Mountaineer Middle School
description
Transcript of Mountaineer Middle School
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Mountaineer Middle SchoolBy: Brad Bentley, Karli Dempski, Madison Lewis, and Jacob Fleming
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PhilosophyMission Statement:
Mountaineer Middle School’s mission is to be developmentally responsive to students’ emotional, behavioral, and cognitive abilities and to implement teaming, advisory, and exploratory courses to help shape the adolescents’ individuality.
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Organizational Structure4 teacher per team
3 teams per grade
25 students per class
300 students total per grade
6th Grade: Tsunamis, Cyclones, and Hurricanes
7th Grade: Tornadoes, Earthquakes, and Landslides
8th Grade: Asteroids, Comets, and Shooting Stars
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TeamingTeaming is essential to the true middle school
concept because teachers are able to meet in a
common planning time, discuss what’s going on
in their classroom, have other teachers to
bounce ideas off of, and coordinate lessons with
other subjects. It also gets the teachers familiar
with each other, and this allows for them to
cater to their students needs better.
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True Middle School11-15 year old students are going through
rapid
social, physical, and emotional changes at this
age, and need extra support and care to guide
them in the proper direction needed, based on
an individual basis. Grouping 6th-8th graders
together makes responding to developmental
needs easier.
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Curriculum
Mountaineer Middle School strives to have
relevant, integrative, challenging, and
exploratory classes that pertains to the specific
needs of 6th-8th graders.
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Core CurriculumIntegrative curriculum is essential in teaching
students so that they can see the commonalities
among subject areas. The curriculum should
relevant to students so that the information is
effective and efficient to their lives. “Relevant
curriculum creates new interests, opening doors to
new knowledge and opportunities for ‘stretching’
students to higher levels of learning.” (TWB 11-15)
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Beyond-the-Core ClassesThese classes will be used to help children in the
middle school find their bliss if they can’t find it
in regular core classes. These classes teach
students about music and art appreciation, or
how to keep a healthy lifestyle. Beyond the Core
classes will be graded on curriculum like other
regular core classes, and will be considered just
as important as regular core classes.
Examples: Foreign Languages, PE, Band, Dance, Chorus, Drama, Home Economics, and Technology
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Exploratory ClassesExploration in curriculum through
exploratory courses broadens
students’ horizons and increases
interest in school. These courses are
no less academic and provide for life
long learning. Students may choose
from various courses such as
sporting, outdoor activities, writing,
or cooking.
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Advisory ProgramImplementation of an advisory program is a
fundamental structure to any middle grades
program. Advisory time will have forty-five
minutes a week and students will meet in a
group of eighteen to discuss goals, concerns,
social relations, and anything students find
important.
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Advisory Layout Month 1: getting to know your peers
Month 2: learning organizational skills
Month 3: developing proper study habits
Month 4: having/developing friendships
Month 5: importance of extracurricular activities/hobbies
Month 6: family relationships
Month 7: DARE programs
Month 8: positive body images
Month 9: making good decisions
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Personnel 36 Core Teachers
10 Non-core Teachers
1 Principal- oversees staff and is available to answer questions and provide support to faculty members
2 Assistant Principals- helps support the principal and is more hands on in what’s going on in the school
2 Counselors- is there for students that want to talk about things from academics to supporting them in making a sports team.
3 Special needs teachers- one for each grade to provide to exceptional learners and be active in classrooms for the learners that require assistance.
3 Special needs assistants- they are there as support to the special education teachers and to be in classrooms that those teachers can’t be in, and reinforce what the teachers are working with the students
1 School Psychologist- for students that need additional time to talk about drastic needs such as family problems
1 Social Worker- for teachers and other personnel that to utilize for situations that need action
1 Nurse- to be on call at all times and to promote health for the school
SRO- to provide extra security to not only teachers, but to students as well
Librarians- 2 people to provide a clean vast learning environment, to be technologically inclined, and to be a smiling face to see
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6th Grade Schedule
MTRF Wednesday8 to 9:10 Core 1 8:00 to 8:45 Advisory
9:15 to 10:25 Core 2 8:50 to 9:40 Core 1
10:35 to 11:15 Encore 1 9:45 to 10:35 Core 2
11:20 to 11:50 Lunch 10:40 to 11:10 Lunch
11:55 to 1:05 Core 3 11:15 to 12:05 Core 3
1:10 to 2:20Core 4 12:10 to 1:00 Core 4
2:25 to 3:10 Encore 2 1:05 to 1:40 Encore 1
1:45 to 2:20 Encore 2
2:25 to 3:10 Exploratory
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7th Grade Schedule
MTRF Wednesday8:00 to 8:45 Encore 1 8:00 to 8:45 Advisory
8:50 to 10:00 Core 1 8:50 to 9:25 Encore 1
10:05 to 10:50 Encore 2 9:30 to 10:20 Core 1
10:55 to 11:25 Lunch 10:25 to 11:15 Core 2
11:30 to 12:40 Core 2 11:20 to 11:50 Lunch
12:45 to 1:55Core 3 11:55 to 12:30 Encore 2
2:00 to 3:10 Core 4 12:35 to 1:25 Core 3
1:30 to 2:20 Core 4
2:25 to 3:10 Exploratory
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8th Grade Schedule
MTRF Wednesday8:00 to 9:10 Core 1 8:00 to 8:45 Advisory
9:15 to 10:25 Core 2 8:50 to 9:40 Core 1
10:30 to 11:40 Core 3 9:45 to 10:20 Encore 1
11:45 to 12:30 Encore 1 10:25 to 11:00 Encore 2
12:35 to 1:05 Lunch 11:05 to 11:55 Core 2
1:10 to 1:55 Encore 2 12:00 to 12:30 Lunch
2:00 to 3:10 Core 4 12:35 to 1:25 Core 3
1:30 to 2:20 Core 4
2:25 to 3:10 Exploratory
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Exceptional LearnersThese learners will have a variety of ways to get what they need
from the classroom. Students will have IEP meetings with teachers
and other aids that are needed for the student, and will have a say
in what is important for them to get out of the school year,
whether they want to be able to do better in math or write better.
IEP meetings for teachers will happen weekly so that they can
discuss what is working for that student and what is not. Inclusion
of the student in a classroom when needed is essential because
they want to feel as normal as possible.
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Family and Community Teachers hold a “Parent Night” every quarter for them to
come in and see what their student is learning
Letters home to parents frequently
Teachers attend sporting events to show their support of the students
Teachers contact home when needed and stay regularly in touch with parents
PTA- parents and teachers work together to make changes when needed
Reaching out to local businesses (bring in guest speakers)
Fundraising nights
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Instructional Strategies Cooperative Learning Strategies:
Small groups of students working together, support one another
Getting away from Traditional rigid learning
Effects of Cooperative Learning:
Increase achievement, improve retention,
active learning, empower students, promote
inter-personal communication skills
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Instructional Strategies continued Activities for Cooperative Learning
Require students to depend on others to succeed
(group work)
Provide individual accountability
Utilize face to face interaction among students
(making deeper connections with material)
Focus on interpersonal and group skills
(communication)
Incorporating Cooperative Learning
Decision making, problem solving
Summarize, debate, and describe throughout lecture