Sojourner School
Sojourner Mission
To recognize and develop all intelligences of students from varied
backgrounds to their fullest intellectual, emotional and social potential
within a learning community
Sojourner History
Sojourner’s vision for elementary education is
different. The school was created for young
children; offering varied learning opportunities,
which span all intelligence areas as defined by
Howard Gardner’s theory of Multiple
Intelligences. Every child has an innate desire to
learn, know, and do. It is in this spirit that
Sojourner’s instructional program has been
designed. We honor the development of the whole
child by creating an environment that touches the
mind, heart, and body of each student.
Sojourner School began in 1995, as a
conversation among the founding group (Denis
Hickey, Mike Wong, Denise Robles-Torres, Pat
Wong, and Carole Moses) about ways to enrich
and enhance the educational experiences of
children. After three years of planning, thinking
and dreaming and with the support of North
Clackamas School District, North Clackamas
Education Association, and the Oregon
Department of Education, Sojourner opened its
doors in the fall of 1998 to 104, K-3 students. The
following three years saw the addition of grades
four, five, and six bringing the total number of
children to 182.
First known as PS 2005, the name was
changed to Sojourner School in the fall of 2000.
The name PS2005 was initially chosen to reflect
the year that the first kindergartners would
graduate from the school. PS is short for Public
School. The name “Sojourner” was chosen
because of the inherent nature of education.
Each child who accompanies us on this journey
is with us for only a brief time or “sojourn”.
Perhaps this quote by Henri Frederic Amiel
describes best the spirit in which Sojourner was
named: “Life is short and we do not have much
time to gladden the hearts of those who travel
the way with us. So be swift to love, make haste
to be kind.”
Based on Howard Gardner’s Theory of
Multiple Intelligence, Sojourner School
occupied a wing of the former Oak Grove
Elementary School. In 2000, the school moved
into the annex when Oak Grove Elementary
moved to combine with North Oak Grove
Elementary. As of 2011, Sojourner now shares
space with Linwood Elementary. Sojourner was
established initially as a district charter school,
which would designate its operation according
to an agreement or charter between the school
and the NC12 district.
While it would receive 80% of the state
average daily membership/weighted, Sojourner
would then have to pay for all services that had
been provided by the district. Charter school
status was rejected and though Sojourner
maintains its agreement with the district, it is
considered now to be a magnet school, which
attracts students from across the district in order
to participate in the educational experiences
offered here. .
Sojourner Program Elements
In addition to daily instruction in the traditional core areas of reading, writing
and mathematics, Sojourner students participate in the following core elements;
Violin
All students learn to play the violin with Suzuki instruction. Students participate in classes three times
per week in groups of thirteen students.
Orff
Sojourner
Philosophy
Sojourner believes that
education
must be comprehensive;
addressing the
development of the
whole child: the intellectual, physical, ethical,
and emotional. We
recognize that all
children are unique
individuals requiring
unique learning plans.
To accommodate the
varied needs, learning
rates, and profiles of
students, Sojourner has
developed a comprehensive educational
program. Sojourner also
provides diverse
learning opportunities
through a variety of
instructional models to
foster understanding of
our self and our world.
Students are offered
opportunities to build
upon strengths to
develop all other areas
and to initiate influence
and responsibility in
their own educational
development plans.
Carl Orff (1895-1982) was a German composer and educator who developed a unique approach to
music education. Orff defined the ideal music for children as "never alone, but connected with
movement, dance, and speech—not to be listened to, meaningful only in active participation." Orff
said, "Experience first, then intellectualize." Based on this ideal, the Orff approach builds
understanding of concepts and skills through connecting students with the music by experiencing it on
all levels. These levels include speech/chants, movement, singing, drama, and by playing pitched and
unpitched instruments.
Flow
Dr. Mihaly Csikszentmihalyi’s theory of “flow” is a study on intrinsic motivation; where a person’s
level of interest or motivation is directly aligned with the level of challenge. The Flow center is
designed to offer students a children’s museum-style Exploratorium. Selected activities in each of the
eight intelligences (visual/spatial/ verbal/linguistic, musical, mathematic/logical, bodily/kinesthetic,
naturalistic, interpersonal, and intrapersonal) are designed and developed and offered as in-depth
learning experiences.
PODS
Pods are interest groups composed of mixed aged groups (Early primary - Intermediate) where
children can explore a common interest in great depth. Students choose from over a dozen broad
subject areas that incorporate the multiple intelligence areas and include such subject areas as musical
composition, gardening, geocaching, ultimate Frisbee, running, jewelry making, recycling, map
making, chess, and the highly popular musical theater. This pod puts on a professional caliber
production each year. Pods take place three times throughout the school year. They are held for 45
minutes, three times weekly and last from eight to ten weeks.
Second Language
At present Sojourner utilizes a Fles (foreign language in Elementary School) program . This is a nonimmersion in which students receive a minimum of 90 minutes of Spanish class per week. The goal is
to build receptivity to the language by laying new neuronal networks and for students to begin to attain
fluency.
Bodily Kinesthetic
Sojourner's core curriculum is committed to physical fitness as it relates to bodily-kinesthetic
intelligence. A key indicator of the commitment to kinesthetic intelligence is the Presidential Physical
Fitness results. Students participate in 30 minutes of exercise and community building every morning
at the start of the school day. In addition, children have 30 minutes of physical education each week,
focused on skill building and team sports.
Character Education
Sojourner students participate in daily community meetings aimed to build community spirit, empathy,
and compassion. Students share stories, life experiences, talents with the whole community on a daily
basis. A mentor system is built into the school whereby Intermediate students are “buddies” to their
primary peers, helping them to learn and practice friendship, responsibility and compassion.
