By Patrick Ball
Director for Oxford Athletics
The Oxford athletic program has blossomed in two areas this school year: pride and participation.
Through the efforts of boosters, coaches and student initiatives our success this year is something to truly be proud of.
Our athletic boosters kicked things off early last summer by funding two new programs: girls swimming and varsity bowling.
Both programs hit the mark by bringing many new students into the realm of high school athletics who may not have otherwise participated.
Forty-two girls participated in swimming and 35 boys and girls participated in bowling. A.J. McLarty qualified for the MHSAA State Finals and averaged 219 over six games.
The boosters have continued their support by providing programs with needed supplies and by purchasing frames that hold team photographs of every sport offered at the high school. They are proudly displayed on the east wall of the Ian Smith Gymnasium. The boosters are continuing their efforts by supporting the senior athletic awards ceremony and sponsoring a middle school recognition night for those athletes.
The Wildcat athletes have extended their pride to many people in our area. The wrestling team unloaded tons of food for the FISH program this winter. The hockey team decorated a family’s home at Christmas whose young daughter had cancer. The soccer players, with help, from their parents, painted the concession stand at the Pontiac St. stadium.
The Captain’s Club, a cross section of athletes from various programs, helped a family in need by hanging doors and painting the inside of their home.
We have also shown pride on the playing fields with our competitive cheer team winning their first ever MHSAA Regional and placing 10th in the state finals. Boys soccer, wrestling and baseball all took 1st in the Flint Metro League.
Football qualified for the state tournament and won its first round game.
Wrestling won their district and several wrestlers qualified for the individual state meet.
Boys soccer won their district. Our girls 400, 800 and 1600 relay teams qualified for the MHSAA state tournament.
Our varsity volleyball team received all-state recognition for their academics. The 12-member average GPA was 3.66.
Participation was at an all time high on many of our sports teams. Wrestling had over 58 students on the roster. Our football program had over 110 players on their three rosters.
This year, the 95 seniors will be recognized for their participation throughout their tenure at Oxford.
This has been an exciting year. The pillar of Oxford athletics are its people ? the coaches, students, support staff and parents reaching higher goals in spite of shrinking budgets and change of sport seasons.

By Dr. William Skilling
Superintendent of Oxford Schools
As your new superintendent of schools, I would like to say thank you to staff members and community members who have been so welcoming to my family and me.
We feel truly blessed to be part of such a great school system and community. We enjoy immensely living in the community and having our children attend Oxford Area Community Schools.
We can all be proud of the quality teachers, staff members, administrators, and school board members who are so dedicated to providing excellence in academics and in opportunities for all our students.
I so greatly appreciate the Board of Education’s willingness to eliminate pay to participate for athletics.
In today’s economy, many people are struggling to make ends meet. Hopefully, this will provide some relief for families whose children participate in athletics as well as enhance additional opportunities for our students.
I believe it is essential to build trust, open the lines of communication, and seek community and staff wisdom as we try to move forward in providing the best education and best opportunities we can for our students.
Therefore, to this end, I want to provide you with three avenues to get to know me and for me to get to know you better.
The first way I want to build trust is through regular communication and being accessible to community members.
I will be hosting two community forums per month to have informal conversations with the community.
On the second Monday of each month, I will host a Superintendent Advisory meeting at Kalloway’s Restaurant on 595 Lapeer Road in Oxford from 7:30 p.m. to 9 p.m.
Morning meetings will be on the second Wednesday of each month from 7:30 a.m. to 9:30 a.m. at Louie’s Restaurant at 600 Lakeville Road in Addison. I will provide some updates about the district each month at these informal conversations. However, most of the time will be devoted to community questions and input. (See sidebar)
The second approach to building trust and seeking community and staff wisdom on the future direction of Oxford Area Community Schools is through strategic planning. On February 27, 28, 29, and March 1, 2008, we will convene a strategic planning committee comprised of school district employees, Board of Education members, community leaders, parents, business leaders, government leaders, and students. This committee will determine the future direction of our school system.
They will determine our goals, strategies, action plan, and assessments.
Every six months, the committee will reconvene for a public accounting of how we are progressing on the goals and strategies the committee has given us as a school district. Every time the strategic planning committee meets for the six month review, the results will be posted on the school district’s web site.
Annually, the strategic plan will be reviewed again and adjustments to the plan will be made. The results of these annual meetings will be posted on the web site as well.
The third commitment I want to make is how I will conduct myself as your superintendent. I have provided every employee this statement of commitment already. As parents and community members, please hold me accountable to the following:
nI will commit to the following code of conduct, principles, actions, and behaviors:
n Balance among being a husband, a father, and a superintendent
n Being student focused by making the right decision, using the right process, and using the right communication
n Operate with Integrity
n Practicing Selflessness by serving others ahead of self
n Communicate regularly with staff and community members
n Honor, Respect, & Value ALL employees
n Be Responsible in my behavior and speech
n Perform with Excellence in areas of responsibility
n Model Loyalty to the district, board, administration team, staff, and community
n Demonstrate Compassion for those who need it
n Be Dedicated to the shared vision we will create
n Model good Stewardship with district resources
‘Servant leadership starts with a VISION and ends with a SERVANT HEART that helps people live according to the vision.? (Ken Blanchard & Phil Hodges)
I shared the Superintendent Leadership Code with all staff members at our opening breakfast meeting in August. This code will be published on our school district’s web site as well.
In conclusion, I want to thank you for the support you have provided our school district over the years.
I hope to continue to earn your support and your trust through the strategies I have outlined in this article.
Please do not hesitate to contact me any time you have questions or concerns regarding the school district.
Thank you for the opportunity to serve you as your superintendent.
It is an honor and privilege that I will highly value and not take for granted.

