to check that line for
errors.
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Offer support from the sidelines. Listen to an
oral book report before he presents it to class,
quiz him on verb tenses for his Spanish test, or
brainstorm themes for his English paper. If he's
doing research for a report, you might show him
how to find Web sites covering the topic, or
point him in the direction of sites that offer
general homework tips.
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Stay tuned in. If you sense that your child is
struggling in a subject, talk to her teacher or
advisor to see what additional help is needed.
Perhaps one or two tutoring sessions are all it
would take to get her up to speed.
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OUR H.W. Expectations

• Constitutes up to 30 of a grade
• 20-30 minutes per subject per night
• Meaningful assignments, not busywork

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OUR WHEEL ELECTIVESTrimester-long

• Drama
• Art
• Keyboarding
• Video Production

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INTRAMURALS

• Year-round sports program during lunch

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OUR EXTENDED LEARNING OPPORTUNITIES

• 725 - 825 am
• 1240 - 110 pm (mandatorials)
• 325 - 425 pm

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LUNCH AND SNACK

• Food Prices vary from school lunch 2.75 to a
  variety of ala carte items such as pizza and hot
  dogs and hamburgers
  

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UPCOMING DATES EVENTS
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• Open House - Thursday, April 26
• 600 - 700 Food and Entertainment
• 700 - 800 Classroom Observations

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SUMMER SCHOOLTuesday, June 26 - Friday, August 3
(No school Wednesday, July 4) Times 740 a.m.
- 1200 noonCourse offerings include Skills
Reinforcement Courses for incoming 7th 8th
grade students and Make-up Courses for current
students who need to successfully complete 7th
and 8th grade promotion requirements in summer
school. Registration materials will be
available in mid-May.
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June 5 Students are invited to take the algebra
readiness test based on past performance.
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• 2 Important Summer Dates
• POSTCARD MAILED IN JULY Registration packets
  available in the school office starting Monday,
  August 13.
  
• THE LEOPARD RUN Registration for 7th graders is
  on August 21.
  

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• The Leopard Run is our registration event.
  Parents return information packets and students
  get their class schedule.
  
• 8/21(Grade 7)
• 8/22 (Grade 8)