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Special Programs and Courses Offered
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Special Programs
and Courses Offered
Accelerated Reader
Accelerated Readers (called ACR in our school) is a supplement to our reading program. Students in Grades K-8 participate in the program. Our school theme for Accelerated Reader is “Get in the Game.” Students make goals with their teacher and follow the recommendation set forth in the program. We are very mindful of following the program as prescribed as well as providing professional development opportunities for new faculty members.
Students in grades 2-4 are awarded prizes (see ACR Incentives, Section F, page 26) based on increments of points that they earn. Students in grades 5-8 are given a homework pass if they make 50% of their goal at the midway point of the quarter and a dress down pass when they meet their goal.
Each year the school is given a challenge by the Principals to earn a set amount of points. When the school meets the challenge, the Principals must do the challenge. This year the challenge is 75,000 points for Mrs. Eaton to shave Mr. Batchelor’s head!!!
Advisory for 7th and 8th Graders
A formal seventh/eighth grade advisory program has been implemented. The Advisory Program is a gender separated program designed to teach character education using the curriculum “Top Twenty Teens”. The advisory groups meet daily with their assigned advisor for 25 minutes. The primary goals of the program are developing a strong relationship with one adult and a small group of peers which correlates with academic achievement in the middle school years. Program components include a two year curriculum of Top 20 Life Skills instruction, small and large group-building and purposeful discussion and reflection. Highlights of the program include large group presentations by Mrs. Peg Dubrowski, student led conferences, the Hands of Hope project, and advisory competition.
Advisors include all the 7th/8th grade homeroom teachers, all special area teachers, the counselor, and both administrators. For the 2009-10 school year, we have fourteen advisory groups. Advisor training has included the formal Top 20 Training as well as local training provided by Peg Dubrowski, our leader for the Advisor program. The advisors are assigned 10-14 students. These students stay with this advisor for both their 7th and 8th grade school year.
We have been invited to the 2010 NCEA Convention, in Minneapolis, Minnesota to present our Advisory Program.
Color Card Lunch Program
A color card system is used in the cafeteria for seating with the 2nd-4th grade students. This increased effort at anti-bullying prevents the formation of cliques, and encourages acceptance of all. This allows the ninety students at these grades levels to mix regularly.
Daily 5
The Daily 5 reading system is a student driven management structure designed to fully engage students in reading and writing. The teachers have incorporated a variety of clearly defined instructional routines that teach independence and accelerate learning. The literacy block is managed by incorporating 3-5 mini lessons followed by student directed sessions.
Enrichment
The development of our Enrichment Program is one of our Long Range Goals. We are in the first year of implementation of this goal as can be seen in our Long Range Plan. While we have always had an enrichment program for students, this year we tackled the process of defining the criteria for the acceptance into the program. Students were tested, scores were reviewed and teachers were consulted. Our present Enrichment program is on Mondays for students in grades 1-5. The program is taught by three different staff members, as we wait for the hiring of a part-time enrichment teacher for next year. The enrichment curriculum presently is based on the extension of the current grade level curriculum. Further development of the curriculum, as specified in our Long Range Plan is yet to come.
Flex Math Grouping, Grades 1-4
First through fourth grades teach Flex Math where students are pre-tested before each concept, curriculum objective, or chapter and assigned to a group appropriate to their knowledge and skill. This format of differentiation facilitates learning for all students and addresses their strengths and weaknesses in different areas of the math curriculum. This program, now in its second year, is part of our present Long Range Plan for Improvement effort for differentiated instruction.
Gender Separate Classes, Grades 7-8
Per our Long Range Plan, we have implemented some gender separate classes at grades 7-8. Seventh graders have religion and their special classes of PE, performing arts, technology, Spanish, and art in a gender separate format. The eighth graders have PE in gender separate classes. We are able to afford the seventh graders more opportunity for this, given the enrollment numbers at both of these levels for this year. We have great hopes in this format of differentiation. We work very closely with the Gurian Institute to measure and assure success.
