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Minnecippi School District Plan for Success

Educational Innovations
University of Mississippi
May 2009
Courtney Dauwalter
MTC Class of 2008

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Table of Contents

I. Mission Statement.............................................................................................................. 3
II. Governance
1. Hierarchy of School District........................................................................................ 3
2. 2009-2010 School Calendar......................................................................................... 4-5
III. Salary Budget..................................................................................................................... 5-6
1. Teacher Pay Scale........................................................................................................... 6
IV. Hiring and Firing............................................................................................................... 7-8
V. District Breakdown
1. Elementary School
1. Staff........................................................................................................................ 8
2. Kindergarten Daily Schedule..................................................................................8-9
3. Grades 1-3 ..............................................................................................................10
4. Grades 4-6 with Daily Schedule.............................................................................10-11
2. Junior High
1. Staff.........................................................................................................................11
2. Offered Courses......................................................................................................11-12
3. Daily Schedule........................................................................................................12-13
4. Sports/Clubs............................................................................................................13
3. High School
1. Staff.........................................................................................................................14
2. Available Courses....................................................................................................15-16
3. Daily Schedule........................................................................................................16
4. Sports/Clubs............................................................................................................17
VI. Student Behavior and Discipline.....................................................................................17
VII. Technology......................................................................................................................17-18
VIII. Community Involvement.................................................................................................18
IIX. Campus Map....................................................................................................................19

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MINNECIPPI SCHOOL DISTRICT PLAN FOR SUCCESS

Mission Statement: Minnecippi School District strives to ensure that each and every student is
educated and prepared to succeed in life. Each student will be provided the opportunity to develop
academically, athletically, emotionally, and socially through an environment that makes high
expectations clear and achievement possible to all students.

Governance:
The school district will all be contained within one single campus, encompassing the needs of
all grade levels. The school district will be headed by one superintendent and three assistant
superintendents. Each assistant superintendent will be in charge of a different aspect of the school
district, with the superintendent overseeing the entire operation. The superintendent will also have 3
secretaries to assist in the paper pushing and administrative aspects of running a school district. The
school district headquarters, which house the superintendent and the staff that falls directly under his
watch, will be located on campus with the school buildings and athletic facilities. This will allow for
the superintendent to be fully involved in all aspects of the school, from classroom observations to
academic performances to athletic competition. The superintendent and assistant superintendents will
be familiar faces to all students and teachers, creating an atmosphere where not only are teachers held
accountable for their actions (as the superintendent or assistants may "pop in" for a visit randomly
while walking through campus) but students are also held to high standards of behavior and
performance in all aspects of the school day. The superintendent will be more accountable for
performing their job in a satisfactory manner as well, given that they are very visible to the entire
school campus/district.
Every building on campus will have its own principal, assistant principal(s) and secretaries to
deal with the logistics of that specific school building. However, all the schools must operate in sync in
order to have a campus that works effectively and efficiently. Principals answer to the superintendent,
while assistant principals will work directly under their principal.

Hierarchy in School District Headquarters


Superintendent
Assistant Superintendent Assistant Superintendent Assistant Superintendent
Secretary Secretary Secretary Secretary Secretary

Hierarchy between Headquarters and Campus Buildings


Superintendent
Assistant Superintendents
High School Principal Junior High Principal Elementary Principal
Assistant Assistant Assistant Assistant Principal Assistant Assistant
Principal Principal Principal Principal Principal
Secretaries, Teachers Secretaries, Teachers Secretary, Teachers
Hourly Staff Hourly Staff Hourly Staff
Students

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Campus will be composed of six main buildings: High School Building (grades 9-12), Junior
High Building (grade 7-8), Elementary Building (grades K-6), School District Headquarters, Campus
Library, and Gym/Fitness Center. Campus will also include a stadium with track & football/soccer
field, practice fields, baseball/softball fields, elementary playground, daycare center, and auto shop.
Buildings will be connected with sidewalks, indoor connections where appropriate, and parking
lots/roadways. Student parking, teacher parking and bus lanes will be indicated in specific areas.
School buses will carry all grade levels (K-12) for arrival and departure from school. These
buses will drop of and pick up students at the appropriate building. Daily schedules for each building
will accommodate the different drop off and pick up times.
Students will attend school year-round, with grade level changes occurring at the end of July
and breaks occurring between quarters. Students will attend school 180 days per year, operating on a
45-15 plan. This has students attending 45 days of class, and getting three weeks (15 days) off. The
school district will still honor holidays, which will be built into the calendar. Year round school is
implemented in the school district to reduce absences by teachers and students (burnout decreases when
school is attended in short periods of time, with breaks in between sessions), and to enhance student
learning and keep students learning the entire year (reducing the knowledge they tend to lose over the
summer months or extended breaks). Year round schooling has proven very effective when instilled
correctly and students only benefit from this schedule.

