New Frontier High School Building Management Plan

1. New Frontier High SchoolBuilding Management Plan Audrey Zimmerman Maryellen Fazenbaker Kaitlin Pizzimenti

2. Welcome from Our Community At New Frontier, we pride ourselves in having a talented, friendly, and knowledgeable staff that is enthusiastic and dedicated to improving student learning and engagement.

3. Table of Contents • Faculty • District • First Day of School • Preferred Learning Styles • Website • Daily Practices • School Emergencies

4. Faculty Introductions

5. Ms. Audrey Zimmerman Hello and welcome! I am a recent graduate of Miami University with a bachelor’s degree in Integrated English Language Arts Education and minors in Literature and Rhetorical Writing. I teach Honors English 11 and Scholarship English 12 here at New Frontier. I am also the head coach of the New Frontier High School Women’s Tennis Team and oversee production of the student newspaper, The New Frontier Times. In my free time I love backpacking, reading, and spending time with my two dogs.

6. Ms. Maryellen Fazenbaker Hello, I am a recent graduate of Miami University with a Bachelors in Adolescent/Young Adult English Education. I teach 9th grade English Language Arts. I love to read Chaucer and Shakespeare. I have a knack for grammar. I also enjoy the art of learning a new musical instrument. On the weekends I spend time with my family.

7. Ms. Kaitlin Pizzimenti Hi! My name is Kaitlin Pizzimenti, I teach 9th and 10th grade British Literature, Creative Writing, and AP World Literature. I have a BA in Integrated Language Arts Education. The community is great, and we are so excited to welcome you! If you have any questions, feel free to ask me. I run student council and minored in Spanish at Miami University, so I lead the Multicultural club also. In my free time I enjoy spending time with my family, reading, cooking, and skiing.

8. Involvement Opportunities for Students and Parents • For information on athletic teams and clubs contact Ms. Zimmerman. • zimmera@muohio.edu • For information on student government and cultural organizations contact Ms. Pizzimenti. • pizzimke@muohio.edu • For information on musical opportunities and groups contact Ms. Fazenbaker. • fazenbmr@muohio.edu

9. Vision Statement • Our vision is to continually strive for student excellence and outstanding learner performance at every grade level: improving today and preparing for tomorrow.

10. Mission Statement • Our mission is to create a student-centered educational community through innovation and collaboration, inspiring and preparing all to lead and serve.

11. District

12. District Demographics • Grades K-12 • 1,200 students • Working middle class parents • Engaged and supportive community

13. District Belief System • Our district belief system is based on four models that shape our structure, decision making and instructional planning process across all avenues and levels of our schools. Total Quality Learning Management Model Integrated Systems Model of Knowing Collaborative Strategic Plan Description Model Performance Pyramid

14. Total Quality Learning Management Model • Professional educator influence in the classroom leads to learner cooperation, which leads to learner engagement, which then leads to the ultimate goal, learner performance. • That influence can only be achieved by positive learner and caregiver perceptions of quality service within our schools.

15. Total Quality Learning Management Model LEARNER PERFORMANCE LEARNER ENGAGEMENT LEARNER COOPERATION LEARNER PERCEPTIONS OF QUALITY SERVICE CAREGIVER PERCEPTIONS OF QUALITY SERVICE PROFESSIONAL EDUCATOR INFLUENCE CLASSROOM MANAGEMENT CLASSROOM MANAGEMENT INSTRUCTIONAL DESIGN INSTRUCTIONAL DESIGN INTERPERSONAL BEHAVIOR INTERPERSONAL BEHAVIOR

16. Integrated Systems Model of Knowing • At New Frontier, we recognize that our students have unique and various learning styles. • This model incorporates multiple intelligences, cognitive styles, and teachers and technologies. • The ultimate goal of the Integrated Systems Model of Knowing is to help students move from a point of wonder to a point of knowing.

17. Integrated Systems Model of Knowing Learning Path Point of Knowing Point of Wonder 1 2 3 Point of Wonder Elapsed Time

18. Collaborative Strategic Plan Description Model • This model incorporates three separate tracks to achieve learner performance gains on proficiency tests: teacher track, learner track, and professional development track.

19. Collaborative Strategic Plan Description Model EXPLICIT CURRICULUM INFORMATION QUALITY SERVICE KNOWING TEACHING TEAMS/ PARENTS LEARNER PERFORMANCE GAINS ON PROFICIENCY TESTS LEARNING COMMUNITY STRATEGIC PLAN LEARNER STYLES AND STRATEGIES INTEGRATED LEARNING SYSTEMS LEARNER ENGAGEMENT ENTRA- PRENEURSHIP PEER COACHING ADULT LEARNER STYLES LIFE LONG PROFESSIONAL DEVELOPMENT Teacher Track Learner Track Professional Development Track

20. Performance Pyramid • The Performance Pyramid was developed by our Superintendent of Schools, Dr. Douglas Brooks. • “The logic of the pyramid structure is that if schools start by attending to student preferred learning styles they are creating data of value as long as the student is in the district.” • “Then each domain, in sequence, adds to the information available to stakeholders.  The remaining domains of parental engagement, collaborative networks, content standards, curriculum mapping, instructional design, student test taking skills, student experience with proficiency tests and finally shared best practice will offer the best information to increase student achievement.”

21. Performance Pyramid Please visit Performancepyramid@muohio.edu for more information.

22. Core Values • Our goal at New Frontier is a leaning culture where learners, parents, faculty and staff feel informed, welcome, safe and productive. • Above all, we encourage cooperation among our students, staff, and administration in order to create an environment of success and achievement.

