New Frontier High School

“Within our dreams and aspirations,we find our opportunities.”

New Frontier

High School

Building Management Plan

Welcome to All Staff

“The Staff and Faculty of The New Frontier High School (NFHS) welcomes all staff to a new and exciting school year.

We would also like to welcome all of the newly hired teachers to our school. Here at NFHS you will be assigned a mentor teacher. We have annual teacher leadership and development workshops. We will provide any necessary supports for you as you get introduced to our school system. Teach and Engage!”- Dr. Hammer Principal of NFHS

New Frontier Eagles

Table Of Contents

1. Staff Bio’s

2. District And School

3. Instruction

4. Classroom Management

5. School Policies

6. Emergency Procedures

Meet our Staff

How does our district breakdown?

How to manage your classroom?

What does instruction look like?

What are our Eagle Policies?How to handle emergencies?

New Frontier High School

Staff Bio’s

Greetings! I am a graduate from Miami University with a bachelors Degree in Mathematics Education. I am currently the Department chair of the Math department at our school. I teach 9-12 grade Algebra-Honors Calculus. I’m ecstatic to have our new teachers and new students at our school. I also coach the Eagles Hockey team. Go Eagles!

Email: [email protected]

Mr. Evan Crawford

“Mathematics is more than just arithmetic. Math is logic and it is reasoning.”

Staff Bio’s

Hello! I am a graduate from Miami University with a Bachelor degree in AYA English Education. At New Frontier High School, I teach 10th and 12th grade English, and also coach the girl's cross country team.

In my free time I enjoy reading, writing, and working out.

Email: [email protected]

Ms. Lauren PinkertonStaff Bio’s

Hel lo and welcome!! I am Alex Andrews, a graduate o f Miami Univers i ty w i th a Bachelor Degree in AYA Engl i sh Educat ion.

Here at NFHS I teach 10th and 11th grade general Engl ish , Creat ive Wr i t ing, as wel l as Honors Engl i sh for Seniors .

I p layed an important ro le in he lp ing to organize and set up the NFHS Ping Pong C lub.

In my f ree t ime I en joy l i sten ing to music , go ing on h ikes, reading, wr i t ing, and re lax ing with f r iends!

Emai l : a [email protected]

Mr. Alex Andrews

New Frontier High School

District and School

2500 Students in the district.

Predominantly Middle To upper Socioeconomic status.

District Breaks down into 8 different schools Kindergarten-12th grade.

Diversity 79% Caucasian 10% African American 7% Asian 4% Other

New Frontier DistrictDemographics

District

District Wide Community Enrichment program.

This is a recently implemented program across the district that consists of ways for students, teachers, and parents to be involved in education.

We hold weekly meetings, fundraisers, and functions to get people together for the benefit of all in our community.

Have an idea? Submit it to us. Hope to see you soon!

Our (Eagle) vision statement is:Through perseverance, dedication, and commitment, we can develop and foster student performance, engagement, and cooperation by enacting continual improvement to the current systems of our district.

Vision StatementDistrict

Our (Eagle) Mission Statement is: Our aim is to build a Community of Learners, consisting of Parents, Students, and Teachers, who are devoted to learning in an environment that is safe, welcoming, and dynamic.

Mission StatementDistrict

Core Values

At NFHS we rely on four core values to guide us into becoming a 21st century leading school.

Student SafetyIncorporate TechnologyPositive and safe learning communityGlobal Citizenship

The Next few slides are our district belief system. They are how we view instruction, classroom management, and teacher and student behaviors.

District Belief SystemDistrict

Integrated

systems of

knowing

Total Learning

Management Quality Model

Collaborative Strategic Plan

The Performance

Pyramid

*There is a schematic for all components of our belief systems. Followed by an explanation.

Total Learning Management Quality Model

Learner Performance

Learner Engagement

Learner Cooperation

Learner Perceptions of Quality Service

Caregiver Perceptions of Quality ServiceProfessional

Educator InfluenceClassroom

Management

Instructional Design

Interpersonal Behavior

Interpersonal Behavior

Instructional Design

Classroom Behavior

District

At NFHS we understand that in order for our students to soar, our main focus must be learner performance.