2009 - 2010 Calendar


July 13-17 Staff Development/Teacher Workdays*
July 20 First Day of School (all grade levels)
July 20 - September 18 Semester 1, Q1
September 21 - 23 Finals
September 24 - 25 Staff Development/Teacher Workdays*
September 23 - October 14 Intersession 1 (no students or staff)
October 15 First Day of Semester 1, Q2
October 15 - December 16 Semester 1, Q2
December 17 - 18 Semester 1 Finals
December 19 - January 1 Holiday Break
January 4 - 13 Intersession 2 (no students or staff)
January 14, 15 Staff Development/Teacher Workdays*
January 19 First Day of Semester 2, Q3
January 19 - March 22 Semester 2, Q3
March 23, 24 Semester 2, Q3 Finals
March 25 - April 9 Intersession 3 (no students or staff)
April 10 - 18 Spring Break
April 20, 21 Staff Development/Teacher Workdays*
April 22 First Day of Semester 2, Q4

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April 22 - June 18 Semester 2, Q4
June 21 - 24 Semester 2 Finals
June 25, 28 - 30 Staff Development/Teacher Workdays*
July 1 - 19 Summer Break/Intersession 4 (no students or staff)

Observed Holidays:
September 7 - Labor Day
November 11 - Veterans Day
November 26, 27 - Thanksgiving Holiday
January 19 - Martin Luther King Day
May 31 - Memorial Day

*Staff Development/Teacher Workdays will be effective and efficient. Adequate planning will go into
each staff development meeting or activity in order to ensure that teacher's obtain maximum benefits
for the time they put into these developmental days. Meetings and activities will address, but will not
be limited to, differentiated lesson plans, writing effective assessments, bully strategies, subject area or
gradelevel collaborations and discussion of school district budget/money allotments.

Salary Budget:
Position Job Description Yearly # of Salary x # of employees in
Salary employees position
Superintendent Head school district, $200,000 - 1 $200,000 - $275,000
oversee campus and $275,000
all aspects of
campus; strive for
success
Assistant Assist superintendent $150,000 - 3 $450,000 - $600,000
Superintendent in duties assigned; $200,000
specific roles for
each assistant
Principal Head assigned $125,000 - 3 $375,000 - $525,000
school, discipline, $175,000
monetary, academic
progress, etc
Assistant Principal Assist principal in $95,000 - 5 $475,000 - $575,000
duties assigned $115,000
Certified Teacher* Transferring of $40,000 - 175 $7,000,000 - $14,875,000
knowledge to $85,000
students, emphasis
on academics; life
skills/study
habits/character
building

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Hourly Staff Depending on job $20,000 - 19 $380,000 - $570,000
title held; all hourly $30,000
staff expected to
work 40 hour weeks
Bus Drivers Transportation of $15,000 30 $450,000
students to and from
school
Head Coach Stipend Improvement of $4,000 30 $12,000
students athletically
as well as in life-
skills
Assistant Coach Improvement of $3,000 30 $9,000
Stipend students athletically
as well as in life-
skills
Total 202 $9,351,000 - $17,891,000
Total x 1.25 in order to account for benefits $11,688,750 - $22,363,750**

*Certified Teacher Pay Scale


Certified Teacher, no experience $40,000
Certified Teacher, each year of experience in + $3,000 with maximum at $52,000
school district
Certified Teacher, with masters $50,000
Certified Teacher, with masters, each year of +$3,000 with maximum at $62,000
experience at this level in school district
National Board Certified Teacher $65,000
National Board Certified Teacher, each year of + $3,000 with maximum at $85,000
experience at this level in school district

**Staff members in these positions have the capability of increasing their salary based on performance.
All newly hired staff will begin at the lowest value listed, and will have the opportunity to prove they
are “worth” a higher salary. This can be proven by having successful school years academically, by
maintaining a great relationship with the community and by being an asset to the school district as a
whole. Raises will be considered for each administrative member separately, and awarded as deemed
appropriate. By no means are administrative members guaranteed a raise every year. These raises are
earned.

