Ford’s

Speedway High School<= span style=3D'font-size:36.0pt;mso-bidi-font-size:12.0pt;font-family:"Bauhaus 93= "; font-weight:normal'>

Tabl= e of Contents

üSchool Organization/Leadership

~ = Warren Mills & Will Wilson

üStudent Placement/Assessment/Exit Evaluation

~ = Steph Sorrell

üStudent Diversity/Special Programs

~ = Pam Kramer

ü Curriculum Alignment/Integration/ Balance<= /o:p>

~<= /span>St= eph Sorrell

ü School Time

~<= /span> P= am Kramer

ü Parents/School/Community Relations

~<= /span> W= arren Mills

ü Physical Plant Design

~<= /span>Nu= reka Smith

ü Te= acher/ Professional/Development/ Planning/Supervision

~<= /span>Wi= ll Wilson

ü Schedules

~<= /span>Nu= reka Smith

= = üAddressed Needs to Obtain = Our Vision

~S= teph Sorrell

School Organization and Leadership in

Ford’s Speedway High School

“On the Fast Track to Success&#= 8221;

Analogies:

In order to fully understand the metaphor used in our sch= ool, the following analogies are to be used for comparison:

· Students - Drivers: The students are the ones w= ho ultimately must accomplish the task at hand, which is to reach the finish l= ine (graduation).

· Curriculum - Race Car: The curriculum is what the student= s use to accomplish this task.

· Te= achers - Pit Crew: Like the pit crew= keeps the car in proper working order, the teachers work with the curriculum to k= eep the student’s progress steady.

· Principals - Pit Crew Chiefs: The principals, like the crew chie= fs, are an integral part of the group that they watch over.

· ESS/ Special Services Garage: When a car needs considerable repa= ir to continue the race, it taken into the garage, much like ESS/Special Services *(see above) works to adapt the curriculum to the student’s needs.

· Parents and Community - Fans: Without the support of fans, the r= ace cannot be held. Likewise, it = is important for the parents and community to be a part of and supportive of t= he school in order for it to succeed.

· School Board - Car Owners: A major factor in the decisions ma= de in racing is the car owners. The school board holds a similar position.

· Superintendent - Head of NASCAR: Both are the ultimate leaders of t= heir respective groups.

· Silver Cup - NASCAR Busch Series: Underclassmen are equivalent to the young rookies who must first master this “minor league.”

· Gold Cup - NASCAR Winston Cup Series: Upperclassmen are equivalent to th= ose who have made the big leagues of NASCAR.

*The above two have been ren= amed due to their alcohol and tobacco ties.

School Organization

Our students are organized into two groups; freshmen and sophomores are in the Silver Cup Series and the juniors and seniors are in the Gold Cup Series. By creating these two groups, we are able to have our faculty focus on a fewer number of students. There are a specific group of teachers and principals for each Cup. The more intimate atmosphere creat= es better student/faculty interaction and helps the teachers be able to reach their students. The principal= s are also better able to work with and help the faculty.

= Creating this also sets a much more immediate goal for the student= s, rather than having the freshmen and sophomores looking at a goal that is th= ree to four years away. As junior= s, they are given a fresh start with basically a new faculty, which allows for those who may have had problems before to re-establish themselves.

Overall, the two cup will essentially share the same facilities, thereby keeping the overall school unity intact. This also keeps the school from ha= ving to spend more on separate facilities that are necessary to both.

School Leadership

Each cup series will have a separate principal who will oversee their part of the school. They will be equals, = and will work together on matters when necessary. Each cup will also have an assista= nt principal. These four, along = with the entire faculty and student body, will address the day-to-day operation = of the school. Non-certified per= sonnel will also have a say in day-to-day matters. Anyone may propose needed changes = during a monthly meeting, or a special meeting if needed. In order for a proposal to be pass= ed, it will need to have a majority of the vote.&= nbsp;

The value of each vote will be as follows:

Principals - 3 points
Teachers - 1 ½ points
Non-certified Personnel - ½ point
Student Body - 1 point per class

The students will vote on proposed matters du= ring lunch at a voting table placed in the cafeteria. The majority vote for each class w= ill decide how they vote.