Superintendent Advisory meetings at Kalloway’s
on Mondays
Oct. 8 at 7:30 p.m.?9 p.m.
Nov. 12 at 7:30 p.m.?9 p.m.
December No meeting
January 14 at 7:30 p.m.?9 p.m.
February 11 at 7:30 p.m.?9 p.m.
March 10 at 7:30 p.m.?9 p.m.
April 14 at 7:30 p.m.?9 p.m.
May 12 No Meeting
June 9 at 7:30 p.m ?9 p.m.

Superintendent Coffee Times at Louie’s
on Wednesdays
Oct.10 at 7:30 a.m. ? 9:30 a.m.
Nov. 14 at 7:30 a.m. ? 9:30 a.m.
Dec. 12 at 7:30 a.m. ? 9:30 a.m.
Jan. 16 at 7:30 a.m. ? 9:30 a.m.
Feb.13 at 7:30 a.m. ? 9:30 a.m.
March 12 at 7:30 a.m. ? 9:30 a.m.
April 16 at 7:30 a.m. ? 9:30 a.m.
May 14 at 7:30 a.m. ? 9:30 a.m.
June 11, at 7:30 a.m. ? 9:30a.m.

By Dr. William Skilling
Superintendent of Oxford Schools
As citizen leaders, individual school board members face complex and demanding challenges. Yet few people fully understand the scope and far-reaching implications of board members? responsibilities. All Michigan citizens should recognize the vital contributions of these men and women and focus attention on the crucial role these elected public officials play in the education of our children.
Their job is to establish a vision for the education program, design a structure to achieve that vision, ensure schools are accountable to the community and strongly advocate continuous improvement in student learning. That job entails an endless string of meetings and school functions to attend; reams of reports, agendas, proposals and other information to read and study; and a host of difficult decisions to make.
School board members come from all walks of life. They are engineers, secretaries, doctors, lawyers, homemakers, architects, truck drivers, professors, business owners and real estate agents, to name a few.
Although they wear many hats in the workday world, school board members put on a collective hat when they get down to the business of leading their school districts. Board members must pull together as a team toward a common goal’helping students achieve. Although they may individually disagree on certain issues, their role as a board is to consistently strive toward that goal. Working together, school board members can Lead Strong!
Board members contribute hundreds and hundreds of hours each year leading their districts. Whether it is crafting policies, hiring effective administrators, listening to staff and student concerns or recognizing outstanding programs, board members always keep their eyes on the goal of student achievement.
The time spent in board meetings represents just a small fraction of the hours school board members spend leading in their districts. They also work hard at seminars and training sessions to keep abreast of the latest trends in educational leadership, are deeply involved in community activities and spend many hours in the schools and at extracurricular events. Their love for learning, and concern and caring for students, staff and community, drives board members? desire to lead so students can achieve.
This year, in addition to their normal commitments as board members, the Board of Education will be taking a leadership role in the important task of developing a five-year strategic plan for our school district. This strategic plan will become the road map for where Oxford Community Schools needs to go in the future. The plan will identify the essential knowledge and skills our students will need to be successful in the global world they will be entering upon graduation. The plan will also identify the standards of excellence required of our students and staff.
In recognition of their dedicated service, January is designated School Board Recognition Month. Please join us in honoring and recognizing the men and women who provide selfless service in the governance of Oxford Community Schools. Please make an effort to tell each school board member that his or her hard work has been noticed and is truly appreciated. Below are the names of the current Oxford Community Schools Board of Education members: Colleen Schultz (President), Sue Tombrella (Trustee), Lee Barclay (Vice President), Pam Phelps (Trustee), Carol Mitchell (Secretary), Major Murray (Trustee), Doug Myer (Treasurer).

If your teen is a junior this year, you need to set aside Thursday, December 12 to attend Junior Parents Night, from 7:00-8:30 p.m. at Oxford High School. This program is specifically designed to provide you with the information you need to help your child reach his or her education goals. Whether you expect your student to attend a two or four-year college, sign up for the military, or enter a certification program or trade school, the counseling department will put together the facts and figures you need to guide your child’s decisions.
John Young, director of the Advising Center at University of Michigan Flint, will be on hand to provide an overview of the college admissions process. Our counselors and career resource advisor will then meet with parents in small groups to provide all the necessary facts and details to address your particular needs.
This program is scheduled at the perfect time before students register for their senior year classes in February and March. Contrary to what you may hear from your youngster, the last year in high school is NOT a time to relax and neglect your studies. Senior year is the last opportunity to lay a strong foundation that can support a successful future.
Counselors will explain how students can get a jump start on earning college credit through dual enrollment and Advanced Placement (AP) classes. They will also cover valuable information on scholarships and financial aid, the current tuition costs of many Michigan schools, and how to make sense of the confusing terminology associated with applications.
Parents will also learn about the vast resources contained in the high school Career Room. For students exploring their career choices, the materials and guidance available here can help them sort through the many options, understand educational requirements, and find direction.
Likely the most beneficial aspect of the evening is the chance to become better acquainted with your child’s counselor, and ask the questions that will help prepare you and your son or daughter for the years ahead. Depending on your situation, you may want to learn more about elective courses, AP classes, the college fairs scheduled for spring, any special scholarships or awards available, or where and when to take the SAT.
Everyone who attends will receive a thick packet filled with a variety of materials including a career information handbook, how to pick a college, scholarships, tuition help, reliable sites on the Internet, and lots more. Please make your reservation by calling the Oxford High School Counseling Office: 248.969.1808.
This is a small investment of your time you won’t regret. Next to your child, the person with the biggest stake in their future is YOU.