***The district budget would only reach this value if ALL teachers were National Board Certified and
ALL other pay-scaled staff were performing at the optimum level. If this became the case, the school
district would have no problem paying this amount of money to have every classroom led by a National
Board Certified teacher and an administrative team that has had much success in the school district.

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- Maximum salaries are set for each level of academic achievement in order to encourage teachers to
improve their own degree (from certification to masters, and from masters to board certification) in
order to obtain a higher salary. Teachers can then "climb the ladder" within the school district and
continually be rewarded for their performance and dedication to the district and the students of the
district.

Hiring & Firing


- Teachers are required to be certified under a specific content area or grade level as well as
professional skills preparation (i.e methodology).
- Teachers will interview with principal and assistant principal of the school they will be teaching in.
Teachers will provide documentation and will be expected to have high goals for themselves and for
the school district. Teachers will express a desire to stay in the school district for more than one year
(although, this information will always be taken fairly lightly as situations do arise where moves are
required or verbal promises such as this cannot be fulfilled).
- New teachers will be assigned a mentor teacher who will assist the principal and assistant principals
in evaluating the new teacher and monitoring for teacher progress throughout the year.
- All teachers will be subject to two formal evaluations each year, as well as multiple random, informal
evaluations by principal, assistant principal, superintendent or assistant superintendents. Random,
informal evaluations that do not meet the expectations of the school district will be subject to further
formal evaluations.
- Formal evaluations will serve to determine if effective teaching methods are being used, and course
curriculum is being delivered to the students at an appropriate pace.
- Teachers that do not score well on formal evaluations will meet with administrative personnel and
mentor teacher to come up with an Improvement Plan for the teacher. Improvement Plans will aim to
focus on where the teacher is not meeting expectations, providing constructive criticism and goals for
improvement. Teachers who have been placed on an Improvement Plan will be formally evaluated
monthly, and informally evaluated often, in order to check for progress. If goals are met and
consistently reached, teachers will be taken off the Improvement Plan, and once again only subject to
two formal evaluations per year, and random, informal evaluations. All paperwork of Improvement
Plan and the steps followed for this plan will be carefully documented in lieu of failed formal
evaluations at another point during the teacher's career.
- Teachers who do not meet the goals of their Improvement Plan (after ample time to meet these goals,
plenty of assistance and guidance from mentor teacher and administration to improve the teacher's
skills and much paperwork done on how the teacher has failed to adequately meet the set goals stated in
the Improvement Plan), action to fire the teacher will begin.
- The firing process will not be one where many "hoops" are required to jump through for the
administration. With a simple and definitive firing system, administrators will not choose to "look the
other way" for inadequate teachers simply because the firing process includes too much paperwork and
hassle to make it worth it. The school district aims to keep quality teachers on staff, and replace poor
teachers with teachers that can help the district meet the high academic bars that are set and
consistently attempted to be met.
- Teachers being fired for poor performance will be eligible for appealing to the school board, but
typically once proven inadequate for the job, appeals will not be granted.
- Teachers being fired for other reasons (besides failed formal evaluations) will be formally filed,
formally presented to the superintendent and administration, and will be fired without hassle. Reasons
for firing include, but are not limited to, inappropriate relations with students, possession and use of

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illegal substances, theft, DUI or any other criminal charge worthy of dismissal. A meeting will be held,
presenting the teacher with evidence, witnesses and documentation for the charges placed on them, and
formal firing will take place immediately.
– Teachers who do not fail their formal evaluations, add to the school district in a positive manner
and express desire to continue with the school district in an effort to improve student achievement
will be given a Renewal of Contract, where increase in salary is offered, and job placement
guaranteed for the next school year. Renewal of Contracts will be offered to teachers in April;
teachers must accept or decline by May. Hiring procedures for the following school year will begin
immediately after all contracts have been accepted or declined and open positions for the following
school year are obvious.

District Break-Down:
2000 total students in 13 grades (K-12) equals approximately 154 students per grade level.
**Calculations do not take into account any drop-out rate or immigration/emigration into or out of the
school district. It is assumed that 154 students will remain in each grade level every year.

