Questions from the School To Watch Application



Questions from the School To Watch Application

Please write a paragraph that will help us understand your school’s suspension policy data. Describe your school’s suspension policy and the interventions in place to meet the needs of students suspended either in or out of school. (if necessary, attach a separate sheet).

Pioneer Middle School believes students need to be in the classroom in order to learn. Consequences are intended to change student behavior and suspension is avoided if possible. However, when a student is suspended there are several steps that are taken to change the student’s behavior and promote personal growth.

In School Suspension

• Consequence for students who repeat disruptive, disrespectful behavior or commit a serious offense at level 3 or 4 on the school discipline matrix that falls short of an out of school suspension

• Serves as an immediate consequence since ISS room is located in the middle school

• PBIS Goal to decrease total #days in school suspension by 20% in 2007-8

• Administration tries to teach while disciplining, students learn by making mistakes at times

• Goal is to have the student take responsibility for his/her behavior and change his/her behavior in the future.

• Parents are notified and invited to have a conference with the administrator, counselor and any staff member interested in attending.

• During the conference, a plan of intervention is agreed upon by all stakeholders with the goal of changing the student’s behavior

• If a student is assigned an adult mentor the mentor meets with the student on the day they are serving In School Suspension to listen to them and encourage the student to make better choices

• ISS room contains character education packets which use stories about middle school students to model desired character traits. Packets encourage students to reflect on their behavior, identify better choices and write about what they have learned

• Teachers, counselors, and administrators stop and visit with the student to clarify assignments or discuss the student’s behavior during the day of in school suspension

• Re-Entry Plan - First day back in the classroom, all staff assigned to the student have been communicated with about the matter and everyone knows how they can support the student change their behavior

Out of School Suspension

• Serious offense that rises to a level 4 or 5 on the school discipline matrix

• PBIS/CDEP Goal reduce the number of incidents that led to out of school suspension by another 5%

• Consideration is given to connect student and family with support services such as Helen Johnson, Cattaraugus County Family Support Specialist who has an office on campus at the high school or other county agencies depending on the reason for the suspension

• Home tutor is scheduled to meet with the student outside of school. Tutors assist students as he/she complete all class work and homework that is being missed

• Principal’s Meeting between administration, student and parent the morning of his/her return to school. A plan of success is developed by the student, parent and administration. Copies of meeting notes and possible behavioral contract are provided for all attendees and teachers of the student.

• Re-Entry Plan - First day back in the classroom, all staff assigned to the student have been communicated with about the matter and everyone knows how they can support the student to change his/her behavior

Pioneer School District offers a vast amount of interventions and supports for parents and families who have students that have been suspended: school counseling programs for both individuals and groups that are provided by school counselors and county social workers on campus, referrals to county assistance programs including alcohol and drug awareness programs, referrals to Youth Court or Probation by filing a PINS on the student (see discipline matrix).

In 2004-5, Pioneer School District established a Comprehensive District Educational Goal of reducing the percentage of students suspended out of school by 5%. During this first year, Pioneer Middle School reduced the total number of students suspended out of school from 75 to 50 students suspended out of school in a year or 33%. The next year the middle school reduced the total number another 28%. Finally, the middle school further reduced the number of students suspended out of school by another 12% during 2006-7 when 32 students were suspended out of school. Overall, we exceeded our district goal every year by decreasing the rate of students suspended out of school. Last year 96.2% of all students were not suspended out of school at Pioneer Middle School.

Over the years, a school wide discipline committee has developed and implemented several strategic plans to reduce the number of student suspensions. The committee made up of fifteen staff members focuses on recognizing positive behaviors, clearly communicating expectations, and consistent enforcement of all rules to reduce negative behaviors and disruptions to the learning process.

Research indicates the need for identifying and recognizing positive behaviors. A structure is established at Pioneer Middle School to recognize positive student behaviors.

• Kindness paws are hung in the main foyer with the name of every student who commits a random act of kindness, last year over 550 paws filled the main foyer

• Teams and departments select 20 students of the month who model the character trait of the month

• 75 positive post cards are mailed by teachers to student homes every faculty meeting = 750 a year

• 5 positive postcards are given to all staff members to mail to students at any time

• Students who model character traits are selected to read daily character message from “words of wisdom” program

• Awards ceremonies include: Perfect Attendance, National Junior Honor Society, Seasonal Sports Banquets, Youth Court and 8th Grade Awards

• Student accomplishments and work is highlighted throughout the building

• Wall of fame honors student accomplishments in PE

Clear communication of behavioral expectations to students, staff and parents are essential to maintaining a safe, secure learning environment.