The month of January marks the annual observance of School Board Recognition Month ? a time to salute the work of school board members and celebrate public education. The state’s 4,200 elected school board members in 560 local and 57 intermediate school districts are honored by their schools and community for untiring dedication to school governance.
The foundation of school leadership is ensuring equal learning opportunities for all students. School Board Recognition Month is the time to recognize and celebrate the accomplishments of our elected trustees. The theme of this year’s celebration, They’re counting on You: Leadership for Learning, reflects our combined commitment to leadership and accountability assuring that ALL children succeed.
In Oxford Area Community Schools, school board members must develop policies and make tough decisions on complex educational and social issues which impact the entire community. They bear responsibility for the annual budget, for our 4,000 students, our employees and eight schools.
The school board is an integral part of the foundation built to guide the Oxford District. Our board helps set the direction for the future by following four components for leadership. These components, endorsed by the National School Boards Association and the American Association of School Administrators, are:
1. A vision for the schools, developed by and shared with the community, that gives all students the opportunity to attain their maximum potential.
2. A structure that enables the school system to achieve its vision. This structure includes goal setting, planning, policies, and high standards for learning.
3. A system of accountability based on continuous assessment of all conditions that affect education.
4. Advocacy of student and school needs in order to support the vision.
This month, the school board and central office administrators will again participate in our annual retreat, a time set aside to reexamine our vision, assess our progress, and prioritize goals to achieve our mission of providing a quality education for all our students.
During National School Board Recognition Month, we will also take time to value our board members and honor their contributions that make a difference in our children’s future.
The men and women serving Oxford Area Community Schools and their years of service are:
? President Ronald Etherton 6.5 years
? Vice president Steven Drakos 4 years
? Treasurer Colleen Schultz 4 years
? Secretary Patricia Smith 16.5 years
? Trustee Lee Barclay 1.5 years
? Trustee Judy Kubina 5.5 years
? Trustee Ronald Mutch 7.5 years

“In education the closeness of students to a good or great man or woman is the finest we can offer our children.” ? Seymour St. John
Each year, Oxford Schools recognizes the special men and women in our school district who each day offer our children the very best of themselves with but a single goal in mind: helping each child reach his or her full potential. Our district, in partnership with Oakland Schools, participates in the Oakland County Outstanding Teachers of the Year program to bring to master teachers the recognition and honor they richly deserve.
Fellow teachers, administrators, parents, students and community members can nominate a teacher who has achieved, through effort and example, the highest standards of excellence in the teaching profession. Nominees must be certified, full-time teachers in grades kindergarten through 12, who are employed in a public school in Oakland County. They also must have a minimum of three full years of classroom teaching experience.
Of the twenty-two teachers nominated this year, only one elementary, one middle school, and one high school nominee can be submitted to the County to be considered for the award. We have selected Lakeville Elementary’s Cheryl Matas, middle school instrumental music teacher Pat Parrish, and Oxford High language arts teacher Molly Darnell to represent Oxford in the county-wide process. The nominees received from each of the participating districts will be reviewed and screened by a committee representative of Oakland Schools, educational referent groups, parent groups, and the community. The committee will then select three teachers, one from each level, to receive the Outstanding Teacher of the Year Award. In addition to the high honor of being chosen, the award includes a $2,000 cash prize and a recognition event on April 30, 2003.
All the Oxford Area Community Schools nominees will be recognized at an upcoming Oxford Board of Education meeting. They include: Diane Allen, Clear Lake; Ann Ashley, Clear Lake; Audrey Boris, Oxford Elementary; Judy Bozynski, Lakeville; Kim Decator, Oxford Middle School; Erin Etue, Lakeville; Vicki Haviaras, Clear Lake; Gary Irish, Clear Lake; Michelle Kussner, Lakeville; Sara MacFarland, Clear Lake; Holly McKenzie, Crossroads for Youth; Anna Mick, Leonard; Janine Parent, Clear Lake; Michele Pinelli, Clear Lake; Jaime Polk, Lakeville; Tammy Posner, Oxford Middle School; Wendy Pritzlaff, Leonard; Jennifer Roop, Daniel Axford; Melanie Royster, Clear Lake; Debbie Shipman, Crossroads for Youth; Lisa Wells, Lakeville; and Jacqueline Wiscombe, Clear Lake.
Congratulations to each one of these fine educators that serve our students and community. Oxford is proud to participate in this recognition program out of a belief that a quality public education system is essential to the health and vitality of our community. Encouraging excellence in education is the shared responsibility of all who share in its benefits.

One way to attract and keep the best employees is through programs that recognize their outstanding performance. By publicly acknowledging staff members, we not only let them know they are appreciated, but also help the entire community understand the value we place upon their work.
There are frequent opportunities to recognize teachers, administrators, and even school board members for the excellent jobs their do day in and day out. But they can’t do it alone. Good schools happen when all school staff are doing their best, including the paraprofessionals, bus drivers, school secretaries, custodians, cafeteria workers and others who contribute to the safety, well-being, and success of our students.
One award that celebrates the importance of support staff is the Oakland County Distinguished Support Service Award. Established in 1989 by former Oakland Schools board member Betty Campion, this award is meant to recognize the significant contributions that our support personnel make to our schools.
Parents, peers, administrators, community members and students of the Oxford School District nominated 18 school support employees for the Betty Campion Distinguished Support Service Award 2003.
The nominees for this year are: Joanne Ardelean, Tracey Armstrong, Claudia Blasco, Pat Brisson, Kelly Chaiser, Corrine Davisson, Kelly Feldman, Loretta Hallead, Vicki Kage-Brammer, Dawn Maguire, Shirley Patterson, Christine Pilette, Mareen J. Potocki, Diane Sands, Lori Smith, Toni Streit, Maryann Swadick, and Penny Welch.
Each district may identify just one support staff finalist to send for consideration by Oakland Schools. The district nominee this year is Loretta (Corky) Hallead, secretary to the Superintendent and Board of Education, and employee with Oxford Schools since 1967. Born in Oxford and a graduate of Oxford High School, Corky’s outstanding personal and professional performance is exceptional. She is a role model to her colleagues, known for her courtesy, loyalty and familiarity for all things “Oxford.”
Now the Oakland Schools Board of Education examines the nominations and selects three county-wide winners this month. This year’s winners will be invited to the June Oakland County School Boards Association dinner meeting where they will receive a plaque and a cash award of $250.Congratulations to all district support staff nominees who, because of their extraordinary dedication to the Oxford school family and community, were selected for this important recognition.