Decisions affecting only a particular cup ser= ies will be voted upon by those affected using the same system, with the except= ion of Non-certified Personnel, who will receive only ¼ point per vote.<= span style=3D'mso-spacerun:yes'> This is due to the fact that such personnel will most likely interact with all students, and with all of them voting, may hold an unfair advantage in such a small voting body.

&nbs= p; School Board decisions will be done in a similar fashion. The Site Based Decision Making Cou= ncil will be modified to adapt to these changes and will now be called the “Ford’s Speedway High School Rules Committee.” The voting system above will apply to these decisions, along with the following voting system:

Superintendent - 5 points
School Board Members - 2 points
Rules Committee Members - 2 ½ points

By allowing the students= to have a vote in the decisions of the school, they are given a sense of owner= ship of their school, which instills pride and responsibility. In order to ensure that the studen= ts are informed of the pros and cons of what they are going to vote on, the social studies department will devote time each month to discuss the each upcoming proposal. This will also give= the students a sense of civic responsibility and an awareness of the intricacie= s of politics.

Student Placement

At Ford’s Speedway High School we believe that all students should have an equal road and opportunity for excellence and succe= ss. This means that all students are placed in college prep classes. There will be no tracking. Students will be placed homogeneously in the classroom. All students will take the credits required for college entrance. The philosophy here is that all students have an equal opportunit= y to higher education or any career opportunity. Students with an IEP and require modifications will have an aide or Special Education collaboration teacher = to modify any assignments. Yet the hope is that the students will not feel sin= gled out and the aide or Special Education teacher will be in the classroom to h= elp all students. The Special Education staff will contribute in the team plann= ing and direction.

Students will be placed on an interdisciplinary team with a Langua= ge Arts, Social Studies, Science, Math, Art and Humanities, Special Education, Physical Education and Foreign Language teacher. All these teachers will te= ach the same group of students. And they will keep that same group of students = for two years as Freshman/Sophomore as the Sliver Cup Team and Junior/Senior as the Gold Cup Team. The administrator for each team/ school will also work on the team. The philosophy is that a core grou= p of teachers will be responsible for same group students and as they have team meetings they can discuss problems and concerns about each individual stude= nt. The hope is too that every student will at least have one team teacher that they can identify well with and that teacher can help the rest of the team = with strategies, if needed, to work best with that student.

Student Assessment

Members from each student’s Interdisciplinary team of teache= rs will also serve on a student’s assessment panel called a Point Standi= ng Panel. A Point Standings Pane= l will consist of three of the student’s teachers, an administrator, the student’s parent and a community member. This Point Standings Panel w= ill work with a small group of students and review student need and progress on= a more individualized level. The Point Standings Panel will hold meetings with each of the students monthly to discuss academic and school wide progress. =

At the beginning of the school year (during the first week) each student will take a test that assesses knowledge in all the core content subjects: Language Arts, Social Studies, Science, Math, Art and Humanities, Physical Education and Foreign Language. This test only serves as a Pre-Assessment to see what level the student is = at in each subject area. The Point Standings Panel will review the studentR= 17;s results with his/her parent to discuss current progress and the goals for t= hat academic year.

The Point Standings Panel along with the student will create twenty measurable goals based on the previous year’s performance, the Pre-Assessment and what the team sees as needs for that student for that current school year. Of the twenty goals that are made sixteen goals (80%) must be passed to be promoted to the next grade. <= /span>The goals require that the students learn how to set realistic, achievable goals and learn to use time management skills. It also provides an opportunity for parents to play a more involved role in planning their child’s education. These goals will also serve as a plan to help each teacher on the interdisciplinary teams to ind= ividualize student learning.

At the end of the year a post assessment will be given that test the same knowledge that the Pre-Assessment in the beginning of the year addressed. The student must score at the 70-percentile or/and the Point Standings Panel must agree significant growth has occurred= to be promoted.

Another program that encourages parents and community mem= bers to share in the elements of students’ education is the Panel Review. = At the end of each year, each student prepares a presentation to demonstrate to the Panel Review what he/she has learned in relation to core content, integration, problem solving, group membership, independent learning, self-sufficiency and communication. The students provide examples and suppo= rt to prove that they have achieved proficiency in these areas. The school fee= ls that these eight areas should be understood and met by the students in order for them to be promoted. The Panel Review will grade the student on a stand= ard rubric. The student must score in the 90-percentile range to be promoted.

