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D.F.Y. HIGH SCHOOL New Frontier School District
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D.F.Y. HIGH SCHOOL
New Frontier School District
Table of Contents
1. District2. Instruction3. Classroom Management4. School Rules5. School Emergencies
DISTRICT
District Demographic
Grades K-12 1,600 students Diverse Socioeconomic Backgrounds Rich in Community Spirit
District
School Interior MapDistrict
A Warm Welcome from our Faculty!
District
Mr. Steve DishonHello My name is Steve Dishon! I’m a Language Arts Teacher at the D.F.Y. High School. I recently graduate from Miami University in Oxford, Ohio with a Master’s Degree in Language Arts Education. From Douglas Adams to Emile Zola we’re going to read it all and have fun doing it!
District
Ms. Karen Rans
Hi! I’m a graduate of Miami University with bachelor’s degrees in Spanish Education and Spanish. I teach Spanish I and II here, and I am also an assistant coach of the women’s cross country team.
District
Ms. Abby Schneider
I am a graduate of Miami University with a bachelor’s degree in Integrated Social Studies Education and a minor in History. At New Frontier High School, I teach 10th grade United States History and 12th grade United States Government.
I also help advise Model UN and Mock Trial after school.
In my free time, I enjoy reading and baking.
District
Organizations and Clubs D.F.Y. Writer’s Workshops
- Contact Mr. [email protected]
The Library Club-Contact Ms. Feldcamp [email protected]
Global Culture Club-Contact Ms. Ye [email protected]
District
Vision Statement
Our vision is a school where students work cooperatively to shape their present and lay the groundwork for their futures as learners. No one here is as important to our students’ success than the students themselves working together.
District
Mission Statement
Here at D.F.Y. our goal is to deliver the highest possible level of educational opportunity to every student. Every student will be given the tools to not only succeed but to exceed expectations.
District
District Belief SystemOur district belief system shapes our decision making, financial support, and planning at all levels of instruction. It is a four part system:
Total Quality Learning Management Model
Integrated Model for Knowing
Collaborative Strategic Plan
Performance Pyramid
District
Total Quality Learning Management Model
At D.F.Y. High School, our number one goal is learner performance.
Professional educator influence is the source of learner performance. It is developed from learner perceptions and caregiver perceptions of quality service.
District
Total Quality Learning Management Model
Learner Perceptions of Quality Service
Classroom Managemen
t
Interpersonal Behavior
Instructional Behavior
Caregiver Perceptions of Quality Service
Classroom Behavior
Interpersonal Behavior
Instructional Behavior
Professional Educator Influence
Learner Cooperation
Learner Engagement
Learner Performance
District
Integrated Learning Model for Knowing
This model contains multiple intelligences, cognitive styles, and teachers and technologies. Our goal through integrated learning systems and information is to bring students from the point of wonder to the point of knowing.
District
Integrated Learning Modelfor Knowing
Point of Wonder
Point of Knowing
1 2 3
Point of Wonder
Learning Path
Elapsed Time
District
Collaborative Strategic Plan
This model contains three different tracks that lead to learner performance gains on proficiency tests. The first track is the curriculum track, the second track is the learning tract, and the third track is the professional development track.
District
Collaborative Strategic Plan
Explicit Curriculum Information
Teaching Teams/ Parents
Quality Service
Knowing
Learner Styles and Strategies
Integrated Learning Systems
Leaner Engagement
Adult Leaner Style
Entrepreneurship
Peer Coaching
Life Long Professional Development
Learner Community
Strategic Plan
Learner Performance
Gains On Proficiency
Tests
• Curriculum Track
• Learning Track • Professional Development Track
District
Performance Pyramid
“The performance pyramid is web-based model for school district continuous improvement on proficiency tests and systems implementation.”
“The Performance Pyramid offers fourteen critical interventions areas factored from statewide district continuous improvement intervention plans, Ohio Operating Standards, and research-based practice.”
District
Performance Pyramid
Please visitPerformancepyramid.muohio.edu
”The Performance Pyramid is the New Frontier School District web-based model for professional development. Areas of the pyramid directly relate to student achievement and continuous school improvement.”--- NFSD Superintendent Dr. Brooks
District
Core Values
Our school district has been built on a rock solid
foundation consisting of the following values:
Student Safety Incorporate Technology Positive and safe learning community Global Awareness/Citizenship
District
INSTRUCTION
School Schedule 7:00 AM – Schools open 8:00 AM – Teachers must report by this
time, park in assigned parking places and use DeFYNet to sign in
8:30 AM – Students arrival Instructional Periods: 50 minutes in
length 11:30 AM – 1:00 PM – Lunch 3:00 PM – Students are dismissed 3:30 PM – Teachers may begin to leave
the building Grade level teams also have planning
periods throughout the day
Instruction
First Day
Here is a sequence of ten activities that a teacher can do at the first day of school.