Parent/Teacher Conferences for all grade levels and schools have been rescheduled due to last week’s snow day. The new dates are:
n March 12: 7:30-10:00 a.m. at Oxford Middle School and Oxford High School and 5:00-8:00 p.m. at Lakeville and Oxford Elementary Schools
n March 19: 5:00-8:00 p.m. at Clear Lake and Leonard Elementary Schools
Conferences provide parents the opportunity to talk about their student’s progress. With some preparation, these important meetings can be both informative and beneficial for everyone.
First, have some questions ready. Write down the topics you want to cover if you need to. Think about what you want to tell the teacher, and also what you want to ask the teacher. Questions might include, “Is my child turning in assignments on time?” “What is the policy on homework?” “How is his or her participation?”
Help the teacher get to know your child better by sharing information about your child’s strengths, needs, study habits, and hobbies.
Second, be positive. Letting the teacher know you appreciate his or her efforts helps build a strong home/school relationship. Mention about a project your child enjoyed, or comment on interesting learning materials in the class or school.
Finally, ask for suggestions from the teacher if there are any concerns. Put together a plan of action, including any specific steps needed to support your child’s achievement. Before you end the conference, summarize the key points you covered, so both you and the teacher understand one another’s expectations.
In the following weeks, work with your child on areas that need help. Check back by calling the teacher or writing a note to gauge your child’s progress.
By staying informed about your child’s situation, and involving yourself in the process, your student will enjoy greater growth, satisfaction, and success at school.
# # #

Five-year-old Lindsay was having difficulty tying her shoes, so she asked her third-grade buddy, Kristen, to teach her. Little Brandon hadn’t quite mastered zipping his coat, so his older buddy, Cody, helped him practice. Then Cody went on to help Brandon learn to make the letter “a.”
Tying shoes, zipping coats and learning letters are just a few of the things older students teach younger students in the “Reading Buddy” program at Lakeville Elementary School. Kindergarten teacher Renee Green pairs her young students up with older students, usually third or fourth graders, to get together once a week, for about 20-30 minutes, for some teaching, learning and friendship.
At first the students start with simple life-skills like tying shoes, then move to more academic ventures, like forming letters and numbers, as they become more comfortable with each other and as the little ones are ready for new challenges. Each session, however, always ends with a book or story.
The program has many benefits, to both the younger and older students. The little ones make friends that they will know for two or three years; this makes the “big kids” a little less scary. The older students develop empathy and understanding for younger children – something that can be difficult at home with siblings.
Second grader Angela, who two years ago was a little buddy and next year will be a big buddy, remembers when she was on the receiving end. In spending time with her buddy Christina, she said the best thing was “doing math” together – writing numbers and making graphs of M&M colors. She also remembers reading, and that by the end of the year, she was reading books to her “big sister.”
Another benefit, says third grade teacher Kim Infante, is that by teaching younger children, her students learn patience, and how to keep the little ones on task. They begin to see how important it is to teach and follow multi-step processes in sequential order, and that it is not always easy.
Parents appreciate the benefits as well. Third grade mom Michelle says her daughter can hardly wait for the days when the buddies get together. Infante echoes this: the older students look forward to their next encounter from the moment they leave the little ones. And first grade mom Jean says that her daughter Regan still loves seeing her big buddy around school.
Of course the classroom, with perhaps 25 little ones and their 25 big buddies, along with two teachers and maybe a paraprofessional or volunteer, can become a little lively, but the experience is so rich with benefits – to everyone – that the time flies and no one notices a little crowding. To teach is to learn, and through the “Reading Buddies” program, our students are discovering this first hand.
– By Sharon Karpinski, Principal Lakeville Elementary