Professional educator influence is the foundation of learner performance. It is established from learner perceptions of quality service as well as caregiver perceptions of quality service.

Total Learning Management Quality Model

District

Integrated systems of knowing

11 1 2 3 !? Learning Path

ElapsedTime

?

? Point of Wonder! Point of Knowing

1. Multiple Intelligences

2. Cognitive Styles

3. Teachers and Technologies

LearnerSystems

LearningSystems

Information

District

This model includes multiple intelligences, cognitive styles, and teachers and technologies.

The aim of integrated learning systems and information is to take students from the point of wonder to the point of knowing

Integrated systems of knowingDistrict

Collaborative Strategic Plan

Explicit Curriculu

mInformatio

n

Teaching Teams/Parents

IntegratedLearningSystems

QualityServiceKnowing

LearnerEngagem

ent

Life LongProfessiona

lDevelopme

nt

Entra-preneursh

ipPeer

Coaching

AdultLearnerStyles

LearnerStylesAnd

Strategies

Learning Community

StrategicPlan

LearnerPerformanc

eGains On

ProficiencyTests

District

In this model there are three tracks that lead to learner performance gains on proficiency tests.

Track 1: Curriculum TrackTrack 2: Learning TrackTrack 3: Professional Development Track

Collaborative Strategic PlanDistrict

The Performance Pyramid

SharedBest

Practices

TestTakingSkills

ProficiencyTests

StandardsFor LearningOutcomes

CurriculumMapping

InstructionalActivity Design

CollaborativeLearningNetworks

ParentalEngagement

IdentifyingIndividual

Learning Styles

The Integration of Baldrige Criteria ToImprove School District and Learner Performance

SpecialEducation

Early ChildhoodEducation

Middle ChildhoodEducation

AdolescentEducation

District

“The Performance Pyramid is a web-based model for school district continuous improvement on proficiency tests and systems implementation.”

“The Performance Pyramid offers fourteen critical intervention areas factored from statewide district continuous improvement intervention plans, Ohio Operating Standards, and research-based practice.”

The Performance PyramidDistrict

Grading Point Average (GPA): the number of grade points earned divided by the total credit hours taken

The highest GPA that can be earned is a 4.0, as NFHS has no weighted grades

Teacher discretion is used to assign gradesStandard A, B, C, D, F grading system is used, with

pluses and minuses (See Standard Grading Schematic On next slide.)

Grading And Reporting ProcessDistrict

Letter Grade Percentage Bracket Course WeightA 93-100 4.0A- 90-92.99 3.667B+ 87-89.99 3.333B 83-86.99 3.0B- 80-82.99 2.667C+ 77-79.99 2.333C 73-76.66 2.0C- 70-72.99 1.667D+ 67-69.99 1.333D 63-66.99 1.0D- 60-62.99 .667F 0-59.99 .0

DistrictGrading And Reporting Process

Semesters are divided up into two 9-week long periods; midterm grades received at the end of the first period, final grades received at the end of the second period.

Midterm and final report card are mailed home. Both Midterm and Final repot card must be signed by parent or guardian and returned for record keeping.

Grades and progress can be seen by parents and students all throughout the year using our schools progress reporting system. (Blackboard Engage™)

Failure to pay any fees will result in having no access to report card


Student performance and Grading is reported through Blackboard engage™.

“Designed specifically for K-12 learning communities, our Learning Community Management System represents an exciting new chapter in education technology. The LCMS is an extensible website and communication platform for K-12 districts, schools and classrooms. Some of our web hosting tools include: easy editing, permissions, design templates, and blogs. It can be extended to include classroom management products for: quizzes, homework hand-in, forms and surveys, grading, attendance and much more. Our LCMS simplifies K-12 communication and online learning through a single communication platform that connects your entire learning community.” - http://www.blackboard.com/platforms/engage/overview.aspx


http://www.blackboard.com/platforms/engage/overview.aspx

http://www.blackboard.com/platforms/engage/overview.aspx

Here are a few resources our school references regarding IEP Plans

http://idea.ed.gov/explore/homehttp://www.ncld.org/learning-disability-resources/pare

nt-advocacy-guides/parent-toolkit-ieps-for-students-with-learning-disabilities-

We have 1-4 Intervention Specialists in every school in our district.

