Stoltenberg Memorial Middle School Here at Stoltenberg Memorial

Stoltenberg Memorial Middle School

Here at Stoltenberg Memorial Middle School we seek to create a community of all types of learners with active and creative minds. We seek to also create a challenging learning environment that encourages success through developmentally appropriate instruction that facilitates individual differences and learning styles. Our school promotes a safe, orderly, caring, and supportive environment for all students. Each student's self-esteem is fostered by positive relationships with other students and staff. We strive to have our parents, teachers, and community members actively involved on our students' learning and development.

Teaming

What is the middle school teaming concept? Students and teachers are divided into teams Teachers work closely with the students on their team Teachers teach multiple subjects Core subjects are taught by the team teachers Math, language arts, social studies, and science

What is the Team Planning Concept? Utilizes collaborative teaching teams. Teachers of different subject areas work together to meet the needs of a common group of students. Teams work together to evaluate, plan, and implement a curriculum for their group of students.

Size of Team and Outcomes Teams can be of different sizes ~40 -60 students = 2 teacher team ~150 -190 students = 6 teacher team Factors that determine the size of the teams Needs of the students Socially and academically Number of students per grade Design of the building Division of teaching responsibilities Advantages of having smaller teams Closer teacher-student relationships Students know each other better Less scheduling difficulties

What Characteristics Make Up an Effective Team? The focus must be student-centered. Academic achievement must be attained. Accountability systems must be in place. Collaboration and a strong sense of team community must be evident. • Communication with parents. • •

How to Organize a Successful Team • There must be sufficient individual and team planning time for teachers. • Teams should be manageable in terms of numbers of teacher and students. • Teams should have the flexibility to arrange their students’ schedules. • Teams should have their own designated areas in the building. • The teachers who make up the team should be permitted to work together for multiple years.

Why is Teaming Beneficial for Students? • • Bonding within a group Students’ needs can be better met Organizational and time management skills are learned Interdisciplinary units create motivation Behavior and attendance issues can be better monitored Sense of belonging Rules are consistent

Why is Teaming Beneficial to Teachers? • Provides daily meeting times for teachers to: monitor students’ progress coordinate assignments, tests, projects discuss student needs/behaviors examine accountability confer with parents • Teachers get to know their students • Field trips and interdisciplinary units can be carried out without missing academic instruction from other teachers.

Evidence of the Effectiveness of Team Teaching • The evidence supporting the positive impact of interdisciplinary teaming on middle grades schools and students is growing (Arhar, 1990; Arhar, Johnston, & Markle, 1989; Dickinson & Erb, 1997; Flowers, Mertens, & Mulhall, 2000; Felner, Jackson, Kasak, Mulhall, Brand, & Flowers, 1997; Flowers, Mertens, & Mulhall, 1999; George & Shewey, 1994; Lee & Smith, 1993). • Students and teachers in schools that have implemented teaming and its associated practices with some degree of integrity consistently report more positive and productive learning environments (Arhar 1990, 1997; Dickinson & Erb, 1997; Lee & Smith, 1993).

Should 5 th Grade Teachers Operate as a Team? Yes! The team can help smooth the transition of 5 th graders to the middle school. Student needs can be monitored. Students can bond with and feel comfortable with a core of teachers

Middle School Block Schedule • A group of students have their core classes with the same team of teachers. • The core class periods are usually scheduled one after the other so an academic subject can extend an activity such as a lab into the next class period and borrow time from that core teacher. • The block schedule allows for all grade field trips, full grade instruction, speakers for full grade, etc. with little or no disruption to other teachers.

Curriculum Development

Exploratory Programs • • Agriculture Tech Ed Computers FACE Foreign Language (Spanish/French) Business Green Literacy Art

th 7 Grade Sample Schedule

th 5 Grade Classes Required: English/Writing(3) Math(3) Science (3) History(3) Reading/Spelling(3) Physical Education General Music Art Computers Elective: Chorus on Friday

th 6 Grade Schedule Required: Language Arts (3) Math(3) Science (3) Social Studies(3) Reading (3) Physical Education/Health Art General Music Exploratory/Elective: Band/Chorus Agriculture Tech Ed FACE Green Literacy Foreign Language Computers Business

th 7 Grade Classes Required Language Arts (3) Math(3) Science (3) Social Studies(3) Lit and Comp(3) Physical Education Exploratory/Elective Band/Chorus/General Music Art* Agriculture Tech Ed FACE Green Literacy Foreign Language Computers Business * Art is required as one of the choices