Elementary Building Statistics:


1,078 Students: Grades K-6
91 Teachers: 6 kindergarten, 30 grades 1-3, 30 grades 4-6, 5 Special Education*, 5 Literacy
Coaches**, 4 physical education, 4 music, 2 art, 2 language, 1 librarian, 2 Counselors, 1
Psychologist/Speech Therapist
3 Administrators: 1 Principal, 2 Assistant Principals,
7 Hourly Staff Members: 2 Secretaries, 1 School Nurse,1 Maintenance, 3 Custodial

*Special Education teachers will be trained in Response to Intervention (RTI) strategies and teaching
methods. RTI aims to place special education teachers in classrooms, acting much like "co-teachers" to
the classroom teacher. Special education teachers will focus on all students in the classroom because
all students can benefit from the strategies used by special education teachers. This may include
pulling small groups apart in the classroom to work on reading strategies, individually assisting
students on different activities depending on needs, or any variation of small group/individual work.
RTI will keep all students progressing forward with their learning, whether they are classified as
"special education" or not. Students with needs that require more than RTI will be pulled out of classes
when appropriate and tutored individually in the resource room.

**Literacy Coaches will be held accountable for making sure all students are reading at or above grade
level each year. Literacy coaches will research different methods for implementing reading strategies
and will implement this curriculum into each classroom in the school. Literacy Coaches will work with
groups of students, as well as with teachers to ensure that students become successful readers. Literacy
coaches will also serve as gifted art teachers, where students excelling in a particular area will be pulled
aside in order to complete alternative assessments that challenge their already accelerated abilities.

Kindergarten
Location: Elementary Building, Kindergarten Wing
- Students are required to attend half-day kindergarten (a.m or p.m offered). Students may choose to
attend full day kindergarten for a small fee.
- Twelve students will be placed in each kindergarten class in order to offer personalized attention to

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each student and exposure to group settings to expose students to sharing and cooperation.
- There will be six kindergarten teachers, all with classrooms in the elementary building. Teachers will
work together to ensure students are receiving the best early education possible in order to prepare
students for a successful educational career.
- Emphasis will be on mastering basic skills such as numbers, colors, creativity, cooperation, and
reading. Students struggling to stay with classmates on lessons will be pulled aside for small-group
tutoring. Students will pass all evaluations in order to move on to first grade.
- Kindergarten students and teachers have access to a top-scale library, an outdoor playground, indoor
gym facilities and a lunchroom shared with grades K-8.
– Teachers will be held accountable for their lessons by posting weekly lesson plans online, formal
evaluations by administrators, and submitting assessments to administration for review and records.

Daily Schedule
Time Activity
7:30 Morning and Full-day Kindergarten
arrives via bus or drop off
7:40 - 10:40 Morning Kindergarten
10:40 - 10:50 Full-day Kindergarten Lunch
10:50 - 11:15 Full-day Kindergarten Recess
11:15 - 11:35 Full-day Kindergarten Nap Time
11:35 Afternoon Kindergarten Arrives via
bus or drop off
11:40 - 2:35 Afternoon Kindergarten
2:35 Kindergarten Student Dismissal,
bus loading

Grades 1-3
Location: Elementary Building; Family Pods
- Three classrooms together creates a "family"; each classroom is a mixture of all three grade levels;
some subjects will be taught with all grade levels in the classroom working together; some activities
(math, writing, etc) will require separation of each grade level to a different teacher (all first graders to
one teacher in the family, all second graders to another teacher in the family, etc). Students who need
extra help or are advanced in their grade level will be placed accordingly within the family.
- Students stay in the same family for all three grade levels, fostering strong relationships with teachers
and classmates, and getting the personalized attention that comes when a teacher really gets to know a
student and how they "tick".
- 462 first, second and third graders; each class will have fifteen students on the roster, creating
families of about 45 students; ten total families within grades 1-3; 30 first, second and third grade
teachers will be on staff to accommodate these families.
- Students in grades 1-3 will have access to a top-scale library, an outdoor playground, indoor gym
facilities and a lunchroom shared with grades K-8.
- Teacher planning periods/breaks will take place while students are in gym, music, Spanish or recess.
Teachers will rotate monitoring of cafeteria during lunch and playground during recess.

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- Teachers will be held accountable for their lessons by posting weekly lesson plans online, formal
evaluations by administrators, and submitting assessments to administration for review and records.