&n= bsp; Another promotion requirement that also involves the community is Service Learning.= All students are required to complete 15 hours of volunteer service in the community. They are also required to produce a project, scrapbook and a jou= rnal documenting this experience. Examples of service areas to work in include volunteering in the elementary ESS program; playing games and reading to younger children at the community center after-school program; teaching in = the preschool after-school program; beautification of the public grounds; helpi= ng at the local library; and recording books on audio tapes for lower level readers and special needs students. The goal is to help the students see positive ways they can help people in their community.

How To Complete This Year’s Race: Exit Evaluation

Students at Ford= 217;s Speedway High School must demonstrate the following to be promoted = to the next grade:

ü 70-percentile or/and the Point Standings Pan= el must agree significant growth has occurred in the Post Year Assessment

ü 16 out of 20 (80%) goals met in the goal set= ting portion

ü 90-percentile range on the Panel Review

ü Successful (determined by Assessment Panel) = in the Service Learning Program

ü C or Above in all classes

ü Participation in at least One Extra Curricul= ar Activity

Promotion requirements will be discussed as a team i= n the Point Standings Panel along with the student. If any of the requirements are not met the Point Standings Panel must create a remediation plan for either summer completion or plans to ensure greater success the next year as the g= rade is repeated. <= span style=3D'font-size:16.0pt;mso-bidi-font-size:11.0pt;line-height:150%'>=

&= nbsp;

Student Diversity

<= span style=3D'font-family:Wingdings;mso-fareast-font-family:Wingdings;mso-bidi-f= ont-family: Wingdings'>ü 23% of t= he student population will be white.

<= span style=3D'font-family:Wingdings;mso-fareast-font-family:Wingdings;mso-bidi-f= ont-family: Wingdings'>ü 23% of t= he student population will be black.

<= span style=3D'font-family:Wingdings;mso-fareast-font-family:Wingdings;mso-bidi-f= ont-family: Wingdings'>ü 23% of t= he student population will be Hispanic.

<= span style=3D'font-family:Wingdings;mso-fareast-font-family:Wingdings;mso-bidi-f= ont-family: Wingdings'>ü 23% of t= he student population will be Asian.

<= span style=3D'font-size:14.0pt;mso-bidi-font-size:12.0pt;font-family:Wingdings; mso-fareast-font-family:Wingdings;mso-bidi-font-family:Wingdings'>ü8% of the student population will be other.

Special Programs

ü ESS – Extended Study School for students after school on Tuesdays and Thursdays. Teachers recommend students who are falling behind academically to participate. The work is done under a teacher-st= udent contract, which specifies concepts, and skills the student must master and specific assignments that he or she must complete.

ü Stude= nt Tutoring – All teacher= s are required to tutor students after school 2:55 p.m. to 3:45 p.m.

ü ESL – There is a person on staff that is available to help the students and other staff members with non-native spea= king students.

ü Human Rights Squad – This co= uncil is made of 50 students, who are in charge of dealing with student issues of equality. The students are appointed on this squad by the administration, faculty, and peers. This council deals with equality i= ssues of race and gender. This squa= d will deal with several Title Nine issues.

ü Servi= ce Learning- Each student is re= quired to complete 15 hours of community service. The service may be student choice but yet approved by the Points Standing Committee. Examples include yet not limited to Recycle Program, Nursing Home, Elementary tutoring, etc.

ü Counseling Program – This program goes beyond the responsibilities of the typical school counselor. This program will pull out student= s so they can have the opportunity to talk to a social worker, a psychologist, a dietician, a nurse or a counselor about any school or personal problem that= they might be encountering. The sc= hool wants to make sure that all students have a chance to be mentally and physically healthy. This scho= ol will have a social worker, a psychologist, a dietician, and a nurse on staf= f so they can be available at any time for the students

üParent Contact Program – All teachers will be asked to notify all parents about the progress of their ch= ild in school. This can be done by letter, post card, phone, e-mail, or by conference. Every parent should be aware of th= eir child’s progress in school.