8 th Grade Schedule Required: Language Arts (3) Math(3) Science (3) Social Studies(3) Physical Education Exploratory: Band/Chorus/General Music Agriculture Tech Ed Computers Foreign Language Business FACE Green Literacy Art* *Art is required as one of the choices

Integrated Curriculum Education that is organize in such a way that it cuts across subject-matter lines Brings together various aspects of the curriculum into meaningful association to focus upon broad areas of study It views learning and teaching in a holistic way and reflects the real world, which is interactive 6 th grade ancient world 7 th grade stores

Integrated Programs 5 th grade – Animal Unit • Science- learning about the animal • Art- making the animal • English- researching the animal and writing a paper on the animal • Math- population graphing

Integrated Programs 8 th grade- Everything your heart desires • Math- help kids read labels and figure out the amount of calories and such in a meal. • English- Read poems dealing with feeling/emotions. Have them write poems about feelings/emotions • Health/P. E. - Inform them about heart disease. Discuss healthy choices in life, from eating and working out to drugs. • Music- Discuss lyrics in music about feelings, everyone pick a song. • Art- Make a diagram of the heart. • Science/History- Discuss heart transplants.

Green Initiatives for SMS • Student & Community Participation • • Staff Participation • • Earth Day Open House, green literacy exploratory program In-service and advisory programs Infrastructure • Compost, solar panels, plaques

Advising The organization of a staff member and a small group of students meeting to discuss important issues.

Philosophy of Advising Each student has one staff member they can go to about anything Staff creates an environment based on: Warmth Concern Openness Understanding

Effective Advising Builds Social Promotes communication Builds peer relationships Gives students roles and responsibilities Improves school environment Emotional Gives sense of belonging Builds self esteem

Basics Who Staff assigned advisory group When 5 th/6 th have 25 minutes after lunch 7 th/8 th have 25 minutes before lunch Where Any available classrooms How Each grade covers different themes applicable to that age group 11 -12 students drafted by advisor

Potential Advising Themes Bullying Organization and Study Skills Think Green! Team building & Communication Manners Self Esteem Stress Management

Transitioning The progression from one phase to the next. More specifically from one grade level to the next.

Transitioning Support • Assisting students • Provides opportunities to thrive • Includes Staff, Parents, and Peers • Requires a listening ear

Effective Transitioning Builds Social Structure Opportunities to discuss concerns Friendships Emotionally Self confidence Reduce anxiety

Basics • Where – The school to which they will attend • Who – Incoming 5 th graders – Out going 8 th graders – Parents/Staff/Community are involved to make effective • When – Semester before the transition – Summer – Advising Programing

th 5 Grade • Student Survey – To be completed 1 st February • School orientation – Peer mentors – School tour – Parent meeting – Address survey – Late April

th 5 Grade Continued • Academic Fair Night – Performances – Extracurricular opportunities available – Address other concerns with panel – Late May • Scavenger Hunt Night – Week before school begins – Icebreakers – Scavenger hunt – Parent information • Changes of a middle school child

th 8 grade • Survey Quiz – 1 st of February • Advisee Assistance – Class schedule – Two weeks prior to scheduling classes

th 8 grade Continued Freshman Orientation Night At high school Middle school staff attend Address student concerns and survey School tour High School student council members

th 8 Grade • 8 th Grade Field Day – Student organizations from high school talk – Extracurricular groups – Principle pep talk to include VP, Guidance Councilor, and School Nurse – How to get involved/ Importance

Transitioning Improvement Self Study Survey Completed by staff Assists in reflection Improvement in transitioning program

Student Activities and In-Service Committee

Student Activities • Activities performed by students that fall inside or outside of the normal realm of curriculum of student education. • Gives opportunities to build: • Social skills • Interpersonal skills • Self-esteem and confidence • Teamwork skills

Year Long Student Activities • Student Council-All Grades • 5 th/6 th Grade Student Council • 7 th/8 th Grade Student Council • Drama Club-All Grades • 7 th/8 th Fall Musical • 5 th/6 th Spring Play • Forensics in the Spring • Academic Olympiad-All Grades • Cougar Club (Community Service) –All Grades