• Be Responsible, Respectful and Ready is our school motto

• Signs describe what it means to be responsible, respectful and ready in the main office, halls, cafeteria and bathrooms

• Brochure of positive behavioral expectations is printed and shared with all staff, parents and students

• Announcements highlight rules reminders as needed

• Rules Assemblies are held twice a year

• Teams adopt common classroom expectations

Consistent enforcement of all rules by all staff members establishes clear expectations for student behavior.

• Staff focuses on what is needed to change student behavior instead of punishment

• Discipline matrix is divided into 5 levels and includes interventions along with consequences for different offenses

• Belief is that middle school students learn by making mistakes, staff teaches correct behaviors as part of disciplinary process

• Referral includes interventions prior to and following referral, consistent across grades 5-12

• Monthly character themes are integrated into classroom instruction across subject areas

In the future, our goal is to continue to reduce suspensions and disciplinary referrals by 5% each year. This summer 1/3 of the staff was trained in Capturing Kids Hearts by the Flippen Group. Training focuses on building relationships and capturing kids’ hearts before you can capture their minds. Trained teachers are now applying these concepts in their classrooms and leading other teachers to utilize the strategies gained from the training. Within the next year, it is our goal for the entire staff to receive training in Capturing Kids Hearts. We are following up and following through on this training by holding reflective sessions during staff development days this year as well. These significant gains are the result of effectively reducing the number of unsafe acts committed by students.

8b. Please explain any unusual incidents of suspension greater than five days that may have skewed the reported suspension data for 2006-07 (e.g., suspensions for weapons violations, bomb threats, etc.). A student was suspended for the remainder of the year following a Superintendent’s Hearing. The Superintendent suspended the student for the remainder of the school year with an offer to attend an alternative school for the remaining two months of the school year. The parent and student agreed to receive home tutoring in order to complete the school year.

1. How are your instructional minutes organized for each grade level (periods per day; block schedule; flexible block; semestered; self-contained; departmentalized, etc)? You may answer below or attach a single sheet.

The middle school operates under a flexible block schedule. Periods are 44 minutes long and teams are given blocks of two or three periods in a row to allow for flexibility.

Teams can use this time to complete team projects and activities. Flexible scheduling also saves valuable instructional time whenever the day is disrupted by testing, assemblies or other disruptions. Common planning time is built into the master schedule and allows teachers to meet by team, grade level and subject area, up to two periods a day.

Three years ago, the middle school established building and district wide committees to adjust to a common schedule for grades 5-8. Prior to this time the middle school operated on two separate time schedules. This did not allow for collaboration across grades 5-8. Now teachers meet by team, grade level and department, as well as by department across grades 5-8 to collaborate and share best practices. Meetings are built into the master schedule.

2. What courses are taught at each grade level and for how long? Please make clear how the units of study mandated by Section 100.4 of Commissioner’s Regulations are being met, especially in those areas for which there are no mandated State assessments (i.e., health education, home and career skills, technology education, library and information skills, art, music, physical education, languages other than English). You may answer below or attach a single sheet.

Pioneer Middle School meets and exceeds all units of study mandated by section 100.4 of the Commissioner’s Regulations. Pioneer Middle School encompasses grades 5-8. During these four years students receive the following units of study. Please note, the asterisk identifies units of study that go above and beyond the Commissioner’s Regulations.

ELA – 4 units

Math – 4 units

Social Studies – 4 units

Science – 4 units

Technology – 1 unit

Physical Education – 2 units as required by section 135.4, 44 minutes every other day

*Foreign Language – 1 HS credit – Taught in grade 7 and 8, students can earn high school credit and pass the NYS Foreign Language Proficiency Exam.

*Arts – 2 units - 1 Unit of art and a minimum of 1 unit of general music – students may receive additional units for participating in band, chorus and/or orchestra.

*Health – 1 unit

*Family Consumer Science – 1 unit

Literacy Lab is co-taught by a literacy specialist and classroom teacher for students in grades 5 and 6. The focus is to assess and increase student’s reading and writing skills across subject areas with targeted research based instruction.

Pioneer Middle School accelerates 10-15% of students in math and science for grades 7 and 8 resulting in two high school credits by the end of 8th grade in Algebra and Earth Science.

Career Development and Occupational Studies – School Counselor Presentation’s, Portfolio’s, Career Inventory, Career Day, 8th Grade Schedule Meeting

Library and information skills - The equivalent of one period per week in grades five, six, seven and eight

3. For students needing Academic Intervention Services and/or other mandated services (e.g., Resource Room, ESL), how are you ensuring that they receive required instruction in those standards areas for which there are no mandated State assessments? You may answer below or attach a single sheet.

Academic center teachers co-teach reading and writing across subject areas with classroom teachers in grades 5 and 6. Courses with non mandated assessments are scheduled opposite resource and AIS time. Academic Intervention Services are also provided after school to avoid interference with exploratory classes. This flexibility allows students to receive schedule mandated services such as resource and AIS along with Chorus, Art, Music and Health.