IEP meetings should occur once a month with the required IEP team.

Individualized Education PlanDistrict

http://idea.ed.gov/explore/home


http://www.ncld.org/learning-disability-resources/parent-advocacy-guides/parent-toolkit-ieps-for-students-with-learning-disabilities-



NFHS Ping Pong Club-Contact Mr. [email protected]

Sudoku Soaring Eagles (Sudoku Club)- Contact Ms. [email protected]

Improv-EAGLES (Improv Comedy Organization)- Contact Mr. [email protected]

For more club information contact the office.

CLUBS AND ORGANIZATIONSDistrict

New Frontier School District

Instruction

7:00 AM School Building Opens 8:00 AM Teachers must arrive by this time and use their electronic key to open the door and log themselves into the system. 8:15 AM Students begin arriving8:25 AM First block. Blocks are 90 minutes long with 5 minute breaks.11:30 AM through 1:00 PM Lunch2:35 PM Students are dismissed3:00 PM Teachers may begin to leave the building

Note: Classes are based around a semester system, 4 classes are taken each semester

School ScheduleInstruction

Welcome

Opening

Seating

Interest

Goals and

contentRules and

procedures

Learning Styles

Self Disclosur

e

Closing

Post Instructio

n

First Day Of SchoolInstruction

Start Cycle

Stand outside classroom door and greet students as they come in.

Offer assistance to any students who are lost or need help

Ask student's name as they enter the roomSmile

*These procedures will automatically make students feel welcome, wanted, and important. Letting the students know they can trust you is the first key to creating a healthy learning environment*

WelcomingInstruction

Introduce yourself and the class to confirm that each student is in the right room.

If a student is not supposed to be in there, help them find the correct room.

*Enforces the trust that students will build with a teacher*

OpeningInstruction

Let students sit where they wantOffer to let them change seats before the

official seating chart is createdPass around seating chart for them to fill

in, letting them write the name they wish to be called on it

*This lets students know that you want them to be comfortable and happy in your classroom*

Seating and Seating ChartInstruction

Pass out notecard to each studentHave students write down contact

information, bell schedule, and personal information about themselves before turning them back in

* This activity helps build the student's trust level for you, and also provides teachers with an opportunity to get to know the students right away*

Show interestInstruction

Review class syllabus so students are aware of what the course will be covering and what they are expected to learn from it

*Ceases some anxiety and uncertainties students may have had prior to the class*

Goals and ContentInstruction

Inform students of rules and check for understanding

Make sure to provide a rational for Each rule.

Explicitly express procedures and rational.

*Establish a clear understanding of what is expected by the students everyday*

Rules and proceduresInstruction

Have students complete a Cognitive Style Questionnaire that is easy for students to comprehend and make sure they answer honestly.

See (Preferred learning Styles) Slide for more information.

This comes with Knowing your students.

* Answers can help the teacher appeal to all learning styles*

Learning StylesInstruction

Introduce yourself and some personal information

Note: All of the information that provide your students with must be appropriate.

*Creates a more inviting and personal feel to students that they can connect and relate with*

Self DisclosureInstruction

End with a conclusion statementPreview what the lesson will include

tomorrow

*Leaves no questions in the student's mind about what to expect for the next class session and leave feeling confident about the course*

ClosureInstruction

Teachers dismiss students after the bell rings

Resume post outside of classroom doorBe available for any questions or help

students may need

*Shows students that you are always available to talk if they need help*

Post instructionInstruction

Teachers need to be aware that each student has a different preferred learning style, or cognitive style.

Teachers should recognize students with different learning styles, and adjust teaching methods to accommodate all students.

Preferred Learning Styles for Teacher Effectiveness

Instruction

Intelligences End-State Core-ComponentsLogical Mathematical Scientist, Mathematician Sensitivity and capacity to discern

logical or numerical patterns and ability to handle long charts or reasoning.