Fall Student Activities • 7 th and 8 th Grades Only • Football (Boys) • Volleyball (Girls) • Cross-Country (Both Boys and Girls Combined)

Winter Student Activities • 7 th and 8 th Grades Only • Basketball • • Boys: before winter break Girls: after winter break • Gymnastics • Boys and Girls before winter break • Wrestling • Boys and Girls after winter break

Spring Student Activities • 7 th and 8 th Grades Only • Track and Field • Boys and Girls

In-Service for Teachers An in-service committee is a group of teachers that work together and have the responsibility to professionally develop themselves and ideas During in-service time teachers: Investigate ideas Give input Learn to problem solve Learn strategies to better support their students Build teamwork skills

Summer In-Service Two full days prior to the start of the school year Required In-Service Activities: Health and Safety Training Technology Updates and Training New School Policies Motivational/Keynote Speaker Administrative Address

In-Service During the Academic Year Book Club Technology workshops SMART Board training Compass Learning Dragon Dictation Educational Websites Incorporating the Green Initiative into the school Decrease paper usage Monitor utilities Eco-friendly products Renewable energy sources

Additional In-Service Activities Diversity Training Students with Disabilities Students of diverse cultures and ethnicities Scheduling State Testing Preparation and Score Analysis State Education Conventions

Transitioning Assisting teachers in the process of converting from a junior high school to a middle school format Resources: CEYA-Center of Education for the Young Adolescent On UW-Platteville campus AMLE-Association of Middle Level Education Visits to other middle schools for helpful ideas Academic Research In-Service for Teachers

Conflict Resolution: Activities, Policy, and Strategies for Behavioral Change Shane Kieler Group 4: Conflict Resolution, Peer Mediation, and Health & Fitness

The Courage Retreat Length: 5 - 5. 5 hours Acting with Courage Fear–Following the Crowd Courage–Following your Heart The Pebble In the Pond http: //www. youthfrontiers. org/programs/courage/

The Courage Callback Length: 50 minutes Remind students of retreat Students keep their Acts of Courage pledges

Outline of Bullying Policy Consequences Strategies for Behavioral Change Strategies for Environmental Change

Examples of Consequences

Strategies for Behavioral Change Framing the aggressive behavior as a failed attempt to solve a real problem or reach a goal. Restitution and restoration Transformative conferencing/restorative justice practices Supervised peer support group Corrective instruction or other relevant learning or service experience Supportive discipline to increase accountability for the bullying offense Supportive interventions, including participation of an Intervention and Referral Services team, peer mediation, etc.

Other Strategies for Behavioral Change Behavioral assessment or evaluation, including, but not limited to, a referral to a Child Study Team, as appropriate Behavioral management plan, with benchmarks that are closely monitored Involvement of school disciplinarian Student counseling Parent conferences Student treatment Student therapy

Peer Mediation at Stoltenberg Memorial Middle School? A consideration of using peer mediation as a conflict resolution method

History Teaching Students to be Peacemakers (1960’s) First Peer Mediation program. Taught the students how to deal with and mediate conflicts. Children’s Creative Response to Conflict (1972) Taught all students that the power of nonviolence lies in justice, caring, and personal integrity. Current style of peer mediation programs began in early 1980’s.

Peer Mediation Process Step 1: Agree to mediate, make introductions, state ground rules. Step 2: Gather Information by asking each person what happened, ask each person if they want to add anything. Step 3: Focus on common interest, determine and summarize shared interest.

Peer Mediation Process Step 4: Create options by brainstorming solutions and asking disputants what can be done to resolve the problem. Step 5: Evaluate options and choose a solution, again ask the disputants what they feel the best resolution would be. Step 6: Write out the agreement for each of the students to sign, have them shake hands.

How would it be ran at Stoltenberg? An adult supervisor would be present in every mediation. Peer mediation would most likely take place during advisory. The group of mediators would consist of seventh and eighth grade students only. Mediators would have to apply for the position and then go through an interview process.