A Column by Dr. William Skilling
Superintendent, Oxford Schools

The purpose of this article is for me to share, first-hand, some of my beliefs, opinions, and actions related to the relationship between The Oxford Leader and Oxford Community Schools. At the outset, I want to be clear that I support our hometown paper, the Oxford Leader, and the vital role it plays in our community, as well as its important role in supporting our schools, students, and families. Don Rush recently reported on many of the ways the Oxford Leader has supported Oxford Community Schools throughout its history. These efforts are greatly appreciated and are important to us. Our local paper helps to keep our community informed and vibrant. With the difficulties we all face in this challenging economy, the paper can facilitate efforts to help make the Oxford Community more attractive for businesses and families looking to locate to Northern Oakland County. No other paper will cover the positive things happening in our community like the Oxford Leader. The local paper provides an important forum for educating the public about important events, informing the citizenry on both sides of an issue, providing a forum for public discourse on issues, showcasing community events, and helping the community stay connected with each other.
I also want to covey that the rights guaranteed by the First Amendment to the Constitution of the United States that include both freedom of speech and freedom of the press, among other rights, are important and should not only be upheld and fostered, but supported by all. Freedom of the press is an important foundation for a free, just, and democratic society, and done responsibly, ensures that voters are able to make informed decisions. The press has great power in society through the choices made about what to print, what not to print, and how to frame issues for its subscribers.
Thus, with this great power comes great responsibility. For example, with regard to our schools, it would seem great to have the Oxford Leader always support school initiatives, but it would not necessarily be responsible nor serve our community well. If a new initiative proposed by the school district is a good one, it will stand the test of time through critical thinking, public discourse, and scrutiny in our local paper. If it does not survive public discourse, it was probably not a good initiative. Therefore, it is imperative that we have a ‘win-win? situation where both sides of issues are fairly and accurately presented so the citizenry can be better informed through civil discourse in our local paper. ‘Iron sharpens iron? is a principle I believe in strongly. I also believe that our debates, discussions, and critical analysis of issues in our local newspaper must be civil ? respectful, courteous, and focused on the issues to support truth-seeking and clarity on matters of public interest.
Recently, I, along with community leaders and others, expressed concerns about the tone of some of the opinion columns and letters within the Oxford Leader that were focused on destructive descriptions of an individual or a group of individuals rather than on issues associated with their actions.
It appeared that there was intent to degrade and discredit individuals who were on the opposite side of an issue.
Some individuals who contributed letters to the paper, on both sides of an issue, often contributed to a focus on personal or group attacks as opposed to conveying their opinions about the issues at hand.
Quite simply, attacking a person’s character, name-calling, using negative labels and so forth are not civil, and instead of enlightening and informing, distract from the important issues at hand..
We need a local paper to provide a forum where both sides of an issue can be discussed without fear of personal attack.
It was with this concern that I canceled Oxford Community Schools? subscription to the Oxford Leader and that I asked to meet with the Oxford Leader’s Editors. The publisher and the assistant publisher provided two board members and me the opportunity to meet with them.
We believe they understood our viewpoints’that name calling is destructive not only to the individual, but also to their families and to our community in general.
It is very divisive and is not a good example for our students and children.
Another board member and I had a follow-up meeting with the assistant publisher to affirm our desire to see the Oxford Leader be successful and to come to an agreement on a positive course of action.
The writers at the Oxford Leader have every right to communicate their opinions to the public on important issues that affect us all.
We need these communications to be focused on the issues rather than distracting from the issues by targeting individuals through name calling or demeaning language.
We all hope that their leadership in this area will encourage even greater participation in community debate because fear of a personal attack will be diminished.
Therefore, in good faith, we are renewing our school districts? subscriptions knowing that the Oxford Leader is making a commitment to write articles, opinions, columns, and editorials without assaulting a person’s reputation when they have written or stand for an opposing view.
I am also, in good faith, personally subscribing to the Oxford Leader for the first time.
This may come as a big surprise to the staff at Oxford Community Schools and some of the people who know me in the community.
I have shared with them my concerns and reasons for dropping our subscriptions to the Oxford Leader.
However, my answer to these concerns can be found in the first paragraph’a hometown newspaper is critically essential to a vibrant and engaged community.
In conclusion, our hometown paper plays a vital role in our community.
Allowing me to write this article to express my point of view and my support demonstrates good faith on their part.
Likewise, I am reciprocating my faith in them’that they will avoid personal attacks that are destructive to undeserving individuals and instead focus on the issues.
My confidence in them is demonstrated by renewing our school district’s subscriptions to the Oxford Leader and personally purchasing one for my family.
It is time to look forward, not back, with renewed understanding and the pursuit of win-win opportunities for the Oxford Leader, our community, and Oxford Community Schools.