Projects
Every student completes an in depth, independent project each semester. All projects tie to a schoolwide theme, but each student chooses a topic based on his/her own interest. The 2013/14 school year
theme is Transformation Project work encompasses three elements: a journal, a product and a
presentation. Each presentation is filmed and sent home for the family to review. All project
presentations are archived and, upon graduation from Sojourner, each student is given a collection of
fourteen filmed project presentations.
Multiple Intelligences Theory
Dr. Howard Gardner, professor of
education at Harvard University, developed
the theory of multiple intelligences in 1983. It
suggests that the traditional notion of
intelligence, based on I.Q. testing, is far too
limited. Instead, Dr. Gardner proposes eight
different intelligences to account for a broader
range of human potential in children and
adults. These intelligences are:
 Linguistic intelligence
 Logical-mathematical intelligence
 Spatial intelligence
 Bodily-Kinesthetic intelligence
 Musical intelligence
 Interpersonal intelligence
 Intrapersonal intelligence
 Naturalist intelligence
Dr. Gardner says that our schools and
culture focus most of their attention on
linguistic and logical-mathematical intelligence.
We esteem the highly articulate or logical people
of our culture. However, Dr. Gardner says that
we should also place equal attention on
individuals who show gifts in the other
intelligences: the artists, architects, musicians,
naturalists, designers, dancers, therapists,
entrepreneurs, and others who enrich the world in
which we live.
One of the most remarkable features of
the theory of multiple intelligences is how it
provides eight different potential pathways to
learning. If a teacher is having difficulty reaching
a student in the more traditional linguistic or
logical ways of instruction, the theory of multiple
intelligences suggests several other ways in
which the material might be presented to
facilitate effective learning.
Armstrong, Thomas. Multiple Intelligences in the
Classroom. Alexandria, VA: ASCD, 1994.
Admissions
Sojourner School’s educational program is aligned with the theory of Multiple
Intelligences. We seek families who are willing to make a strong commitment to the education of
their children and who share the values and aspirations expressed in Sojourner’s mission, goals,
and instructional program. Application to Sojourner is accepted from all students within the
North Clackamas School District. Due to staffing levels and facility capacity, enrollment is
limited to approximately 186 students. Sojourner conducts an open admissions protocol based on
a lottery format. The community values diversity and admits students regardless of race, ethnic
origin, or religion. The admissions cycle begins in the spring of each year, with a mandatory
informational meeting held in April.
Math Program
Sojourner teachers use the
National Council of teachers of
Mathematics (NCTM) focal points
to ensure that developmentally
appropriate content is taught at all
levels. The focus is on developing
deep conceptual understanding
rather than attempting to “cover”
curriculum. Students use
manipulatives to develop ideas at a
conceptual level before moving to
more abstract representations.
Students are regularly asked to
search for multiple solutions and to
talk through their strategies, as well
as to listen to the strategies of their
peers. They practice questioning
strategies to help them to develop
clarity around a concept. Teachers
use math tasks that present
questions that are engaging to
students in order to make
mathematics relevant to every day
life.
Periodic Math nights
provide opportunities for parents to
come to school and learn math the
way that their children are learning.
The atmosphere is accepting and
inviting to questions and concerns
that parents have about supporting
their children at home.
Other program elements critical to Sojourner’s success include:
Violin Loan Program
Thanks to a grant through which Sojourner obtained a supply of
violins, the students are able to check out a violin for a week at a time
to practice at home. This program is made possible because of the
hard work of our volunteer parents.
Marimba
Sojourner Intermediate students (4thand 5h) participate in an after
school marimba program. The instructor volunteers her time to teach
approximately 40 students and to prepare them for performances for
such audiences as Wieden and Kennedy, the Children’s Museum, the
Milwaukie Daze Parade. For the past two years, the Sojourner
marimba group, Mananga, has created a professionally recorded CD
to share with the community.
Opening
Each morning the Sojourner student body assembles for 30 minutes
of exercise (aerobics, yoga, strength building, stretching) led by a
partnership between the school’s director and a professional dance
teacher. Following the exercise, students participate in an all school
community meeting. There are multiple agenda topics (character
education, school-wide schedule, student performance goals, guests,
celebrating individual successes, birthdays, etc.) at these meetings.
Character education topics, skits, celebrations, and discussions are
the mainstay of the community meetings.
Mentorships/Buddies
Each Primary students (K and 1st) are paired with intermediate
students as “buddies in a school wide mentorship program. Our older
students assume the position of role models, and mentors, working
with their buddies each morning during exercise, and at multiple
school wide events.
Community
Sojourner school has an incredibly dedicated group of volunteers. With a student population of
approximately 186, it is the smallest elementary school in the North Clackamas School District. During the
2007/08 school year, Sojourner boasted 9,830 volunteer hours. This is a ratio of 54 volunteer hours per student,
and included a total 163 volunteers. Sojourner parents organize the school’s two major fundraisers, the Jog-a
thon and the annual auction. These events raise funds critical to the implementation and success of most of
Sojourner’s program elements. On any given day, you will find multiple volunteers throughout the school. These
dedicated parents and grandparents help to make up the fabric of a service oriented, family atmosphere
throughout the school.
The Sojourner vision statement, A Learning Community, refers to an environment in which all members
recognize one another as learners. Members share the responsibility of creating a culture dedicated to learning,
respect, and achievement. Research establishes that parent involvement has a positive impact on student’s
academic achievement, behavior, and attitudes toward school and work. We believe that when parents become
school partners, the results can be significant and enduring.