Grades 4-6
Location: Elementary Building, Family Pods
- Three classrooms together creates a "family" where each classroom is a mixture of all three grade
levels (much like elementary). Some activities will keep all three grade levels mixed in order to
emphasis leadership and cooperation. Some activities will separate students according to grade level or
ability. Students who need extra small-group help will be pulled aside for reading groups, math help,
etc. Each class will, again, be composed of 15 students, with 45 students and three main teachers
creating a complete family. Ten families will compose grades 4-6 in the elementary building, requiring
30 fourth, fifth and sixth grade teachers to be on staff.
- Student coursework will include the basics: math, reading, writing, history/social studies, art,
Spanish, music, gym. Student coursework will also include family building (cooperation and
teamwork activities with different themes depending on the time of year or the current unit), tutoring to
younger families, and challenge courses for highly advanced students
- Students will be required to put together a play, attend an overnight wilderness camp and create a
classroom mural during their time in the family. Activities will rotate yearly (one year the family will
perform a play, the next year that same family will attend wilderness camp, etc). Each student will then
be apart of each of the activities. These activities aim to foster a community feel in the family, as well
as open up students' minds to alternative types of learning and assessment. Students will be required to
pass all assessments and evaluations before moving on to the junior high level.
- Students and teachers will have access to a top-scale library, an outdoor playground/sport fields, an
indoor gym, and a cafeteria/outdoor courtyard shared by grades K-8.
- Teacher planning periods/breaks will take place while students are in gym, music, Spanish or recess.
Teachers will rotate monitoring of cafeteria during lunch and playground during recess.
- Teachers will be held accountable for their lessons by posting weekly lesson plans online, formal
evaluations by administrators, and submitting assessments to administration for review and records.

Daily Schedule
Time Activity
7:30 Elementary students arrive via bus
or drop off
7:40 - 10:55 Classroom work (order of subjects
taught is dependent on family and
day)
10:40 - 11:20 -Grades 1-3 Lunch Rotations
(specific time slots for each family,
overlapping slightly with other
families)
-Grades 1-3 Recess Rotations
-Classroom work when not in lunch
or on recess
11:10 - 11:50 -Grades 4-6 Lunch Rotations
(specific time slots for each family,

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overlapping slightly with other
families)
-Grades 4-6 Recess Rotations
-Classroom work when not in lunch
or on recess
2:40 Elementary Student Dismissal, bus
loading

Junior High Building Statistics:


308 Students: Grades 7 and 8
27 Teachers: 19 Subject Area, 2 Physical Education, 2 Music, 2 Special Education*, 2 Art,
2 Counselors
2 Administrators: 1 Principal, 1 Assistant Principal
6 Hourly Staff Members: 2 Secretaries, 1 Nurse, 1 Maintenance, 2 Custodial

*Special education teachers will assist students in classrooms (inclusion) as well as pull small groups
of students aside for specific subject lessons. Special education teachers will work closely with
classroom/subject teachers to create effective differentiated lessons and alternative assessments for
students instilled in the inclusion program.

Grades 7-8
Location: Junior High Building
- All classes will be held to a maximum of 16 students
- Seventh and eighth grade students will be split into two separate hallways, sharing a music/choir
room and art room.
- Students will be placed by ability more so than by grade level (thus, an advanced seventh grader will
take an eighth grade level class in the area of their accelerated skill). Students who need extra help or
small group tutoring will be pulled aside at various part of the day in order to accommodate this need
and ensure student achievement.
- Students will attend six 50 minute classes and one 60 minute class during their school day. This
scheduling takes into account the short attention span of junior high students, as well as the need to
expose students to a wide variety of subject areas.
- Teachers will teach six periods of the day, with one 50 minute period to be used for planning/prep.
No teacher will have 7th period as their planning period. Teachers will not be required to eat lunch in
the cafeteria with their students.
- Teachers will be held accountable for their lessons by posting weekly lesson plans online, formal
evaluations by administrators, and submitting assessments to administration for review and records.