Linguistic Poet, Journalist Sensitivity to the sounds,rhythms, and meaning of words, sensitivity to the different function of language.

Musical Composer, Violinist Abilities to produce and appreciate rhythm, pitch, and timbre, appreciation of the forms of musical expressiveness.

Spatial Navigator, Sculptor Capacities to perceive the visual-spatial worlds accurately and to perform transformations on one's initial perceptions

Bodily-Kinesthetic Dancer, Athlete Abilities to control one's body movements and to handle objects skillfully

Interpersonal Therapist, Salesmen Capacities to discern and respond appropriately to the moods, temperaments, motivations, and desires of other people

Intrapersonal Person with detailed, accurate self knowledge

Access to one's own feelings and the ability to discriminate among them and draw upon them to guide behavior, knowledge of one's own strengths, weaknesses, desires, and intelligences

Preferred Learning Styles

What does a typical session look like?

OpeningOptimize

Engagement

Closing

1. Engagement2. Review3. Learning Outcomes4. Motivation5. Behavior Expectations6. Tools and Materials

Check7. Questions

Lookers Listeners

Doers Sitters

1. Review2. Reinforcement3. Preview

Instruction

New frontier school district

Classroom Management

1. Be on time and in your seat when the bell rings. This is so we can get the most use of our time together as a class.

2. Don’t Talk while the teacher is talking. If you are talking over the teacher, other students won’t be able to

hear! Be courteous. 3. Raise your hand when you have a question or issue.

People all shouting out at once makes it difficult to hear individual requests. Raising your hand helps with this.

4. Don’t touch Anything that is no yours. Touching other people’s things can lead to some serious issues with

serious consequences. 5. The teacher dismisses you, not the bell.

This insures that your teacher can adequately conclude the period without being interrupted.

6. Follow every rule in the student handbook. Keeps you out of trouble!

Rules For the classroomClassroom Management

Pre-Instruction

Opening the

Session

Instructional

FunctionsStudent

Questions

Transitions Closings Post Instruction

Misbehavior

Sequence

Critical contexts for classroom management

Classroom Management

There are 8 Critical Contexts (seen below) that should take place in every class period everyday to ensure proper Classroom Management. Within each category there are important actions a teacher can take.

Be available! (This shows you care)

The teacher needs to Initiate Contact with the students

Make sure to use student names when Contacting them

Individualized topics

Pre-instructionClassroom Management

• Pre-instruction• Opening The

session• Instructional

functions• Student

questions• Transitions• Closings• Post instructions• Misbehavior

Maintain visual scanning of the room

Call order to the class. (“It’s time to get started.” Business like tone of voice.)

Efficient AttendanceAcademic organizerBehavioral organizersCheck for materialsCheck for understanding

Opening the sessionClassroom Management





Daily review of topicsPresentationGuided practiceCorrections and feedback Independent workWeekly and extended

reviews.

Instructional FunctionsClassroom Management





Establish accessActively listenBe consideringProbe or inquire

Student questionsClassroom Management





Provide non-verbal cueProvide verbal cueMaintain scanningExplain expectationsSignal beginningMonitor noise level.

TransitionsClassroom Management





Signal closingReview performance Provide motivation Introduce next sessionAnswer questions.

ClosingsClassroom Management





DismissalVisual ScanningPermit learner accessConference to concerns

Post instructionClassroom Management





Misbehavior sequenceClassroom Management





1. Rules and procedures introduced on the first day of school.

2. Class-wide ReminderIf a student misbehaves and breaks one of the classroom rules on the first day, remind the entire class of your expectations.

3. Next class openingIn the next class opening, remind students of the rules, your impression of yesterday and your expectations for the new day.

4. Proximity/nonverbal cues with offender

Establ ish proximity with the student causing the problem ( i .e. , walk over to where student is s i tt ing, stand by student whi le continuing to teach lesson, make eye contact.) Let your presence act to control the misbehavior.