Curri= culum Alignment <= /u>

&= nbsp; Teachers at Ford’s Speedway High School are committed to Curriculum Alignment. Curriculum alignment is an important lev= el check in our pit stop checks, so important that we spend time quarterly, monthly and weekly to align our teaching. The curriculum will be based on b= oth National and State standards. District-wide each teacher will be grouped according to specific disciplines to meet early in the summer to align the curriculum K-12. This alignment meeting will ensure that all the standards = are taught in succession to ensure academic success.

Speedway’s teachers will also meet with the middle school staff that serves Speedway for a more detailed specific discipline curriculum alignment. This meeting will ensure= the curriculum taught at each level compliments, builds upon and eliminates repetition.

In addition to district curriculum alignment the Silver team= (Freshman/Sophomore) and the Gold Team (Junior = and Senior) specific discipline teachers will also meet during the last week of each quarter to align 9-12 curriculum for the next quarter. They will look = at each other’s lesson plans to double check that the curriculum agreed = upon in district-wide curriculum alignment is being met. This meeting will also = act as a brainstorming discussion panel to bounce ideas off other teachers. A curriculum map with dates that addresses and documents core content and standards covered must be turned into the administration before the last da= y of the previous quarter for the next quarter’s instruction. <= /span>

Curriculum Integration

Teachers at Ford’s Speedw= ay High School are committed to Curriculum Integration. We see the teacher’s support role like the Pit Crew is to the stock car driver, = the student. The curriculum is our road to get the students to the destination = of the “The Fast Track to Success.” The school is divided up into two interdisciplinary teams. The teams have one <= /span>Language Arts, Social Studies, Science, Math, Art and Humanities, Special Education, Physical Education and Foreign Language teacher. = The 9<= sup>th and 10^th grade team called the Silver Team has all the 9<= sup>th and 10^th graders in the entire school. The 11^th and 1= 2^th grade team called the Gold Team teaches all the 11^th and = 12^th graders. Each team keeps their students for two years. This really allows u= s as teachers to get to know our students and their parents. <= /p>

Our unique schedule allows for collaborated teaching blocks. The Math, Science and Health teach= ers collaborate and lead a two-hour block every day. And the Social Studies, Language Arts and Humanities collaborate and lead a two-hour block daily. T= he collaboration occurs with all three subject matters being integrated throug= hout the two-hour block. The unit planning involves all three teachers finding w= ays to connect their content and jointly teaching the classes to ensure effecti= ve communication. The collaborated teachers have planning time daily together = to create and manage their team teaching activities.

Curriculum Balance

&= nbsp; Teachers at Ford’s Speedway High School are committed to Curriculum Balance. Speedway’s unique schedule allows for an effective balance in academics, athletics and aesthetic education for our students. The entire staff realizes that in ord= er for each student to be a “World Class Student” we must provide = for all areas in a balanced way. Just as all the levels in a working racing mac= hine must constantly be checked to ensure quality, we, as educators, must check = all the areas to ensure quality and balance in our students. =

At Speedway High we know that the time our students have is one of their valuable processions. So, we carefully look at how the staff and the students’ time are spent to evaluate its effectiveness. As far as Academic balance, every student spends two hours daily in our English/Social Studies/Humanities block and our Science/Math/Health block. One-hour blocks= are devoted to Foreign Language of the student’s choice. One-hour blocks = are devoted to a music and art class of the student choice. We at Speedway believe we combined academics, athletics and aesthetic education well with the time spent in separate bloc= ks and the integration blocks.

Students are also required to participate in one co-curricular activity a season to receive their physical education credit. All practices= must end by 7:30 PM a= nd games must be over by 9:00 PM to ensure further balance in our students’ time.

Sc= hool Hours

ü All teac= hers need to report to school by = 7:30 a.m.

ü The scho= ol begins at 8:00 a.m. and ends at 2:55 p.m.

ü Tutoring= for students is 2:55 p.m. to 3:= 45 p.m.

ü No sport= s team is permitted to have a practice past 7:30 p.m.

ü All spor= ts games played during the week must end by 9:00 p.m.