1. Welcome
2. Students in the right room
3. Seating
4. Attendance
5. Express interest in students
6. Rules and procedures
7. Content
8. Learning styles
9. Self- disclosure
10. Closing
Instruction
1. Welcome
Welcome students at the door
Introduce yourself and ask for students’ names
Smile
This makes students feel welcomed and creates an inviting environment.
Instruction
2. Students in the right room
Confirm that the students are in the right room after greeting them.
This gives students security that they are in the right place.
Instruction
3. Seating
Students will follow the seating chart provided by the teacher and projected in front of the classroom.
This gives students even more security in the classroom.
Instruction
4. Attendance
After the bell ring and the teacher has check the hallways for students, the teacher will use the created seating chart to take attendance.
Instruction
5. Express interest in students
Pass notecards to students and show them an example.
Ask students to fill out their basic information to share with the teacher following the example showed.
This provides teachers an opportunity to get to know their students.
Instruction
6. Rules and procedures
Go over the rules and procedures of the class.
Check students’ understanding on the rules.
These rules and procedures established a routine that students need for consistent classroom sessions.
Instruction
7. Content
Go over the class syllabus so students will acknowledge their objectives and expectations in class.
Instruction
8. Learning styles
Have each student complete the Cognitive Style Questionnaire.
Teachers can use this information to appeal the different learning styles of students.
Instruction
9. Self- disclosure
Provide a brief introduction about yourself.
This introduction helps the teacher to be more inviting and approachable to the students.
Instruction
10. Closing
Make sure to give the students a conclusion statement.
This is to make sure that students know what to complete by the next class period.
Instruction
Cognitive Style for Teaching Effectiveness
Students have individualized learning cognitive styles, and teachers should be aware of that.
Teachers should vary their instruction to appeal to the various styles.
Instruction
Cognitive StylesIntelligence End- States Core Components
Local- Mathematical
ScientistMathematician
Sensitivity to and capacity to discern logical or numerical patterns ability to handle long charts or reasoning.
Linguistic PoetJournalist
Sensitivity to the sounds, rhythms, and meanings of words; sensitivity to the different functions of language.
Musical ComposerViolinist
Abilities to produce and appreciate rhythm, pitch, and timbre; appreciation of the forms od musical expressiveness
Spatial NavigatorSculptor
Capacities to Perceive the visual-spatial worlds accurately and to perform transformations on one’s initial perceptions
Instruction
Cognitive Styles (cont.)
Intelligence End- States Core Components
Bodily- Kinesthetic DanceAthlete
Abilities to control one’s body movements and to handle objects skillfully
Interpersonal TherapistSalesman
Capacities to discern and respond appropriately to the moods, temperaments, motivations, and desire 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 intelligence
Instruction
Typical Session
Opening Optimize Engagement Closing
Lookers Listeners
Doers Sitters
1. Engagement
2. Review
3. Learning Outcomes
4. Motivation
5. Behavior Expectations
6. Tools and Materials Check
7. Questions
1. Review
2. Reinforcement
3. Preview
Instruction
Individualized Education Programs
What is an IEP? http://kidshealth.org/parent/growth/learn
ing/iep.html
Online IEP Software: http://www.spedassist.com/?gclid=CMKoj
-CF6a4CFQgRNAodewIeVQ
Solutions and Hardware: http://www.k12-solutions.com
Instruction
Progress Book is web-based software. K-12 educators, parents and students can all access this software for the details of curriculum, learning progress and other useful online resources such as “classroom and student management, IEPs, state reporting, parent access and more”.
https://progressbook.swoca.net/General/LoginForm.aspx
Instruction
Online Tutoring
Ohio eTutoring Collaborative http://www.ohiolearns.org/e-tutoring
Educate Online http://free.onlinetutoringservices.com/ohi
o.html
Free Tutoring at TRECA Digital Academy
http://trecadigitalacademyonline.com/index.php?bc=590260625&matchType=b&keyphrase=online+elementary+school+ohio&creativeId=6197908641&c=590258901&provider=google
Instruction
Blended Learning
Blended Learning Design - Blackboard Workshops by Joseph Mendrzycki
http://itunes.apple.com/us/itunes-u/blended-learning-design-blackboard/id424641360
Instruction
Method List
Students generated works and projects Web Quest and Web Page design Cooking Field Trips Second Life/ Virtual Education
150 Teaching Method by UNC Charlotte http://teaching.uncc.edu/articles-books/b
est-practice-articles/instructional-methods/150-teaching-methods
Instruction
Grading System: Grade Point Average
GPA = # grade points earned/total credits attempted
There is no weighted graded system, so the highest GPA is 4.0 no matter the course load.