5. Proximity and verbal expectationEstabl ish proximity with the student causing the problem. This t ime, make a statement of expectat ion rather than ask a question. Don’t ask the student what they are doing, ESTABLISH PROXIMITY , increase the student’s accountabi l i ty, and make aware your know what they are doing and wish for them to stop.

Classroom Management Misbehavior sequence





6. After class conferenceI f the problem persists and the student continues to disrupt, stop what you’re doing, move towards the student, and tel l them that you would l ike them to stay after class for a personal conference. Meet with the student fol lowing class and try to find a resolution to the problem. Sit down with the student, let them know you care and want to help fix the problem. Suggest solutions and encourage them come up with some of their own. I f you feel it necessary, contact the student’s parents/caregivers to find out if anything is going on at home.






7. Before class warningDuring your pre-instruction context of the next class, meet with the problem student and explain you have fil led out a detention sl ip without a signature and they have choices to make in class today that wi l l affect their consequences.

8. Immediate dismissal from class

Some student misbehaviors require immediate classroom dismissal or a hal lway conference with the teacher. Do this in a businesslike, firm tone. Ask student why they are misbehaving in a conversational tone and figure out what you can do to help the student.






9. Meeting with school disciplinarian

I f a student continues to be disrespectful and repeatedly refuses to do what you have asked them, an immediate meeting with the school discipl inarian may be in order.

10. Parent e-mail/phone callCall or e-mail problem student’s parents or caregivers. Review the expectation that the student broke and the steps you have taken to reduce the misbehavior. Ask for any help in improving student behavior. Document this call or e-mail.






11. Parent ConferenceAsk building principal or counselor to invite the parents/caregivers to a conference that includes the student. Discuss the choices the student has made to get to this point. Bring in your documentation as well as student work. Leave with an agreement on what will take place in the future to help end this misbehavior.






12. In-school suspensionTypically, rooms will be set aside to hold students who can’t manage a regular classroom. Students do homework or work other teachers have assigned them. They are supervised. They are not in your classroom.

13. Saturday schoolStudents will come to school on Saturday and essentially have in-school suspension all day.






14. Out-of-school suspension

Usually requires official action to be taken by the school board. The student is removed from the school for a set period of time.

15. ExpulsionTypically requires official action to be taken by the school board. The student is expelled from the school, and in some cases, the district as well.







School Policy

New Frontier High School supports the idea that attendance is directly related to academic achievement

In order to be considered an excused absence, parents must call the main office by 8 AM the day after the student's absence

Students are allowed 10 excused absences during the school year before serious consequences are involved

Students are allowed to complete missed assignments. Time frame for due date is up to the teacher's discrepancy

A student's absence is counted as "unexcused" if parents fail to contact the main office in time

If a student has more than 10 unexcused absences, he/she will automatically fail the grade and be held back

Cutting class qualifies as leaving class for 10 minutes or more, and counts as an unexcused absence

Attendance: General Information

School Policy

Students must fill out Prearranged Absence Pass and obtain signatures from all teachers, parents, and turn in to attendance office three days prior to intended absence.

Should a student fail to complete this form, their absences will result as unexcused.

Accepted Pre-Arrangement Absences: Family death, illness, appointments, college visits, religious

holidays, court, or jury duty.

Pre-arranging AbsencesSchool Policy

Days Absent Consequence1 Phone call home2 Phone call home3 Lunch detention4 Lunch detention

5 In-school detention and phone call home

6 In-school detention and phone call home

7 2 day in-school detention and phone call home

8 3 day suspension and conference with parents



Unexcused Attendance Consequences

School Policy

Failure to arrive to class on scheduled time qualifies as a tardy

Consequences for tardiness are as follows

Tardy Consequences:School Policy

Number of times tardy Consequence1-2 Warning3-5 Lunch detention

6-8 In-school detention and phone call home

9-10 One day suspension and conference with parents

10+ Conference with parents to discuss further punishment

At NFHS, we expect our students and staff to dress appropriately, so that our image reflects our quality.Shirts are to cover shoulders, cleavage, and midriff

Skirts are to be at least finger tip lengthNo apparel can be worn that promotes the ideas of

drugs, alcohol, gangs, or violence, or suggest inappropriate ideas or behavior that would threaten the positive learning environment at NFHS.