On a few rare occasions, a student must select a unit of study to not attend. The student and parent are consulted and involved in the course selection that is dropped. Students still have enough opportunities to satisfy the commissioner’s regulations.

• Students in grades 5,6 receive literacy instruction in a co-teaching classroom that addresses both ELA and Social Studies

• Students in grades 5,6 receive math/science AIS during learning lab time

• Students in grades 5,6 receive AIS in math/science and/or ELA/social studies after school

• Students in grades 7,8 receive math/science, ELA/social studies AIS during learning lab time

• Students in grades 7,8 receive AIS in math/science and/or ELA/social studies after school

Pioneer Middle School offers a variety of mandated services designed to increase student learning and level the playing field for students in need of them.

Inclusion Teachers – Inclusion teachers are assigned to teams. They push into classrooms and co-teach the subject matter with the general education teacher. This allows for greater instructional flexibility and support to meet the needs of all diverse learners in the blended classroom setting. Students can also meet with their inclusion teacher to receive resource 1 period a day.

Resource Teachers – Teachers act as consultant teachers and push into the classroom and provide support to the general education teacher. Resource teachers also develop a program based on meeting the individual needs of the student which focus on skill building, reading and homework support.

Speech Therapy - Four speech therapists service students at the middle school and other buildings individually provide services to upwards of 40 students to address individual needs through both assessment and intervention. Individualized programs are tailored to meet student needs in the areas of language skills, (both understanding and use of language), auditory processing, critical thinking, vocabulary, social skills, literacy, organization, active listening, phonological awareness, appropriate use of voice, fluency or stuttering difficulties, oral motor issues, production of speech sounds, grammar, syntax, written and oral language skills

Occupational Therapy- Provided within the school setting, therapy assesses the level of sensory and motor functioning in the student role for meeting academic, prevocational, leisure, self care and general curricular expectations.  The therapist looks at variables that impact the student's performance in school such as fine motor control, organizational skills, visual perception, muscle strength, flexibility, balance, social skills and response to sensory stimuli. The therapist will address specific issues such as self care, use of adaptive equipment and assistive technology including computer access and skills development, increasing self awareness and work readiness to ensure skills for a smooth transition to the high school and community integration including work and college.  We are currently providing services for approximately 20 students.

 

Occupational therapy services at the middle school are provided by a registered licensed occupational therapist and two certified occupational therapy assistants.    

Adapted Physical Education: Our Adaptive PE Program services 16 students in the middle school. Placements range from integrated classes to individual sessions. Placing students in the least restrictive environment is always the goal of our program. This ensures a quality, positive experience for the student in areas of health and wellness which hopefully leads to healthy lifestyle choices in their future. In our group sessions in the middle school I try to follow our mainstreamed PE curriculum as closely as possible (with necessary modifications) so our students benefit from the same multidimensional activities as their peers. Some of our individual sessions are team taught with our wonderful therapists at Pioneer. This allows me to draw from their vast expertise in positioning and strengthening. I believe this has been most successful in increasing quality of life for our students.

Sensory Room: This year we designed a sensory room so students may have access to a calming environment as a  proactive approach to help meet their sensory needs and decrease the behaviors that can occur when student feel overwhelmed or frustrated.  It is open every day, some students use the room to relax when they arrive at school, for brief breaks during the school day to reduce stress or before they go home.  It has a couch, 2 bean bags and 2 reclining style bean bag seats, a swing, low lighting,  a sound machine where students can choose from a variety of relaxing sounds, waterfalls machines, an organ, hand held sensory materials, exercise balls,  and an area for writing, drawing or creating art work for self expression.  This quiet relaxing area provides opportunities for students to meet their sensory needs in a positive way and increase their ability to successfully handle the academic and social demands in the life of a middle school student.

 

Vision Center – Currently the middle school has 3 visually impaired students receiving services from a Teacher of the Visually Impaired, Teacher Assistant, and Teacher’s Aide. Services provided for students includes: use of specialized equipment and assistive technology to help students develop visual efficiency and to read Braille, develop independent living skills and social skills, adapting all materials needed to provide the visually impaired students the same materials as all other students.

College Connections: In addition, we provide educational clinical experiences for college students to meet their academic requirements for their OT and OTA programs through internships. Pioneer is an excellent placement for college students and provides a high quality learning experience.

4. What special opportunities/experiences does your school provide students that are designed to connect them to the school, to make them feel successful, and to create a positive school climate and culture?

It is our belief that students who are connected to school achieve and attend at a higher rate. The middle school employs a number of strategies to ensure student’s feel positively connected their school. Pioneer Middle offers a vast amount of opportunities for students to become involved in their school and we stress the importance of having adults build relationships with students. Research indicates that positive teacher-student relationships have a great impact on student behavior (Marzano, 2003).