ü The school year begins in the last week in Au= gust and ends in the first week of June

Parent and Community Relations at

Ford’s Spee= dway High School

“On the Fast Track to Success”

= The fans and the sponsors are the most critical feature in NASCAR. Without them and their support, it could not exist. = Such is also the case with our school. The importance of parent/community involvement and support will be emphasized to everyone involved. A high priority will be placed on the interaction between school and communit= y.

Open Door Policy: Our school will always be open to = the community at large. Parents a= nd others who have an interest may come and observe day-to-day operations at t= he school. The classrooms will be equipped with doors at the back and an area for visitors to observe. They may also observe the decision-making processes at the cup, school and board levels.

Report of happenings in the school will be reported in local newspapers. Notes of interest, awards, sports and extra-curricular activities, upcoming events, and other = news will be reported in order to allow the community to see what it going on. Students in their English or journ= alism classes could gather this information.

Advertising: Our school will be advertised in v= arious forms of media. The ads will = be created by the students or a sponsoring company (see below). Funding for the ads will also come= from sponsorship money.

Student Community Services: Students wi= ll be required to complete fifteen hours of community service each year in ord= er to advance or graduate.

Community Gatherings: The school will host dinners or sp= ecial events several times each year (both during school and in the summer). These will simply be for social interaction between the school and the community. It is to be stressed that school m= atters should not be discussed during these times.

Sponsorships: Like NASCAR, our school plans on u= sing the help of corporate sponsorship in order to operate at maximum efficiency. This will enhance= the school in several ways. It wi= ll allow the school to interact directly with the community. It will also minimize the budget s= trains that plague many schools and lessen the tax load on the community. Finally, this cooperation between = school and community will enrich the learning process of the student.=

&= nbsp; Along with the basic idea of businesses sponsoring events and parts of the school= we will also integrate non-monetary sponsorships. In these sponsorships, relationshi= ps will be built between the businesses and the school that will play a crucial role in the education process. Students will be able to interact with companies through tours and g= uest speakers. Teachers will be ab= le to collaborate with these businesses to enhance their curriculum. Students will also be able to participate in mentorship programs and apprenticeships at the businesses. This real-world interaction will a= llow the students hands-on learning and will also help them to relate information they learn to their own lives.

In order for this to work properly, the following ideas will be implemented:

üA special committee will be established to address the possibility of improper sponsor influence.

üA Ford Liaison Office will be established in the school.

üTeachers can opt to actively pursue sponsorships from area businesses.&= nbsp; They will be paid a stipend the same way they do for ESS or professi= onal development. This money will = come from sponsorships.

ü Sponsors cannot dictate the specific allocation of funds. They will also not be allowed to monopolize their area of business (i.e. Ford Mo= tor Company cannot oppose school sponsorship from General Motors).

Physical Concept Design of Speedwa= y High School

<= span style=3D'font-size:16.0pt;mso-bidi-font-size:12.0pt;font-family:Verdana'>Ex= planation of Design

ü The main building will house the following:

= ü Guidance office/youth services center w/ receptionist

= ü All clas= srooms

= ü The cafe= teria

= ü The libr= ary/ media center

= ü Parent volunteer office

= ü Ford Lia= ison office

ü The libr= ary/media center with house all the books, reference material and 3 computer labs. There will be two librarians and t= wo computer resource teachers on staff to assist students.

ü There wi= ll be a courtyard with picnic tables outside of the cafeteria so that students may eat outside when the weather permits.

ü There wi= ll be two gymnasiums attached to the school so that the girls and boys sports tea= ms may practice at the same time. This will also make it possible for practice= s to be over by 9pm be= cause you will not have to wait to use the facilities.

ü Each cla= ssroom will have two doors. One at the front of the class and one in the back. The door in the back will make it possible for Administrators, parents and coll= ege students to come in quietly and do observations with limited disturbance to= the class.

ü Each department will have a book room, a faculty lounge and a multi-media confer= ence room to aid with team planning.

ü Jr.̵= 7;s and Sr.’s will have their classes in one wing while Freshmen and Sophomores will have their classes on another wing.