Hats, bandanas, and winter coats are not permitted to be worn during the school day.

Dress Code: studentsSchool Policy

MenTies are encouraged, but not enforced

Work attire must be professional (dress pants, dress shirts, overcoats)

Shoes must be closed toed and professional

Women Shoulders are allowed to be shown as long as it's "4 fingers long"

Skirts can be 3 inches above the kneeShoes must be closed toe and professionalAttire in general must appear appropriate and professional

All faculty are encouraged to participate in Casual Friday. Jeans and appropriate shirts and shoes are allowed.

Dress Code: FacultySchool Policy

At New Frontier High School, we have a zero tolerance policy for academic dishonesty.

If a student is caught cheating, plagiarizing, or any other form of academic dishonesty, the situation will result in an automatic failure for the assignment.

A student caught a second time will result in a failure of the course.

Academic DishonestySchool Policy

Electronic devices owned by students are not permitted for use during the school day

Students found using cell phones, laptops, MP3's, or other devices will face consequences

Teachers should use their discretion in mandating punishments

In case of emergency, students are to use an office phone to make phone calls

Computers are supplied in classrooms, computer labs, and the library for students

Students found using computers for purposes outside of educational reasons will face punishments

Electronic UsagesSchool Policy

New Frontier High School has zero tolerance for bullying

Students, faculty, and parents should report any bullying they have witnessed or have been victim to.

Once reported, faculty will investigate and meet with the students in order to discuss discipline

http://kidshealth.org/parent/emotions/behavior/bullies.html Students, Teachers, and Parents should visit this website for

information.

BullyingSchool Policy

http://kidshealth.org/parent/emotions/behavior/bullies.html

http://kidshealth.org/parent/emotions/behavior/bullies.html

School Emergencies


2 fire and tornado drills will be performed each semester

In case of fire drill, students are to quietly form a line with their classmates and teacher, and exit the building to a predetermined area in an orderly manner

In case of tornado drill, students are to follow instructions listed in each classroom

Teachers are to inform students ahead of time of how to complete each drill

Students who fail to participate in drills will face discipline

Tornado and fire drillsSchool

Emergency

In case of a lock down, students and faculty will be informed by PA system announcing "Code Green"

Automatic doors will close and all students must return to class immediately

Teachers are to lock doors and students will sit against the wall with the classroom door in order to avoid anyone from the hallway seeing them

Teachers and students are to disregard the bell and stay in position until the head secretary announces "Code Blue" on the PA system

In case of a drug search, students must return immediately to class and are not permitted to leave the classroom

K-9 dogs will be released and lockers will be investigated if deemed necessary

In case of a bomb threat, students are to be evacuated out of the building immediately and occupy the football bleachers

Lock Downs, Drug Searches, and Bomb Threats

School Emergenc

y

In the case of severe weather before school, Check the school website or district website for notifications. If you cannot receive this information please contact the school office for arrangements.

In case of severe weather during school, the principal will contact teachers with procedures to move forward.

WeatherSchool

Emergency


Contact Information

Ms. Lauren Pinkerton: [email protected]

Mr. Evan Crawford: [email protected]

Mr. Alex Andrews: [email protected]

CONTACT INFORMATION

For information on the school district, contact this website.

New Frontier website: www.newfrontier.k12.oh.us/nfhsOr Alternatively (489)597-2985

School Location346 Main Street, New Frontier, OH 45001.

School Administration:Principal Dr. Hammer:

[email protected] Principal Steve Partner:

[email protected]

SCHOOL CONTACT

mailto:[email protected]

mailto:[email protected]


Thank you, from the Eagles.

http://idea.ed.gov/explore/homehttp://www.ncld.org/learning-disability-resources/pare

nt-advocacy-guides/parent-toolkit-ieps-for-students-with-learning-disabilities-

Prms.nwlsd.org Colerain Middle School HandbookSuperintendent Dr. Brooks!

A THANKS TO:





New Frontier High School

Documents

Transcript of New Frontier High School