By Dr. William Skilling
Oxford Schools Superintendent

It is easy to get caught up in a whirlwind of emotions and despair during difficult challenges and times of struggle. It is easy to lose hope in the future when considering current economic struggles we face as a community and as a school system. It is easy to lose sight of what we need to do and where we need to go as a community and school district in light of current circumstances. We did not necessarily create, nor can we control, many of these challenges and circumstances. But we can always choose our attitude and actions that either lift us up or take us down. I choose the former. Ten percent of life experiences are those things we cannot control; 90% comprise what we can control, including attitude and action. Whether people are truthful or not, I will personally not allow it to change my focus or desire to serve well the Oxford Community, Oxford school district, its employees, or my family. Serving well means serving with the right motives, for the right reasons, with the right attitude, and with integrity. This is my commitment as superintendent of Oxford Community Schools. I am always ready to give a public account for any decision that I make or for a course of action the District takes. I believe the school board, district leaders, and employees have set on a course of action that is making a positive difference for our school district. Let me review some of those accomplishments:
* We eliminated ‘pay-to-play,? and this change has resulted in no lost revenue and a significant increase in participation.
* We eliminated admission fees for students and children, and this change has resulted in no lost revenue and a significant increase in attendance at student events.
* We improved the quality of education and opportunities for our students but have maintained a balanced budget.
* We are one of the few growing school districts in Michigan.
* We are one of the few school districts in the state of Michigan that is not in deficit spending.
* Three of our schools are Michigan Blue Ribbon Exemplary School Award finalists.
* We have not had to lay off any employees.
* We are one of the few school districts in Michigan that has added fine arts programs, athletic programs and increased academic course offerings and programs in the last three years. Most school districts are cutting in all three areas.
* We may be the only school district in the state of Michigan offering a K-8 world language proficiency program in both Spanish and Chinese starting this fall. This will provide students with the opportunity to be fluent in two languages upon graduation.
* We are the only school district in Michigan that has a partnership with the International Center for Leadership in Education (www.LeaderEd.com) to train K-12 teachers in the rigor, relevance, and relationship framework.
We are increasing our accountability, transparency and community involvement in all areas of school operation. Our new web site is one example of how we will provide all available information to the community that is not protected due to privacy.
We made these improvements because we have not allowed challenging times and circumstances to hold us back from enhancing and expanding our school district. With every improvement we make, there is a direct positive impact to the community. We believe strongly in the principle that there is wisdom in a multitude of counselors. Last year, we initiated a Strategic Planning Committee involving over 80 community members. A Facilities Steering Committee was then assigned to study our facilities for a potential bond proposal. This committee was 100% led by community members, not school administrators or employees. What was the result of their work? A $70.2 million bond proposal that will not increase homeowners? or business owners? tax millage. What does that mean? No homeowner or business owner will pay more in school taxes this year or for the next 15 years, regardless of the outcome of the election. If the bond proposal is successful, the current school tax millage will not increase but stay the same and be extended for 10 years. Revenue to pay for the bonds comes through an extension, not through an increase, in the school tax millage.
If you are wondering whether there will be economic benefits to homeowners and business owners, please consider the following. Just as now is the best time to purchase a home because of current mortgage rates, this is also the right time for school improvement. The timing makes it possible for us to get the lowest interest rates, lowest material costs, lowest labor costs and the best time to get the best return on our investment. No matter when there is a bond issue, there will likely be at least three to four recessions or economic downturns before a bond is paid off. Therefore, it makes more sense to ‘buy low? versus waiting until interest rates are high, material costs are high, labor costs are high and a low return on investment results. Here are some examples of other financial benefits to our community:
Homeowner/Community Member:
* An excellent school system helps stabilize property values and increase property values.
* Granger Construction has made a commitment to hire 80 percent of our contractors within a 25 mile radius, which results in jobs.
* Parks and recreation opportunities will multiply with the new facilities.
* There will be no increase in school tax millage, but educational opportunities for students will increase.
Business Owners:
* During construction, there will be an increase in demand for goods and services for local business due to the 200-300 construction workers in Oxford during peak construction period in the short-term. In the long-term, there will be an increase in demand for goods and services due to new families moving to Oxford.
* With an artificial field turf in the athletic stadium, we will qualify to host state tournaments in five additional sports and for marching band. This will increase business for our restaurants, gas stations, and stores.
* A community known for educational excellence has an increased demand for homes in housing developments.
* More families moving to Oxford because of the quality of our schools helps keep local businesses viable due to increased demand for their goods and services.
* Granger Construction has made a commitment to pursue local suppliers of construction materials, supplies, and equipment.
* There will be no increase in school tax millage.
School District/Students:
* Energy projects will reduce school operational costs.
* Safety and security for our students will be improved.
* Students will profit from new opportunities in pre-engineering, manufacturing and fine arts.
* Additional classrooms will help reduce class sizes,
* Advances in the cognitive sciences show that learning increases significantly when students are engaged in academic study through authentic, real-world experiences. Therefore, the pre-engineering/manufacturing addition at the high school will support authentic, real-world experiences for students to apply learning in biotechnology, informational technology, physical technology, robotics, nanotechnology, and other integrated math, science, and technology classes.
* Construction and renovation will create an improved educational environment for elementary students and middle school students that will support improved learning, behavior and new opportunities.
* Instructional technology will provide opportunities for increased learning productivity, new learning opportunities and improved technological literacy.
* The plans maximize the use of current facilities without having to build new schools or redistrict.
* The plans call for increased use of the athletic stadium by installing artificial turf, allowing lacrosse, soccer, football and marching band to have access to the field for practice and competition while reducing cost of ownership.
As a community and school district we have a choice. We can choose to do nothing, which will result in no positive energy to change our current situation. Or, we can support this bond proposal, which will have a positive impact for everyone. For more information on the bond proposal, please visit www.oxford2009.com, or attend one of two remaining community bond forums:
* Wednesday, February 11 at 7 p.m. in the High School’s LGI room
* Thursday, February 19 at 7 p.m. in Clear Lake Elementary School’s media center
Thank you for taking the time to be informed.

By Debbie Parker
Lakeville Elementary School

The school years provide important practice for children to develop their socialization skills. As early as preschool and kindergarten, their individual social networks begin to form. They become familiar with their peers, and in many cases, lifelong friendships take root and blossom throughout their academic careers.
Is it any wonder then that a simple disagreement with a classmate, teammate or friend, can seem like the end of the world to a child? As parents and educators, one of the best gifts we can give our children, besides an excellent education, is the ability to resolve conflicts with others peacefully and in a way that provides some mutual satisfaction to both parties.
Peer Mediation is a problem solving process children can take part in that can teach them this very skill. The mediation process is lead by students trained in mediation and under adult supervision. The student mediators do not solve the disagreements between children for them. Instead, they guide them by using a mediation script, allowing both parties to tell their side of the story and work together to come up with a practical, mutually acceptable solution to their problem. This is done in a confidential manner, in a controlled environment where all students involved follow specific ground rules that keep participants feeling accepted, valued and most of all safe.
Typical situations where Peer Mediation can be of benefit are simple misunderstandings and disagreements among students. Peer Mediation can also be of benefit when used for mild cases of bullying, such as name-calling, exclusion/shunning, and rumors. It is not generally used for more severe cases that could result in serious emotional or physical injury to a child. Adults always handle those types of bullying behaviors.
The benefits of Peer Mediation use in a school setting can be far-reaching and long lasting not only for our students, but our community. Peer Mediators learn increased communication and problem solving skills, gain self-confidence, improve leadership skills and in some cases, even improve their grades and classroom work habits. Disputants, that is to say, children who chose to solve their problems through Peer Mediation learn that they do not always need an adult to solve their disagreements for them. They feel empowered because they know how to talk about what they are feeling and get their needs met in a positive way.
Families benefit from Peer Mediation too. Often times the children will carry these skills back home and use them with siblings. Modeling positive conflict resolution skills such as these could translate into less stress for parents and children alike.
Schools that provide Peer Mediation for their students also benefit their communities. Not only do these students grow up to be the types of adults who are more likely to use their skills of compromise and peaceful resolution in the workplace and community, they create a caring community that extends outside of their schoolhouse walls. Their sense of deep caring and commitment to others produces community leaders dedicated to service that enriches the lives of others.
I am pleased to report that at Lakeville Elementary, we have an active and energetic Peer Mediation Team. They meet regularly with their advisor, Debbie Parker, to practice and grow in their mediation skills. They will increase their community service by doing a bake sale during fall conferences to benefit our annual holiday event, The Giving Tree.
Participation in service/learning projects such as this, foster students? sense of empathy, which makes them more effective, caring mediators.