• After School Program – Over 100 students participate in our after school homework helper, AIS, and/or recreation program each day. Students can stay between 2:20-3:15PM or 2:20-5:00 PM and receive transportation home from the district on a school bus. Research shows that youth with the opportunity to build positive peer and adult relationships have better school and community connectedness, better school attendance, increased social competence, and less substance abuse and behavioral issues.

• Grade 5/6 & 7/8 Fun Afternoon’s – Students stay after school four times a year and choose to participate in fun activities with their teachers such as; volleyball, kick ball, soccer, swimming, can jam, agility ball, computer games and ping pong

• Pride T-Shirts – All staff and students receive a pride t-shirt. Last year the shirts read, “Pioneer Middle School is a great place to learn.” This is the first part of our mission statement. In 2008, the shirts will list the six character traits celebrated in the middle school. Every month we have a spirit day and everyone wear’s their spirit shirt or school colors.

• MOYA – Pioneer Middle celebrates the Month of the Young Adolescent in October helping to raise awareness about early adolescence and its uniqueness. Students present to the Board of Education, shadow day invites parents into the building to experience a typical day for their student, and nationally know speaker Ed Gerety talks to students and parents about making a positive difference and setting goals to achieve dreams.

• Spring Carnival – In May, we hold a Spring Carnival that allows students to participate in games and fun at school. Activities include; dunk tank, healthy foods wheel, bean bag toss, bowling, golf chipping contest, book and clothing sale and Chinese auction. All families are invited to attend. They come and win prizes and buy items at a very low cost. Hundreds of people attend every year.

• Safe School Ambassadors – Students are trained to diffuse peer conflict when it occurs. Student ambassadors are assigned to a family group that is run by a staff member. Last year Pioneer Middle School trained 40 students to serve as Safe School Ambassadors.

• Teen Leadership – Each year, a group of 20 natural leaders are selected to attend a youth training on leadership and develop ways to improve the middle school. This year, students decided to focus on increasing positive actions and positive messages throughout the school. In September 2008, the teen leadership group used stencils to paint, “Life is a journey not a destination” in a hallway adjacent to the main entrance. Other clubs and organizations have already signed up to paint their selected quote on the walls of the hall as well. Making the middle school a positive environment based on their actions is a daily goal of all teen leaders.

• Student Art – Student art is displayed in custom made frames throughout the building

• Extracurricular Activities – Pioneer Middle has 55 extracurricular activities, clubs and organizations for students to participate in.

• March is the National Middle Level Education Month - Activities celebrate and educate middle school students - Girl's Power Breakfast, Unsung Heroes (Boy's), Career Day, Steve Tasker – former Buffalo Bills player speaks about character and why it is important

• National Junior Honor Society – High achieving students (92 or above averages) make up this organization which is committed to performing community service and giving back to others in need

• Leo Club – Students are junior members of the Lions Club whose efforts focus on helping those who are visually impaired. The Leo Club supports all Lions activities and they have been involved in several other school and community efforts to help others.

• Student Council – Student leaders who meet regularly and share ideas to make the school better. Student council is also very active in supporting local and worldwide causes.

• School Newspaper – Student run newspaper that began this year. It is published quarterly.

• Middle School Musical – Middle school students help direct, build sets, and choreograph the middle school musical every year. Last year over 70 students participated in the production of Yearbook Reflections

• Modified Sports – Middle school students can select to participate in twenty different sports teams over three seasons throughout the year. Staff members, students and parents attend games.

• Lunch Videos – Extracurricular activities such as athletic contests, academic competitions, and musical performances are videotaped and played on a movie size screen in the cafeteria during lunch.

• Birthdays – All staff and student birthdays are announced over the PA during morning announcements and displayed on an electronic message board in the cafeteria.

Special Recognitions:

5. Please let us know about any research projects, grant awards, articles, projects, or special awards of which your school has been the subject or recipient in the last five years. Please include dates, sponsors of awards, article titles, etc.

• New York State Education Department recognized Pioneer Middle School as a High Achieving Gap Closing School over the past three consecutive years

• Recipient of National Mental Health Grant used to fund County Social Workers and Abstinence AOK Program

• Recipient of 21st Century Grant in 2000 that established a middle level after school program that is still maintained today despite zero funding from the initial grant

• Community Services and Partnerships – March of Dimes, Guiding Eyes, Canter for Cancer, Leukemia/Lymphoma Society, Wyoming County Business Council, Boy Scouts of America, and Waste Management

• Family Counseling Center – Being developed on the same campus as the Middle School. Located in the High School, the facility will be equipped with Social Workers from Cattaraugus County to provide services to families or refer them to other agencies

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