ü Also on = the school campus will be:

= <= span style=3D'mso-list:Ignore'>o&nb= sp; Track and field facilities

= <= span style=3D'mso-list:Ignore'>o&nb= sp; Football stadium

= <= span style=3D'mso-list:Ignore'>o&nb= sp; Soccer f= ield

= <= span style=3D'mso-list:Ignore'>o&nb= sp; Baseball= field

= <= span style=3D'mso-list:Ignore'>o&nb= sp; Softball= field

= <= span style=3D'mso-list:Ignore'>o&nb= sp; Tennis c= ourts

= <= span style=3D'mso-list:Ignore'>o&nb= sp; Weight training facilities ( to be used by ALL sports)

= <= span style=3D'mso-list:Ignore'>o&nb= sp; Marching= band practice field

= <= span style=3D'mso-list:Ignore'>o&nb= sp; Swimming= pool

= <= span style=3D'mso-list:Ignore'>o&nb= sp; State of= the Art Theater

= <= span style=3D'mso-list:Ignore'>o&nb= sp; Golf pra= ctice area

= <= span style=3D'mso-list:Ignore'>o&nb= sp; Two (equ= al) basketball courts

Teacher Professional Development:

1.&n= bsp; The professional development will be based on the needs of the individual teacher. As part of the teacher’s job description he/she will meet with a designated administrator to set up professional development opportunities that will be= st benefit the teacher, student, and the school.

2. During t= he course of the school year some of the required professional development hou= rs will be interdisciplinary. Si= nce our school believes in team teaching those teachers who are on the same tea= ms will have the chance to work together on their professional development. This will make the development more meaningful and useful since other teachers will understand the concepts and strategies used in the professional development.

3. The vari= ous teams who go their professional development meetings will be expected to explain what they have learned to the faculty and staff. This will make for some quality te= am building and even more chances to excel at addressing various learning strategies.

4. The numb= er of professional development hours will be limited. The idea of “less is more= 221; will apply at our school. The number of hours will be set between 15-20 hours so quality, not quantity wi= ll be the focus.

Teacher Planning:

1. Every Mo= nday there will be a mandatory team-planning meeting with the administrator assi= gned to your grade level. The meet= ing will focus on student’s performance, needs of students and teachers, announcements from administration, and trouble shooting in general. Professional development presentat= ions can also happen here on occasion.

2. Each tea= cher will have his/her lesson plans for the week to turn in to the administrator= and share with other colleagues. = Copies of the lesson plans should also be made for the classroom so absent student= s, or those that fall behind a little, will know what is due.

3. Every te= acher will have a syllabus due to the administrator, students, parents, and colleagues at the beginning of each semester. This will improve communications w= ith the community and possibly get them more involved with our school. Also, the teachers can improve interdisciplinary instruction by have each other’s syllabus.

4. Each week’s lesson plan needs to show how interdisciplinary and various learning strategies are being addressed.&n= bsp;

5.&n= bsp; There wi= ll be a meeting twice a year between the middle and high schools to discuss the connections of our curriculums. The need for us to know what the other is doing is crucial in making the content valid to our students. These meetings will take place during he Thanksgiving or Christmas break and dire= ctly after school is out.

Teacher Supervision:<= /u> <= o:p>

1. The teac= hers will be on a rotating duty schedule for the length of the school year. The duty stations will vary all ov= er the campus for the before and after school monitoring. The daily monitoring stations will depend on what is most easily accessible for the teachers from their rooms. The daily planning sta= tions will also be based on when a teacher’s planning period is assigned.

2. Teachers= will sign-up for Friday detention halls and Saturday school monitoring. Two teachers will be needed for th= ese duties.

3. Teachers= and Administrators are expected to be in the halls before, after, and between a= ll class changes.

4. A schedu= le will be set for teachers to be able sign up for chaperoning extra curricular activities throughout the year. Each teacher will be required to sign up for an equal amount of chaperoning. Every teacher wi= ll be involved with our students high school experience.

