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NEW OMS Spirit-Wear:  Check out the new website to purchase OMS Spirit-Wear.  Many selections are available including polo shirts, t-shirts, sweatshirts, caps, etc. and designs are either screen print or embroidery.  Log on to www.stitchinembroidery.com; click on Fundraiser – School Log On; enter username: oms and password: eagles (all in lowercase type).  Orders are placed online and picked up at the school.  Orders placed by December 4^th will be delivered to OMS on December 18^th – just in time for the holidays!  Order yours now!!

OMS Homework Policy

* Work will be due the very next day that the student has that class, 
which usually will be two days for Electives, next day for Academics

      OPY  At Oakdale - A General Overview

The main focus of Positive Behavioral Interventions and Supports (PBIS) is to provide clear system for all expected behaviors at Oakdale Middle School. While many faculty and students may have assumptions of what is expected behavior, we cannot assume that everyone’s beliefs are similar. Through PBIS, we will work to create and maintain a productive, safe environment in which ALL school community members have clear expectations and understandings of their role in the educational process.

Proactive Approach to School-Wide Discipline
Schools that implement school-wide systems of positive behavior support focus on taking a team-based system approach and teaching appropriate behavior to all students in the school. Schools that have been successful in building school-wide systems develop procedures to accomplish the following:

            1. Behavioral Expectations are Defined. A small number of clearly defined behavioral expectations are defined in 
         positive, simple, rules.

Oakdale Middle School’s Motto is: Responsible behavior means:

• Respecting Others
• Respecting Property
• Respecting Yourself

2.      Behavioral Expectations are Taught.  The behavioral expectations are taught to all students in the building,   and are taught in real contexts. Teaching appropriate behavior involves much more than simply telling students what behaviors they should avoid. Specific behavioral examples are:

• Respecting others means raising your hand and waiting to be called upon.
• Respecting others means waiting in line without talking.
• Respecting property means leaving materials in the same manner in which you found them.
• Respecting property means using materials/property for their intended purposes.
• Respecting yourself means arriving to class on time.
• Respecting yourself means completing your homework and being prepared for class.

Behavioral expectations are taught using the same teaching formats applied to other curricula. The general rule is presented, the rationale for the rule is discussed, positive examples (“right way”) are described and rehearsed, and negative examples (“wrong way”) are described and modeled. Students are given an opportunity to practice the “right way” until they demonstrate fluent performance.

3. Appropriate Behaviors are Acknowledged. Once appropriate behaviors have been defined and taught, they need to be acknowledged on a regular basis.  OMS has designed a formal system that rewards positive behaviors.  “Wings” are cards used by the individual teacher, at their discretion, as a tool of encouragement and a student motivator.  “Wings” are awarded to encourage and reinforce positive behaviors demonstrated on a consistent basis.  Teachers can award “Wings” to students, whether they teach them or not.

4. Behavioral Errors are Corrected Proactively. When students violate behavioral expectations, clear procedures are needed for providing information to them that their behavior was unacceptable, and preventing that unacceptable behavior from resulting in inadvertent rewards. Students, teachers, and administrators all should be able to predict what will occur when behavioral errors are identified.

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