Standard letters are used: A, B, C, D and F with pluses and minuses
Teachers are the ones who decide the grades. Other marks:
I: Incomplete P: Passing W/F: Withdrawal while failing or after the cutoff date N: No grade – contact teacher
Instruction
Grading System:Grade Point Average
Letter Grade Percentage bracket
Course Weight
A 93-100 4.0
A- 90-92.99 3.667
B+ 87-89.99 3.333
B 83-86.99 3.0
B- 80-82.99 2.667
C+ 77-79.99 2.333
C 73-76.99 2.0
C- 70-72.99 1.667
D+ 67-69.99 1.333
D 63-66.99 1.0
D- 60-62.99 .667
F 0-59.99 0
Instruction
Grading System: Grade Report Cards
Each semester has three 6-week grading periods.
Grades report cards are given to students around one week after each grading period.
The report card after the second semester will be sent to parents.
Instruction
CLASSROOM MANAGEMENT
Classroom Rules
1. Be on time and in your seat when the bell rings
2. Don’t talk while the teacher is talking
3. Raise your hand when you want to be called on
4. Don’t touch anything that isn’t yours
5. Don’t leave the room until I have dismissed you
Classroom Management
Critical Contexts Eight critical context should
occur in every classroom session. Guidelines and suggestion for
each critical context are presented in the following slides.
Preinstruction
Instructional Functions
Transitions
Post Instruction
Classroom Management
Critical Contexts-Pre-instruction
1. Available2. Teacher-Initiated Contact3. Use of Learner Names4. Individualized Topics
Classroom Management
Critical Contexts-Instructional Functions1. Daily Review
2. Presentation3. Guided Practice4. Corrections and Feedback5. Independent Work6. Weekly and Extended Reviews
Classroom Management
Critical Contexts- Transitions1. Provide Nonverbal Cue
2. Provide Verbal Cue3. Maintain Scanning4. Explain Expectations5. Signal Beginning6. Monitor Noise Level
Classroom Management
Critical Contexts-Post Instruction1. Dismissal
2. Visual Scanning3. Permit Learner Access4. Conference to Concerns
Classroom Management
Critical Contexts-Opening the Session1. Visual Scanning
2. Call to Order3. Efficient Attendance4. Academic Organizer5. Behavioral Organizers6. Check for Materials7. Check for Understanding
Classroom Management
Critical Contexts-Student Questions1. Establish Access
2. Activity Listen3. Be Considering4. Probe or Inquire
Classroom Management
Critical Contexts- Closing1. Signal Closing
2. Review Performance3. Provide Motivation4. Introduce Next Session5. Answer Questions
Classroom Management
Critical Contexts-Misbehavior Sequence
1.Rules and procedures introduced on the first day _.of school.
2.Class-wide reminder. If a student misbehaves and breaks one of the
rules during the first day, remind the whole class of your expectations in a businesslike tone.
3.Next class opening. In the next class opening, remind the class of the
rules, your impression of yesterday and your expectations for today.
Classroom Management
Critical Contexts-Misbehavior Sequence (Cont.)
4. Proximity/nonverbal cues with offender. Establish proximity with the student causing the
problem. (i.e., eye contact, or walking over to where the problem is.) The perception of proximity increases accountability.
5. Proximity and verbal expectation. Establish proximity with the student causing the
problem. However, this time make a statement of expectation. Don’t ask a question. (Don’t ask the student what they you doing? You need to establish that you are aware of what they are doing and you want them to stop being a disruption.)
Classroom Management
Critical Contexts-Misbehavior Sequence (Cont.)
6. After class conference. If the problem persists, stop what you’re doing
and move toward the problem student. Tell them that you want them to stay after class for a personal conference. Conference with the problem student after class to try to find a resolution to the problem.
Sit down with the student. Show them that you care and want the problem fixed. Have them suggest solutions. Listen. I would most likely call a parent/caregiver to figure out what is going on.
Classroom Management
Critical Contexts-Misbehavior Sequence (Cont.)
7. Before class warning. During the pre-instruction context of the next class
session, meet with the problem student. Explain that you have completed a detention slip without a signature and they have choices to make about consequences.