Individual Student Schedules, Grades 7-8
For the 2009-10 school year each of our students in grades 7-8 has an individual schedule each day of the week. These students do not travel through their day as “one” class, but rather in a fashion similar to a public middle school. While it was enormous work to establish 150 different student schedules this past summer year, it has been well worth it. We plan to continue this format next year as we will work with 180 students at these grade levels.
Math Attack, Grades 1-8
Math Attack began in our school in January 2003, as a program to combat the low ITBS scores we were experiencing in math computation. It is a simple program; Monday through Thursday, students in grades 1-8 leave our school with Math Attack homework that is computation drill. This is in addition to any other math homework the students may have for the day. Math Attack is to be short, taking a student two to five minutes. We ask parents to time the student, grade the work and sign the paper. Yes! Our parents do all these things. With Math Attack, we do strive to have some Math Incentives periodically in order to keep the program alive and functioning. We have seen continuous progress with this program, as can be noted in our parent survey and our standardized test scores.
Performing Arts Course for 6th, 7th, and 8th Graders
All 6th-8th grade students who do not enroll in band enroll in Performing Arts. This is in place of the traditional vocal music class. We teach a comprehensive vocal music course to K-5 and then our 6-8 graders switch to Performing Arts. At the 7th grade level, one semester is spent learning how to play the guitar. At the 8th grade level, the 3 year course culminates with a play in May. The goals and entire curriculum may be found in our curriculum book or on our website.
Playground Zones, 1st-6th Grades
This program has been part of our school for a good number of years. It is part of our anti-bullying program and serves to mix the students. Students in each grade level are assigned particular zones to play within during their noon recess.
The students have a wide variety of choices within each play zone. Weekly the teachers vary the play zones. With this program we have seen less injuries on our playground and far less discipline referrals, along with more physical activity.
Saxon Phonics
The Saxon Phonics Program is a comprehensive and relevant program that has resulted in amazing student achievement. Embedded in our curriculum, this program brings our students to a level of incredible phonetic proficiency.
Social Service Program
Each grade level has an assigned social service focus. These areas of focus were adopted by the faculty and have now been incorporated for several years. The emphasis of this program is to bring attention to our students for their need to be involved in social action and social awareness. All classes incorporate these themes along with action oriented activities throughout the year. The entire listing of the social service assigned themes can be found in the appendix.
Spanish
Spanish class is taught once a week in grades K-5. This is an ungraded class, in which Mrs. Pedraza follows a set curriculum. Due to the dynamic manner in which she teaches, students do an excellent job recalling concepts from week to week and year to year.
At the 6-8 Grade levels, the course is a graded class. This year, the 6th graders have Spanish class one time weekly while the 7th graders have it two times weekly. The entire curriculum for the 6-8 grade courses may be found on our website.
Students return from high school to share with us the value in our Spanish course and how it has helped them immensely in their high school level course work.
Steps to Respect
The Steps to Respect program is taught in grades three, four, and five. This thorough and well-respected program, developed by the Committee for Children, gives students the tools they need to recognize and combat any type of negative peer pressure including bullying. The program is taught by our classroom teachers working in conjunction with our counselor. It is about 12 weeks long, with classes being held once a week.
Tech Course for 7th and 8th Graders
All 7th and 8th graders take two years of Tech classes. The course is taught by Mr. Mitch Kalist. The objectives of the class include the following: Introduce, Develop and Master/Review the major office programs such as Microsoft Word, Excel, PowerPoint, etc.
Universal Standards
As developed in our previous Long Range Plan for Improvement, universal standards provide a safe and organized environment for the students; the following universal standards of behavior are expected from all students, grades Kindergarten through eighth.
Hallway Behavior (with the exception of grade 5-8 class switches)
Walk on the right side of the hall
Single file lines
Quiet
Hands to yourself
Stairway Behavior
Single File
Quiet
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