By Debbie Stout
Oxford Elementary School Principal

While the children were enjoying trips to the park, days at the beach, and family vacations, teams of elementary teachers and administrators spent the summer and early fall seeing blue ? not the sky, the Blue Ribbon Schools application!
Since its inception in 1982, the Michigan Department of Education’s Blue Ribbon Exemplary Schools Program has recognized more than 350 of Michigan’s most successful schools.?
The purpose of the program is threefold:

1. To identify and give public recognition to outstanding schools that achieve high academic standards.
2. To provide key criteria for school effectiveness that can continue to improve school quality.
3. To communicate best practices for educational success within and among Michigan schools.

To earn this recognition, the school team must create a document that meets rigorous qualifications.
Specific data and evidence ? and lots of it ? must also be provided as verification. Before a school may be recognized, a site visitation is conducted to verify a school’s excellence.
Consisting of over 50 pages, the document provides a format for the school to present a concise and comprehensive snapshot of the school.
All aspects of the school are shared and include:

1. Student Focus and Support Programs
2. Caring Culture focused on Continuous Improvement
3. Challenging Standards and Curriculum
4. Active Teaching and Learning Linked to Achievement
5. Support for Staff Professional Growth
6. Dynamic, Effective Leadership
7. Partnerships between School, Family, and Community
8. Documented Indicators of Success

Dr. Bill Skilling, Oxford Community Schools Superintendent, announced the Blue Ribbon Exemplary Schools goal to Oxford staff shortly after he was hired one year ago.
The goal, now also a goal in the 07-08 District Strategic Plan, is four more Blue Ribbon Exemplary Schools.
Daniel Axford, Lakeville, Leonard and Oxford Elementary schools began the process in February. Clear Lake Elementary is the only Oxford school that has applied in the past, earning the honor with their 2004 application.
If achieved, with five ‘Blue Ribbon? schools, the district would earn the honor ‘Blue Ribbon School District.? Secondary schools will be eligible to apply next fall.
The Blue Ribbon process supports the district’s vision: ‘To Create a World-Class Education Today, to Shape Tomorrow’s Selfless, Global Leaders?. The Blue Ribbon process also recognizes the North Central Accreditation (NCA) that the district has been using for almost ten years to validate school improvement efforts.
The final applications were due September 29 with first round notifications to be announced on November 19.
Please keep your fingers crossed for our elementary schools!