Required courses for graduation on to high school:


Course Required Credits
7th Math or Accelerated 7th Math 1 year
8th Math or Accelerated 8th Math 1 year
7th Science 1 year

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8th Science or Accelerated Science 1 year
Social Studies (7th) 1 year
U.S History (8th) 1 year
7th English or Accelerated 7th English 1 year
8th English or Accelerated English 1 year
Writing 1 year
Spanish 2 years
Art Electives: drawing, painting, clay, 1 year
sculpture
Music Electives: choir, band 1 year
Physical Education 2 years
Health and Safety 1/2 year
Computer/Typing 1/2 year
Life Course- 8th grade (basics of "real world" 1/2 year
skills such as balancing a checkbook and
budgeting incomes, managing time, study
habits, etc)

Optional Courses Offered (Subject to change depending on interest, availability and staff ability)
- Family and Consumer Science courses including sewing and cooking
- Intro to Auto Shop courses held in cooperation with high school students
- Tutoring/Mentoring time slots available for students to act as tutors to elementary students or
peers who need extra help
- Writing extension classes: newspaper, creative writing
- Reading extension classes: non-fiction literature, poetry

Daily Schedule
Time Activity
7:30 Junior High Student arrival via bus or
drop off
7:30 - 7:40 Homeroom: students check in,
morning announcements made, any
logistical organization for the day's
activities is taken care of
7:40 - 7:44 Passing Period 1
7:44 - 8:35 Period 1
8:35 - 8:39 Passing Period 2
8:39 - 9:29 Period 2

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9:29 - 9:33 Passing Period 3
9:33 - 10:23 Period 3
10:23 - 10:27 Passing Period 4
10:27 - 11:17 Period 4
11:17 - 11:21 Passing Period 5
11:21 - 12:45 Period 5 with lunch rotations
- Classes given time slot to attend
lunch and to socialize with peers in
the cafeteria or in the courtyard next
to the cafeteria
12:45 - 12:49 Passing Period 6
12:49 - 1:39 Period 6
1:39 - 1:43 Passing Period 7
1:43 - 2:45 Period 7*
2:45 Junior High Student Dismissal, bus
loading

*Period 7 is reserved for homework help, club activities/meetings, sports team practice, tutoring,
studying, taking accelerated classes, taking remedial classes or study halls (used for working on
homework while teachers are present). Students will be assigned to a room depending on special needs
or abilities (if they lag behind classmates in math, predominantly, then they will be placed with a math
teacher for tutoring; if they are accelerated in reading or writing, they will be placed with a teacher of
this specialty and will work on extension projects in this area). Students will receive a grade for this
class and will be given appropriate assessments in order to obtain this grade. Meetings for Yearbook,
Student Government or any other club will take place during this period as well.

Junior High Clubs and Sports (subject to change depending on availability, interest and staff ability)
- Soccer (girls and boys) - Student Government
- Football (boys) - Yearbook
- Cheer leading (girls) - Math & Science Club
- Cross Country (girls and boys) - Art Club
- Swimming/diving (girls and boys) - BETA
- Track & Field - Computer Science
- Basketball (girls and boys)
- Baseball (boys)
- Softball (girls)
**Coaches and club leaders will be paid for their time and effort in the enhancement of the students'
daily experience in the school and in teaching the life skills that come with extracurriculars.

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High School Building Statistics
616 Students: Grades 9-12
54 Teachers: 38 Subject area, 3 Special Education*, 1 Challenge Program President**, 3 physical
education, 2 music, 2 art, 3 librarians, 2 Counselors
3 Administrators: 1 Principal, 2 Vice Principals
6 Hourly Staff Members: 2 Secretaries, 1 nurse, 1 Maintenance, 2 Custodial

*Special education teachers will assist students in classrooms (inclusion) as well as pull small groups
of students aside for specific subject lessons. Special education teachers will work closely with
classroom/subject teachers to create effective differentiated lessons and alternative assessments for
students instilled in the inclusion program.

**Challenge Program President will be in charge of ensuring that honors and AP courses are being
taught effectively by subject area teachers. The challenge program president will research different
effective methods used to teach advanced courses and work closely with honors or AP teachers to instill
these strategies with their advanced students.