23. First Day of School 10 Activities

24. 1. Welcome • Either go out into the hallway or stand in the doorway to the classroom • Smile • Welcome your students and begin conversation with them

25. 2. Right Place? • Ask students to get out their schedules • Verify that students are in the correct room, for the correct class, and with the correct teacher • Assist students who are in the wrong room get to where they need to be

26. 3. Find a Seat • There are two options for seating students, choose which ever you think will work the best for your classroom: • Create a seating chart ahead of time and display it at the front of the room for students to see and find their assigned seat • Allow students to sit where they please, then pass around a seating chart and instruct students to write their name in the appropriate space

27. 4. Attendance • As soon as students have seated themselves, begin calling role • Ask students to let you know if they prefer to be called anything other than the name you have on the class list. Make note of these changes.

28. 5. Let your students know you are interested • Pass a note card to each student in your class • Ask students to fill out the card with basic information such as: name, address, parents names, phone number, class schedule, etc. • On the back of the card instruct students to tell you about themselves: interests, extra curricular activities, hobbies, jobs, struggles, anything they want you to know • Provide an example

29. 6. Rules and Procedures • Explain to students the normal procedures for your classroom • Clearly express any classroom rules and post them in student sight

30. 7. Content • Hand out a syllabus to all students • Go over the main points on the syllabus such as course objectives, expectations, and necessary text • Ask students if they have any questions about the syllabus

31. 8. Preferred Learning Styles • As it is important to teach effectively to all of your students please distribute a multiple learning styles assessment to each student; Collect and read over these assessments and use them to form appropriate lesson plans • If you do not have a learning styles assessment, please visit the office as we have a variety of these assessments available for your use

32. 9. Self-Disclosure • Introduce yourself to your students • Tell them a little bit about yourself, your interests, or your family

33. 10. Closing • Go over any work that you expect students to have done for the next class period • Offer a closing statement that informs students that class is over • Dismiss your class

34. Five Classroom Rules • Be on time and in your seat when the bell rings • Do not talk while the teacher or a presenter is talking • Raise your hand if you have a question or contribution • Keep your hands to yourself and do not touch anything that does not belong to you • Do not leave your seat until the instructor has dismissed you

35. Preferred Learning Styles

36. Linguistic • Sensitivity to the sounds, rhythms, and meanings of words, and to the different functions of language.

37. Logical-Mathematical • Sensitivity to and capacity to discern logical or numerical patterns and the ability to handle long chains of reasoning.

38. Spatial • Capacities to perceive the visual-spatial worlds accurately and to perform transformations on one’s initial perceptions.

39. Bodily-Kinesthetic • Abilities to control one’s body movements and to handle objects skillfully.

40. Musical • Abilities to produce and appreciate rhythm, pitch, and timbre: appreciation of the forms of musical expressiveness.

41. Interpersonal • Capacities to discern and respond appropriately to the moods, temperaments, motivations, and desires of other people.

42. Intrapersonal • 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.

43. Website • If you would like more information about our school or our district, please visit our website: www.newfrontierschooldistrict.edu

44. Daily Practices

45. Typical Session Structure PREINSTRUCTION • Be available to your students. Be in the classroom, preferable by the door or the pathway they come in. • Teacher-initiated contact. Get to know your students, ask them about their day, activities, other classes. • Use of learner names • Individualized topics OPENING THE SESSION • Visual scanning. make sure you’ve got the sides and the back covered! • Call to order. Don’t forget to use your business-like tone of voice! • Efficient attendance • Academic organizer • Behavioral organizer • Check for materials • Check for understanding INSTRUCTIONAL FUNCTIONS • Daily review • Presentation • Guided practice. Modeling is very important here! • Corrections and feedback. Being as immediate and constructive as possible are always good things. • Independent work. Be accessible! • Weekly and extended reviews.

46. Typical Session Structure Cont. TRANSITIONS • Provide nonverbal cue • Provide verbal cue • Maintain scanning, you don’t want your back to the class! • Explain expectations. For students to monitor their own progress and excel during assessment activities, they should be aware of what is expected for them to know/do. • Signal beginning • Monitor noise level STUDENT QUESTIONS 1. Establish access for questions and be approachable. 2. Actively listen 3. Be considering 4. Probe or inquire. Make sure you’re meeting the students’ inquiry needs. CLOSINGS • Signal closing • Review performance • Provide motivation • Introduce next session. Keep your students in the loop about what they’re learning! • Answer questions

47. Typical Session Structure Cont. MISBEHAVIOR SEQUENCE • Review rule • Stare or get close. Acknowledging that you know there is a problem and gaining proximity help to alert the student, without directly interrupting class, that you are beginning to address the situation. • Statement of closure • Delayed meeting • Immediate meeting • Move on to principal POST INSTRUCTION • Dismissal • Visual scanning • Permit learner access. Let the next session come on in! • Conference to concerns

48. Typical Session Structure Cont. Opening Closing Optimize Engagement Plan the session activities to match and appeal to the different learning styles. Engagement Review Learning Outcomes Motivation Behavior Expectations Tools and Materials Check Questions Review Reinforcement Preview

49. Sample Student Daily Schedule

50. Grading Scales Student grades are periodically updated on NewNet. Both students and parents are encouraged to use these accounts. Notifications of Academic Difficulty are sent via email half way through each quarter to parents/guardians of students who are in danger of failing a course. Parents/guardians are encouraged to contact teachers via email/phone if/when they have concerns or questions about the course, grades, assignments, etc. A mid-semester report of academic standing in each subject is prepared for each student – not part of the permanent record. Semester grades are given in January and June – these do become part of the permanent record. All AP and Honors courses are on a weighted grading scale. Academic Honors are given at each semester. First Honors – semester GPA 3.5 and above Second Honors – semester GPA 3.00 to 3.49