By Dr. William Skilling
Oxford Schools Superintendent

We look at this new school year energized with excitement and anticipation of great things to come. In concurrence with our strategic plan, we launched many new academic programs and added new opportunities for students. We removed economic barriers for students to participate in athletics, eliminated entrance fees for students to attend athletic and performing arts events, and began a new aggressive staff development program.
New Academic Programs
We launched many new programs this fall that align with the goals in our strategic plan. We instituted a Chinese language program that begins in third grade, seventh grade, and in the high school. Eventually, Chinese will be part of our curriculum for kindergarten through sixth grade and offered as an elective in grades seven through twelve. The new pre-engineering program currently offered in sixth grade will eventually extend to grades seven and eight and be offered at the high school as well. Orchestra is another new program started in grades four and five, and is offered to sixth through eighth grade students at the middle school. Next year it will be available to high school students. There are currently over 210 beginning orchestra students. To address the needs of our advanced students, we initiated an advanced math curriculum for students in sixth grade. This will allow students in sixth grade to take pre-algebra, in seventh grade algebra, and progress into eighth grade geometry. We will be adding honors language arts next fall and adding honors courses in science and social studies as well at the middle school in the future. We are also adding additional advanced placement courses at the high school to further assist children in the challenge toward college preparation and in attaining college credit. We view ALL students at risk of not reaching their potential. Therefore, we need curriculum, instruction, and programs to meet the needs of the advance student just as we do for students who need remediation or have special needs.
New Student Opportunities
To prepare our students to compete globally for the best education and jobs available, it is essential that they have a well rounded, holistic education that includes the fine arts and athletics. There are certain things that can only be taught well on the field of competition that cannot be replicated as well in the arts or in an academic classroom. Likewise, there are certain things that can only be taught well in a theatrical performance or musical that cannot be achieved in athletics or in a classroom. We need our students learning life skills in all three arenas. With this in mind, you can see why it was important for us to eliminate pay to play. Our athletic director, Pat Ball, increased the number of athletic programs through the support of community members assisting with club teams. This year we are adding a boys? club swimming team, last year we added a Lacrosse Club team, we plan to double the number of athletic teams at the middle school within two years, and we are eventually looking to add tennis once we build tennis courts. In the arts, we doubled our art class offerings at the high school. We increased choral and instrumental classes as well. Next year, orchestra offerings will be added to the high school and in the future, dance will be added to our physical education offerings.
Eliminated Pay to Play and Student Admission Fees
We are fortunate to have the opportunity to eliminate pay to play for our athletes. We also eliminated admission fees for Oxford students and children who are accompanied by a paid adult. This is one small way we can make high school athletics and performing arts events affordable for the whole family. If we want our children to value athletics and the arts at a young age, they need the chance to see the opportunities available to them by attending these events. It is important for us as a school district to support our families whenever we can. Oxford Athletics and Fine Arts are the best ticket in town!
Professional Development
We have begun a three year professional development in partnership with the International Center for Leadership in Education. (http://www.leadered.com/) The focus of the professional development will be developing Rigor, Relevance and Relationships in our instruction.
? Relationships ? When students learn to communicate effectively, respect others, accept responsibility, resolve problems, and work in teams, student academic achievement improves.
? Relevance ? What is important is that students enter the global economy with the ability to apply what they learned in school to a variety of ever-changing situations that they couldn’t foresee before graduating. That is the mark of a quality education and a truer indication of academic excellence.
? Rigor ? While having all students achieve academic proficiency is a worthy goal, it should be only the starting line. State assessments have become so ‘high-stakes? that classroom instruction is geared toward the sole purpose of passing them.
In this respect, state assessments have become the finish line. The student’s ability to apply high-rigor knowledge in a relevant, real-world setting needs to be the true finish line; instead, it has become an afterthought.
As you can see, we are undertaking some very ambitious plans for this school year and well into the future.
To assist parents and community members in better understanding why we are making so many changes to our educational system as we know it today, we are bringing in the founder of the International Center for Leadership in Education, Dr. Willard Daggett.
We are offering a community presentation on Globalization, Competition, and Education. Dr. Daggett’s presentation will be Tuesday, November 11, 2008 in the Oxford Performing Arts Center starting at 6:30 p.m.
Please mark your calender and attend.

Numerous studies have documented that parent involvement with students and schools boosts achievement, test scores and long-term student success.
In Oxford Schools, we encourage parents to volunteer in the classroom and media center, for field trips and special events and participate in our PTO and booster organizations, to get involved with their child’s learning and growth.
At the elementary level, an important partnership between parent volunteers and struggling readers has proved successful with upper elementary students at Leonard, Lakeville, Clear Lake and Oxford Elementary Schools (Daniel Axford only serves grades K-2).
The program is called T.U.T.O.R. which stands for Teaching Us To be Outstanding Readers.
Parent volunteers work individually with third, fourth and fifth graders for about 30 minutes, one or two times per week in order to improve reading and writing skills.
In its fifth year, school reading specialists first developed and then trained volunteers in the five program components:
1. High-frequency words: using the recite, rehearse and review technique with flash cards.
2. Familiar reading: re-reading previously read books.
3. Chunking: building words from ‘chunks.?
4. Writing: using high-frequency words, dictations using chunk lessons.
5. New book: introducing new books or sections via a book walk (looking at pictures, discussing what the story might be about) and preliminary reading.
Volunteers must consistently follow the component outline and track student progress, submitting records to the reading specialist and teacher, who supply ongoing supervision and professional resources.
Regular meetings between the reading specialists and parent helpers provide continuous assessment and the ability to modify to meet individual student needs.
This program has proved successful in accelerating children’s reading abilities, as well as improving their self-confidence with one-on-one adult companionship and encouragement.
If you are interested in becoming a volunteer for the T.U.T.O.R. program, please contact one of our elementary school offices.

If you have ever had to pack a box and move to a new apartment or house, you know what a tremendous job it can be.
According to the U.S. Census Bureau, millions of Americans relocate each year, sometimes across state lines, county lines, or just down the block. Whatever the distance, the process of sorting, cleaning out, packing, labeling, and reorganizing in your new space can be both stressful and exhausting.
The school district is facing this task on a grand scale when school ends in June.
Saturday, June 12, movers will begin loading boxes, textbooks, furniture, computers, and all the supplies from the current high school. Some items will go into storage for the summer; others will be delivered to the current middle school.
Meanwhile, just a few miles away at Oxford Middle School, a similar process will occur as everyone packs up to relocate to 1420 Lakeville Rd.
Some supplies, furniture and equipment can move into their new homes, but a large portion will be stored during the extensive renovations that must take place to turn the high school into a middle school in less than three months. It is a logistical undertaking of immense proportion.
Months of preparation have gone into the process. Teachers, administrators, and support staff from the 64 high school teaching stations and 46 middle school classrooms will fill approximately 9,000 boxes and use 100 rolls of tape to make sure the contents are secure and shipped to their new classrooms and other spaces.
The high school media center’s books will move via transportable rolling shelves, making it unnecessary to pack and unpack those 15,000 volumes. A similar situation will take place with the middle school’s media center contents.
Knowing how important it is for students to register for classes or families to contact their schools, middle school and high school office services will be uninterrupted.
Just two days after the move (on Monday, June 14), high school office personnel will be open for business as usual at the new high school location, 745 N. Oxford Rd.
The middle school offices will remain at the same address to serve parents and students during the summer as well.
This is an exciting time for our schools and our community as the bond construction projects move into the final phase.
Once school is out, workers can pick up the pace to finish the planned additions and necessary renovations.
Meanwhile, we look forward with great anticipation to a brand new beginning for Oxford Schools in the 2004-2005 school year.