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Mountaineer Middle School. By: Brad Bentley , Karli Dempski, Madison Lewis, and Jacob Fleming. Philosophy. Mission Statement:

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Mountaineer middle school

Mountaineer Middle School

By: Brad Bentley, Karli Dempski, Madison Lewis, and Jacob Fleming


Philosophy
Philosophy

Mission 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.


Organizational structure
Organizational Structure

6th Grade: Tsunamis, Cyclones, and Hurricanes

7th Grade: Tornadoes, Earthquakes, and Landslides

8th Grade: Asteroids, Comets, and Shooting Stars

  • 4 teacher per team

  • 3 teams per grade

  • 25 students per class

  • 300 students total per grade


Teaming
Teaming

Teaming 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.


True middle school
True Middle School

11-15 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.


Curriculum
Curriculum

Mountaineer Middle School strives to have

relevant, integrative, challenging, and

exploratory classes that pertains to the specific

needs of 6th-8th graders.


Core curriculum
Core Curriculum

Integrative 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 22)


Beyond the core classes
Beyond-the-Core Classes

These 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.


Exploratory classes
Exploratory Classes

Exploration 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.


Advisory program
Advisory Program

  • Implementation 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.


Advisory layout
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 stuff

  • Month 8: positive body images

  • Month 9: making good decisions


Personnel
Personnel

  • 36 Teachers

  • 1 Principal

  • 2 Assistant Principals

  • 2 Counselors

  • 3 Special needs teachers

  • 3 Special needs assistants

  • 1 School Psychologist

  • 1 Social Worker

  • 1 Nurse

  • 10 Non-core Teachers


6 th grade schedule
6th Grade Schedule

  • MTRF:

    • 8-9:10 Core 1

    • 9:15-10:25 Core 2

    • 10:30-11:15 Encore 1

    • 11:20-11:50 Lunch

    • 11:55-1:05 Core 3

    • 1:10-2:20 Core 4

    • 2:25-3:10 Encore 2

    • Wednesdays:

      • 8-8:45 Advisory

      • 8:50-9:40 Core 1

      • 9:45-10:35 Core 2

      • 10:40-11:10 Lunch

      • 11:15-12:05 Core 3

      • 12:10-1:00 Core 4

      • 1:05-1:40 Encore 1

      • 1:45-2:20 Encore 2

      • 2:25-3:10 Exploratory


7 th grade schedule
7th Grade Schedule

  • MTRF

    • 8-8:45 Encore 1

    • 8:50-10:00 Core 1

    • 10:05-10:50 Encore 2

    • 10:55-11:25 Lunch

    • 11:30-12:40 Core 2

    • 12:45-1:55 Core 3

    • 2:00-3:10 Core 4

    • Wednesdays

      • 8-8:45 Advisory

      • 8:50-9:25 Encore 1

      • 9:30-10:20 Core 1

      • 10:25-11:15 Core 2

      • 11:20-11:50 Lunch

      • 11:55-12:30 Encore 2

      • 12:35-1:25 Core 3

      • 1:30-2:20 Core 4

      • 2:25-3:10 Exploratory


8 th grade schedule
8th Grade Schedule

  • MTRF:

    • 8-9:10 Core 1

    • 9:15-10:25 Core 2

    • 10:30-11:40 Core 3

    • 11:45-12:30 Encore 1

    • 12:35-1:05 Lunch

    • 1:10-1:55 Encore 2

    • 2:00-3:10 Core 4

    • Wednesdays:

      • 8-8:45 Advisory

      • 8:50-9:40 Core 1

      • 9:45-10:20 Encore 1

      • 10:25-11:00 Encore 2

      • 11:05-11:55 Core 2

      • 12:00-12:30 Lunch

      • 12:35-1:25 Core 3

      • 1:30-2:20 Core 4

      • 2:25-3:10 Exploratory


Exceptional learners
Exceptional Learners

These learners will have a variety of ways to get what the 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.


Family and community
Family and Community

  • Teachers hold a “Parent Night” every quarter for them to come in and see what their student is learning

  • 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


Instructional strategies
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


Instructional strategies continued
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