Example of Peer Mediation http: //www. youtube. com/watch? v=Px. CLt. FWB 74 E Clip starts at (1: 39)

Advantages to Peer Mediation A recognition that only the parties choose to resolve conflicts, not forced reconciliation Parties must feel comfortable in order to work out differences, trust and respect must be fostered between disputants An open exchange of information

Advantages Cont’ Acknowledgement that the parties are ultimately the best judge of a resolution to a conflict and understanding that implementation of a resolution is more likely if it has been crafted by the disputants

Does it really work? A vast majority of peer mediation programs report a resolution success rate between 80 and 95 percent. Around 85 to 95 percent of resolutions remained successful Suspensions for fighting decreased between 45% and 70% at five New York City high schools during the first year of a peer mediation program. At a high school in Minneapolis suspensions decreased by 55% and suspensions specifically for violent behavior decreasing 52%

Opposition Some conflicts are not appropriate for peers to settle. Quite often there is a lack of training of the mediators due to time constraints. Other students tend to think of mediators as police officers and dislike them.

Opposition Often mediators are rotated through after one semester or one year not allowing them to improve through repeated practice. Some students will choose peer mediation as the easy way out and not reap any benefits.

Decision At this point in time we are not ready to say yes or no to a peer mediation program. The administration will continue to research all the options and facts and make a decision within the next year.

Sources Cohen, R. (1995). Students Resolving Conflict. New York: Good. Year. Books. Emerson, J. (1990). Conflict Resolution for Students: A Study of Problem Solving and Peer Conflict Management. Unpublished doctoral dissertation, University of Oregon, Eugene. http: //wik. ed. uiuc. edu/index. php/Peer_Mediation http: //www. studygs. net/peermed. htm http: //www. lassd. org/peer_mediation. htm

Health and Fitness

Following the USDA guidelines for a healthy meal is our main objective Each meal will consist of the appropriate caloric value based on the specific food group.

Example Meal • Catch of the Day • Fish-shaped tuna sandwich with lettuce on whole wheat bread • 10 baby carrots with 2 tablespoons ranch dip • Small plum • 1/4 cup whole-grain Goldfish crackers • Milk Choice

Fitness

Intramurals Wide variety of organized sports Focus on students needs and interests Make sports accessible and available to all students Competitive and recreational activities

Benefits of Intramurals Improve self-esteem Acquire new skills Refine previous skills learned Become a team member Improve health and fitness levels To have fun and enjoy physical activity

Types of Intramurals Encourage students to concentrate on personal improvement Track and Field Swimming Bowling Disc Golf Tennis Gymnastics

School/ Community Connections, The Arts, and ELL Our main goal at the Stoltenberg Middle School is to keep the school and community interconnected through the teachers, students, and the arts.

Community Outreach • Parents Groups • To educate parents on their middle school students. • Book Club • To include and benefit parents and students in reading. • English as a Second Language Parent Support Group • Classes or assistance school materials and improve communication • Monthly Community Newsletter • Good way for the parents to stay current on school and student issues.

Community Outreach Big Brother/Sister Program Family Camping Trip School sponsored physical activities National Heritage Months Bully Outreach Program Career Fair Day Open School Facilities Open Gym Night

School and the Arts Fine Arts Classes Band/Chorus/Art • After School Art Programs – Orchestra/Jazz Band/Show Choir/Madrigal Choir Band Choral Boosters Program. Community Music Performances Jazz Band Show Choir Silent Auction Cabaret Night/Madrigal Dinner Musicals and Theater Productions Community Theater Community Art Crawl Fine Arts Festival

English Language Learner Program Goal Students of Different Needs High Need Moderate Need Low Need Community Connections for ELL Students

Why Do We Have a True Middle School? Teaming Exploratory programs and the curriculum Advising Other

Resources http: //www. amazon. com/Middle-School-Healthy-Hearts-Zone/dp/0736041761 http: //www. fitness. gov/betterhealth/ppar_a 20. pdf • http: //www. ncsu. edu/meridian/sum 2005/asynchronous_discussion/page_2. html • http: //www. amle. org/Research. Summaries/Summary 21/tabid/250/Defa ult. aspx • http: //www. bgcs. k 12. oh. us/Schools/Bowling. Green. Middle. School/Teaming • http: //highlandjr. spps. org/Teams. html Images: • seplessons. org • jglmc. com • resultrix. com • seb. mec. edu • dreamstime. com • aperfectworld. org • mail. clevelandcountyschools. org