Grade 9-12
Location: High School Building
- Classes will be held to a maximum of 18 students
- 9th graders will be integrated with the rest of the high school students but will have a designated wing
where many of the 9th grade level courses will be located. Students who are advanced beyond the 9th
grade level will take courses that challenge their ability in the upper high school classes. Electives will
also be offered to all high school students, allowing all high school grade levels to interact.
- All students will be offered a wide range of courses to take along with the required subject courses
- Students will attend four 90 minute block periods per day, alternating schedules between "A Days"
and "B Days". Block periods will be used to allow for in-depth discovery of subjects, with more time
allotted for each class to complete laboratories, activities, projects and effective lesson plans.
- Lunch will be during 3rd/7th Block each day. Teachers will be given their assigned time for students
to attend lunch and must adhere to this schedule in order to ensure efficient flow through the cafeteria.
Students may not leave campus for lunch, but may eat indoors in the cafeteria or outside on the
cafeteria terrace. Teachers do not have to accompany students in the cafeteria for lunch.
- Ten minutes is built into the schedule at the very end of the day (between last block and bus
departure) so that students can get the counseling they may need, clubs may meet, and tutoring or
homework help can be available to students who ride the bus and cannot come before or after school.
Students who do not need to remain at school for any meeting, club or homework help and whom drive
to school or get a ride may leave at 2:35.
- Teachers will teach three of the four blocks each day, having one block reserved for teacher
preparation, student tutoring, administrative meetings and teacher break.
– Teachers will be held accountable for their lessons by posting weekly lesson plans online, formal
evaluations by administrators, and submitting assessments to administration for review and records.

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Available Courses
Math Pre-Algebra, Algebra I & II
Pre-Calculus, Calculus I & II, AP Calculus
Geometry, Trigonometry
Science Biology, AP Biology
Chemistry, Honors Chemistry
Physics, Astronomy
English/Literature English I, II, III, IV
Poetry, Non-Fiction Literature
Creative Writing, Non-Fiction Writing
American Literature, European Literature
Social Studies U.S History, AP U.S History
Government
AP European History
Psychology, Sociology, Child Psychology
Languages Spanish I, II, III, IV
French I, II, III, IV
Latin I, II
Computer Applications/Technology Keyboarding I, II
Computer Programming, Advanced C.P
Media Design
Job Application Childcare (includes working in campus daycare)
Automobile (includes working in campus shop)
Journalist (includes writing and distribution of
community newspaper)
College Prep ACT Prep
Life Skills (includes study skills, time
management and financial management skills)
Art Drawing, Painting, Charcoal
Sculpture, Ceramics
Collaging, Photography
Fine Arts Choir, Band, Orchestra
Theater
Physical Education P.E 9, P.E 10

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Team Sports
Health and Fitness, Weight Training
Pool Fitness
Other Study Hall, Teacher's Assistant, Peer Tutoring
Yearbook
Community Involvement

Each year-long course is worth one credit, half-year courses are worth one-half credit, and AP
courses are worth two credits. Study hall and Teacher's Assistant are worth one-half credit the first
time they are taken and are worth zero credits for any subsequent enrolling of either course. Courses
will only count for credit if the student receives a D or higher for a final grade. Students must complete
30 credits in order to graduate (equaling eight credits during 9th, 10th and 11th grade, and six credits
during 12th grade).
Job Application courses will teach students the basics of the designated trade, and then will put
students to work, applying their knowledge, in the correlating location on campus (i.e. students enrolled
in the Daycare Job Application Course will not only learn strategies for working in daycares, laws and
regulations that apply to daycare work, but will apply these strategies as employees of the campus
daycare.).
All students will be required to take the basic subject area courses, as well as electives under
each subject heading (i.e a science elective would be astronomy or physics). All students will also be
required to take ACT Prep, physical education and art classes.

Daily Schedule
Time A Day B Day
7:30 Arrival to school via bus, car or Arrival to school via bus, car or
drop off drop off
7:40 - 9:10 1st Block 5th Block
9:10 - 9:15 Passing Period 1 Passing Period 1
9:15 - 10:45 2nd Block 6th Block
10:45 - 10:50 Passing Period 2 Passing Period 2
10:50 - 1:00 3rd Block + rotating lunch slot 7th Block + rotating lunch slot
assignments for each class assignments for each class
1:00 - 1:05 Passing Period 3 Passing Period 3
1:05 - 2:35 4th Block 8th Block
2:35 - 2:45 School dismissed: club meetings, School dismissed: club meetings,
tutoring, counseling, etc tutoring, counseling, etc
2:45 Bus loading and departure Bus loading and departure

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High School Clubs and Sports (JV indicates Junior Varsity teams; V indicates a Varsity level team)
-JV and V Football (boys) -Student Government
-JV and V soccer (girls and boys) -National Honors Society (NHS)
-JV and V cross country (girls and boys) -Math & Science Club
-JV and V swimming/diving (girls and boys) -Peers Helping Peers (PHP, student tutoring)
-JV and V basketball (girls and boys) -Students Against Drugs (SAD)
-V Baseball (boys) -BETA
-V Softball (girls) -Art Club
-JV and V Cheer leading (girls) -Theater Club
**Coaches and club leaders will be paid for their time and effort in the enhancement of the students'
daily experience in the school and in teaching the life skills that come with extracurriculars.

