New Frontier High School

1. New Frontier High School “ Within our dreams and aspirations,we find our opportunities.” Building Management Plan

2. 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

3. Table Of Contents 1. Staff Bio’s Meet our Staff 2. District And School How does our district breakdown? 3. Instruction What does instruction look like? 4. Classroom Management How to manage your classroom? 5. School Policies What are our Eagle Policies? 6. Emergency Procedures How to handle emergencies?

4. New Frontier High School Staff Bio’s

5. Mr. Evan Crawford 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: evan.crawford@nfhs.nfsd.k12.oh.edu “Mathematics is more than just arithmetic. Math is logic and it is reasoning.”

6. Ms. Lauren Pinkerton 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: lauren.pinkerton@nfhs.nfsd.k12.oh.edu

7. Mr. Alex Andrews • Hello and welcome!! I am Alex Andrews, a graduate of Miami University with a Bachelor Degree in AYA English Education. Here at NFHS I teach 10th and 11th grade general English, Creative Writing, as well as Honors English for Seniors.I played an important role in helping to organize and set up the NFHS Ping Pong Club.In my free time I enjoy listening to music, going on hikes, reading, writing, and relaxing with friends! • Email: alex.andrews@nfhs.nfsd.k12.oh.edu

8. New Frontier High School District and School

9. New Frontier DistrictDemographics District • 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 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!

10. Vision Statement District • 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.

11. Mission Statement District • 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.

12. Core Values • At NFHS we rely on four core values to guide us into becoming a 21st century leading school. • Student Safety • Incorporate Technology • Positive and safe learning community • Global Citizenship

13. District Belief System District • The Next few slides are our district belief system. They are how we view instruction, classroom management, and teacher and student behaviors. *There is a schematic for all components of our belief systems. Followed by an explanation.

14. Total Learning Management Quality Model District Learner Performance Learner Engagement Learner Cooperation Caregiver Perceptions of Quality Service Learner Perceptions of Quality Service Professional Educator Influence Classroom Behavior Instructional Design Classroom Management Instructional Design Interpersonal Behavior Interpersonal Behavior

15. Total Learning Management Quality Model 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.

16. Integrated systems of knowing District Learner Systems Learning Systems Information • Multiple Intelligences • Cognitive Styles • Teachers and Technologies ? Point of Wonder ! Point of Knowing 11 Learning Path ! ? 1 ? 2 3 Elapsed Time

17. Integrated systems of knowing 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

18. Collaborative Strategic Plan District Explicit Curriculum Information Teaching Teams/ Parents Quality Service Knowing Learner Performance Gains On Proficiency Tests Learning Community Strategic Plan Learner Styles And Strategies Integrated Learning Systems Learner Engagement Adult Learner Styles Entra- preneurship Peer Coaching Life Long Professional Development

19. Collaborative Strategic Plan District • In this model there are three tracks that lead to learner performance gains on proficiency tests. • Track 1: Curriculum Track • Track 2: Learning Track • Track 3: Professional Development Track

20. The Performance Pyramid District Shared Best Practices Test Taking Skills Proficiency Tests Standards For Learning Outcomes Curriculum Mapping Instructional Activity Design Collaborative Learning Networks Identifying Individual Learning Styles Parental Engagement The Integration of Baldrige Criteria To Improve School District and Learner Performance Special Education Early Childhood Education Middle Childhood Education Adolescent Education

21. The Performance Pyramid 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.”

22. Grading And Reporting Process District • 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 grades • Standard A, B, C, D, F grading system is used, with pluses and minuses (See Standard Grading Schematic On next slide.)

23. Grading And Reporting Process District

24. Grading And Reporting Process District • 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

25. Grading And Reporting Process District • 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

26. Individualized Education Plan District • Here are a few resources our school references regarding IEP Plans • http://idea.ed.gov/explore/home • http://www.ncld.org/learning-disability-resources/parent-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.

27. Clubs and organizations District • NFHS Ping Pong Club-Contact Mr. Andrewsalex.andrews@nfhs.nfsd.k12.oh.eduSudoku Soaring Eagles (Sudoku Club)- Contact Ms. Pinkertonlauren.pinkerton@nfhs.nfsd.k12.oh.eduImprov-EAGLES (Improv Comedy Organization)- Contact Mr. Crawfordevan.crawford@nfhs.nfsd.k12.oh.edu • For more club information contact the office.

28. New Frontier School District Instruction

29. School Schedule 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 buildingNote: Classes are based around a semester system, 4 classes are taken each semester

30. First Day Of School Instruction Start Cycle

31. Welcoming Instruction • 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 room • Smile • *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*

32. Opening Instruction • 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*

33. Seating and Seating Chart Instruction • Let students sit where they want • Offer to let them change seats before the official seating chart is created • Pass 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*

34. Show interest Instruction • Pass out notecard to each student • Have 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*

35. Goals and Content Instruction • 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*

36. Rules and procedures Instruction • 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*

37. Learning Styles Instruction • 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*

38. Self Disclosure Instruction • 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*

39. Closure Instruction • End with a conclusion statement • Preview 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*

40. Post instruction Instruction • Teachers dismiss students after the bell rings • Resume post outside of classroom door • Be available for any questions or help students may need • *Shows students that you are always available to talk if they need help*

41. Preferred Learning Styles for Teacher Effectiveness Instruction • 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.

42. Preferred Learning Styles

43. What does a typical session look like? Instruction Lookers Listeners Doers Sitters • Engagement • Review • Learning Outcomes • Motivation • Behavior Expectations • Tools and Materials Check • Questions • Review • Reinforcement • Preview

44. New frontier school district Classroom Management

45. Classroom Management Rules For the classroom • 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. • 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. • 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. • Don’t touch Anything that is no yours. • Touching other people’s things can lead to some serious issues with serious consequences. • The teacher dismisses you, not the bell. • This insures that your teacher can adequately conclude the period without being interrupted. • Follow every rule in the student handbook. • Keeps you out of trouble!

46. Classroom Management Critical contexts for 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.

47. Classroom Management Pre-instruction • 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

48. Classroom Management Opening the session • Maintain visual scanning of the room • Call order to the class. (“It’s time to get started.” Business like tone of voice.) • Efficient Attendance • Academic organizer • Behavioral organizers • Check for materials • Check for understanding

49. Classroom Management Instructional Functions • Daily review of topics • Presentation • Guided practice • Corrections and feedback • Independent work • Weekly and extended reviews.

50. Classroom Management Student questions • Establish access • Actively listen • Be considering • Probe or inquire