8. Immediate dismissal from class. Some student misbehaviors require immediate
dismissal or a hall conference with the teacher. This is always dependent on the school rules. Sometimes you can put a student in the hall. Sometimes you can’t. You need to know what you can do.
Classroom Management
Critical Contexts-Misbehavior Sequence (Cont.)
9. Meeting with school disciplinarian. This is when an immediate meeting with the
school disciplinarian may be in order. This is a student who has been disrespectful or continually refused to do what you have asked.
10. Parent email/phone call. Call parents or caregivers. Review the infraction
and the steps you have taken to reduce the misbehavior. Ask for help in improving student behavior. Document this call.
Classroom Management
Critical Contexts-Misbehavior Sequence (Cont.)
11. Parent Conference. Ask the building principal or counselor to
invite parents to a conference that includes the student. Talk about the choices that the student has made to get to this point. Bring in your documentation and the student work. Leave with an agreement. In here, I have seen an intervention where parents were required to move with students from class to class for several days. They sat next to them in class. Usually it fixed things at school.
Classroom Management
Critical Contexts-Misbehavior Sequence (Cont.)
12. In-school suspension. Normally, these are rooms set aside to hold
students who can’t manage a regular classroom. Students do homework. They are supervised. They are not in your classroom.
13. Saturday School. Some schools have a Saturday program
designed to ruin the weekend. They seem to work.
Classroom Management
Critical Contexts-Misbehavior Sequence (Cont.)
14. Out-of-School Suspension. This usually takes an official action by
the school board. The student is removed from the district.
15. Expulsion. This usually takes an official action by
the school board. The student is expelled from the district.
Classroom Management
SCHOOL RULES
Attendance For Students and Teachers
Attendance: General Information
Attending school is crucial to the students’ learning and success
Research has shown that educational achievement and attendance are directly related
If students have no attended the last 3 hours of class, they will not be able to participate in extracurricular activities that day
Requests to take tests early because of absences related to vacations, jobs, etc. should not be accepted.
After ten absences during a school year, there will be a parent/guardian conference in which action will be taken to enforce consequences and investigate absences.
School Rules- Attendance
Attendance: Reporting
Parents/guardians should call the attendance office.
They must call by 8 AM the day after the absence to be an excused absence.
A phone call is needed for every day a student will be absent.
School Rules- Attendance
Attendance: Pre-arranging
Parents should called the attendance office as soon as possible.
Students should pick up a Prearranged Absence Pass in the attendance office prior to leaving.
The pass serves as a pass out of class and back to school after the absence.
School Rules- Attendance
Attendance: Excused Absences
The following reasons qualify absences as excused: Field trips College visits Family death Religious holiday Court Illness or appointments Jury duty Driver license tests
These absences must be pre-arranged.
School Rules- Attendance
Attendance: Unexcused absences and make-up work Unexcused absence: When a student is absent
for any period due to a circumstance not defined as excused.
You choose as a teacher how students will be affected by these absences in class in terms of classroom work and grades.
No matter the absence, students should make up assignments, and they should approach you about assignments.
You choose whether to give them the same assignments and tests of different ones.
School Rules- Attendance
Attendance: Tardiness
A tardy is when a student arrives late to a scheduled class.
There will be teacher-lead hall sweeps to enforce tardiness policies.
1st tardy: a warning 2nd tardy: a detention 3rd tardy: an out-of-class suspension Please refer to your handbook for further
punishments. Detentions have priority over any other
commitment, such as sporting events.
School Rules- Attendance
Attendance: Truancy
Definition: When a student is absent during any part of the school day without parental consent, aka “cutting class”
Refer to the handbook for further consequences due to more truancies.
School Rules- Attendance
Attendance: Truancy (Cont.)
1st instance of truancy: Warning and note sent to parents
2nd instance of truancy: Make up time missed in class by completing community service (minimum of 2 hours)
3rd instance of truancy: Students attend Saturday school
4th instance of truancy: The student will be assigned one day of “out-of-school” suspension
5th instance of truancy: The student will be assigned three days of “out-of-school” suspension
6th instance of truancy: The student’s name will be given to the New Frontier Police for pick-up
School Rules- Attendance
Academic Honesty
Having academic honesty means not cheating or plagiarizing.
At New Frontier High School, we expect students to have academic integrity.
Teachers must communicate to students their individual policies on academic honesty.
Students must have consequences for academic dishonesty.
Teachers will be provided with a program in which they can evaluate student writing for plagiarism.
School Rules
Student Electronic Use Rules
Students may not use cell phones during the school day.
Personal electronic devices, such as i-Pods and MP3 players, may not be used unless permission has been given.