Student Behavior & Discipline


- Students will be given many privileges and freedom throughout their daily and yearly scheduling.
Giving the students privileges will allow for those privileges to be taken away if behavior does not
meet the standards and expectations of the school district. Privileges include (but are subject to
change): wide variety of courses are provided for students to choose from, room for electives in
scheduling so students can adequately explore and assess their academic passions, dress code will be
held to a minimum (safety standards and health codes must be met, but student expression via clothing
and hairstyles will be allowed and encouraged), and the high school cafeteria will provide much choice
for the students in food (salads, sandwiches, burgers and fruit choices are examples of food options) as
well as the freedom to socialize with peers during lunch and passing periods. Passing periods are long
enough for students to briefly see friends, use the restroom and obtain materials for the next class of the
day.
- Privileges are given to students assuming they will be respected and not abused. Privileges that are
abused by students will be taken away as needed.
- Discipline of students for minor misbehavior in the classroom will be expected to be handled by the
teacher as the teacher sees fit.
- Misbehavior that exceeds discipline in classroom will move to the assistant principal, who will
determine the most appropriate form of punishment. Forms of punishment can take many forms: loss
of privileges (silent lunch, in-school detention, after-school detention, custodial assistant, cafeteria
assistant, or banning from sports event or school function). Punishment will attempt to "match the
crime" (i.e students being disrespectful to school property will be assigned Custodial Assistant for a
designated period of time and will be given various custodial tasks around campus).
- Serious infractions will result in suspension, or expulsion from the school. In order to maintain the
positive learning environment expected by the school district, discipline will not be taken lightly,
exceptions will not be made and rules will be followed by all students during all student functions.

Technology:
- All classrooms will be supplied with Smart board, projector and teacher computer. Smart boards will
be provided to the district with Title I money.
- Campus library will contain 30 computers, and 20 laptops available for use by students and
community members. Computers and laptops will be provided to the district with Title I money.
- Campus library will also have 3 high quality black & white printers, and 1 high quality color printer.
- The high school will be provided with 3 laptop "carts" that can be checked out by teachers and used
within classrooms when needed. The junior high will have 2 of these carts. All laptop carts provided
to the district by Title I money.

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- The high school will contain one classroom of 25 computers provided for the district by Title I money.
- The junior high will have one classroom of 20 computers for use in Keyboarding courses, or other
appropriate classes/needs. Computers provided by Title I money.
- The elementary building will have two classrooms of 20 computers each for use by all elementary
classes. Computers provided by Title I money.
**Teachers will be expected to implement technology on a regular basis to enhance student learning
(through research, online programs or learning games, and word documents/spreadsheets when
appropriate). Students are expected to graduate from the school district with the skills required to
succeed in the real world, thus, ability to use technology is extremely important.

Community:
The school district will be a central figure in the entire community it is based in. The school
district will provide ammenties for the community that will not only foster a united feel between
campus and community members, but will also provide a source of income for the school district.
These ammenties include: gym/fitness center available for public use with a membership, top-scale
library available for public use, library will host various different academic presentations as well as
book signings, daycare center (student employees) for community member use, auto shop (student run)
for basic automobile needs, sporting events open to public with admission and concessions, a
community newspaper produced by the students of the high school (Journalism students) and
distributed to all community members for a fee, and community involvement courses offered to high
school students in which volunteer at local establishments is part of the course work. Students will host
various fund raisers (bake sales, art shows, etc) that keep community members involved in the school
and apart of the funding that is required to keep their ammenities open and thriving. Choir, band and
theater performances will be open to the public to display the learning that is taking place within the
building.
Bond issues will, of course, be proposed to the community in order to upgrade buildings,
upkeep campus and keep the top-scale buildings functioning as needed in order to affectively serve
both the student population and the community members. Fostering a positive relationship between
community and campus will be required in order to ensure bond issue passing. This relationship will
not be taken for granted by the school district and adhering to/respecting community wants and needs
will be very important for all school board members/administrators.

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