Students may only use the Internet and other school electronics for educational purposes.
Food, gum and drinks are prohibited around school technology.
Students may not tamper with school computers, which may take the form of changing the setup or allowing viruses.
School Rules
Student Dress Code
The length of shirts must be long enough that they cover the midriff and must be able to tuck into shorts, pants, skirts, etc.
Pajama pants, slippers, halter tops, tank tops, tube tops, short skirts and shirts are NOT permitted.
No shirts are to be worn that promote the use of alcohol, drugs, or other substances.
School Rules
Student Dress Code (Cont.)
In addition, no clothing is to be worn that suggests inappropriate ideas or behavior that threatens the positive school environment.
No hats are to be worn during the school day. The use of hats, bandanas, and other head garments are to be taken off prior to the start of the school day.
School Rules
Discipline
Normal sequence of discipline: 1)Discussion and counseling with classroom
teacher;a. Detentionb. Parental involvement
2)Referral to a Student Services Administrator
3)Referral to Assistant Principal4)Referral to Principal
School Rules
Detention
After school detention goes from the end of the last bell to 5pm.
Student must bring work to complete during detention.
Listening to an iPod/radio is not permitted.
No talking during detention. Students’ are NOT permitted to sleep
during the allotted time.
School Rules
Food and Drink Policy
Water is permitted in the classroom; juice, Gatorade, and soft drinks are not allowed.
No type of food is allowed in the classroom*. All food must be kept in the cafeteria area at
all times Gum is not permitted during class times.
*Food may be allowed in the classroom with the teacher’s approval.
School Rules
Staff Dress Code for Females
Dresses and skirts should be no shorter than three inches above the knee.
No shorts; capris must be below the knees. No jeans or t-shirts. No tank tops, tube tops, or clothing that bares
the midriff are acceptable. Shoes and sandals with a back strap are
allowed; beach style flip-flops or athletic shoes are not acceptable.
No hats are to be worn during the school day.
School Rules
Staff Dress Code for Males
Men are encourage, but not required, to wear ties. All shirts worn must have a collar, which include
button down and golf shirts. Suits and sport coats are permitted.
No shorts, jeans, or t-shirts. Shoes and sandals with a back strap are allowed;
beach style flip-flops or athletic shoes are not acceptable.
Facial hair should be kept neat and clean. Hair length should not impair vision or touch collar of shirt.
No hats are to be worn during the school day.
School Rules
Staff Attendance
Each staff member of New Frontier High School is permitted 5 sick days each semester.
The staff is also allowed 3 personal days each semester in case of emergency.
Staff must be present thirty minutes before the school days starts and stay thirty minutes after the school day ends.
School Rules
Bullying
Students are required to attend the informational session on the meaning of bullying and its consequences.
All parents and students should report bullying to school officials.
Once reported bullying is received, an investigation will occur.
After bullying is investigated, the form of discipline will be chosen.
School Rules
Tips from the Superintendent
What to do: Friendly and helpful to your
students Learn and use students’ names
as soon as possible Make sure you consistently
enforce rules Add closing to every lesson
School Rules
Tips from the Superintendent
What NOT to do: Yell at students Embarrass students in public Share students’ information to
others Underestimate your students
School Rules
SCHOOL EMERGENCIES
Fire and Tornado Drills Drills are conducted for the students’ protection.
When the fire alarm sounds, students are to exit the building in a quiet and orderly manner.
When the tornado alarm sounds, students should follow the procedures listed in each classrooms.
Teachers will explain the procedures and details.
School Emergencies
Lock Down “Stay tuned for after school activities” will
be announced over the school PA system. Then, teachers need to immediately lock
their classroom doors after checking hallways for students.
All school gates will automatically locked down.
K9 dogs will be released in the situation of a drug search.
School Emergencies
Contact
Teachers: Ms. Karen Rans
[email protected] Ms. Abby Schneider
[email protected] Ms. Maria Song
School Emergencies
Contact School
Location111 Main Street New Frontier, OH 45000
School Administration: Principal:
Dr. Frontier [email protected]
Asst. Principal:Dr. Tech
School Emergencies
School Website All information can be found at our school website.
http://www.newfrontier.k12.oh.us/NFHS
THANKS FOR THE
CONTRIBUTIONS FROM…
Future logo at seeklogo.com Lago Vista High School Campus
MapFolsom, CA http://files.myfolsom.com/images/folsomhigh2-campusmap.gif
Picture of High Tech HS in Philadelphia
Handbook of Carmel High School in Indiana
Supervising from our superintendent Dr. Brooks