5. All new = and non-tenured teachers will have a mentor teacher to meet and collaborate with during the school year. =

6. No non-t= enured teacher will have a student teacher to supervise

7. All head coaches or activity supervisors will be required to ride the bus to and from extra curricular events unless arrangements are otherwise made with the building administrator. =

Basic Schedule for Students = At Speedway High School

“On the Fast Track = to Success”

The Sliver Cup= ~

Freshman & Sophomore

Schedule

Time/period	Class
8am-10am Block 1	Math/Science/ Health Block (team taught)
10:05am-11:05am	Arts/Music class (student choice)
11:10-11:40	Lunch
11:45-12:45	Foreign Language of Choice=
12:50-2:50	English/Social Studies/ Ar= ts and Humanities Block (Team taught)
2:55-3:45	Mandatory Tutoring * stude= nt may go to whichever class they are having difficulty in. * If a student is doing we= ll in all classes they are encouraged to help mentor struggling students.
4pm-7:30pm	Co Curricular activities-<= span style=3D'mso-spacerun:yes'> No sports team is permitted to h= ave a practice past 7:30pm * All week night games must end by 9pm.

Th= e <= /span>Go= ld Cup~

Junior and Senior Schedule

Time	Class
8am-10am Block 1	English/Social Studies/ Ar= ts and Humanities Block (Team taught)
10:05am-11:05am	Foreign Language of Choice=
11:10am-12:10pm	Arts/Music class (Student choice)
12:15-12:45	Lunch
12:50-2:50	Math/Science/ Health Block (team taught)
2:55-3:45	Mandatory Tutoring * stude= nt may go to whichever class they are having difficulty in. * If a student is doing we= ll in all classes they are encouraged to help mentor struggling students.
4pm-7: 30pm	Co Curricular activities- = No sports team is permitted to have a practice past 7:30pm * All week night games must end by 9pm.

Te= acher and Administration Schedules

Math/Science/Health Teachers

Time	Activity=
7:30-8am	Hall supervision (all facu= lty)
8am-10am	Teach Freshmen and Sophomo= res
10:05-11:05a.m	Math/Science/health team meetings to discuss lesson plans, units, curriculum, etc.
11:10-12:10	Personal plan time
12:15-12:45	Lunch
12:50-2:50	Teach Jr.’s and Sr.’s
2:55pm-3:45 pm	All teachers available to tutor students

English/Social Studies/Arts & Humanities Teacher Schedule

Time	Activity=
7:30-8am	Hall supervision (all facu= lty)
8am-10am	Teach Juniors and Seniors<= o:p>
10:05-11:05a.m	Personal Plan time
11:10am-12:10pm	English/ Social Studies/ A= rts and Humanities team meetings to discuss lesson plans , units, curriculum, etc.
12:15pm-12:45pm	Lunch
12:50pm-2:50pm	Teach Freshmen and Sophomo= res
2:55pm-3:45 pm	All teachers available to tutor students

Foreign Language/ Music Teachers

Time	Activity=
7:30-8am	Hall supervision (all facu= lty)
8am-9am	Personal Plan time
9am-10am	Team meetings for lesson plans, curriculum, unit planning etc.
10:05am-11:05am	Music taught to Freshmen a= nd Sophomores Foreign language taught to Jr.’s and Sr.’s
11:10am-12:10pm	Music taught to Jr.’= ;s and Sr.’s
11:10-11:40	Foreign language teachers = go to lunch
11:45am-12:45pm	Foreign language teach Jr.’s and sr.’s
12:50pm-1:50pm	Lunch for music teachers
1:55pm-2:55pm	Foreign language and music teachers collaborate with c= ore classes to enhance the educational experience
2:55pm-3:45 pm	All teachers available to tutor students

Schedule for Administrators

Time	Activity=
7am-8am	Supervision
8am-9am	Parent Conferences
9am-10am	Classroom visits
10-11am	Office time
11:10-11:40	Supervise Lunch=
11:45-12:15pm	Lunch
12:15-12:45	Supervise lunch=
1pm-2pm	Classroom visits
2pm-3pm	Behavior violations (deal = with referrals)
3pm-4pm	Office time
4-5:30pm Tuesdays	Faculty meetings (Usually over by 5pm)
After school activities	All principals present at games, dances and other important events at the school.=

Explanations of the Sche= dule

ü Students= must participate in co-curricular activities to get physical education credit.

ü During the week all practices and games must = end by 9pm. (Academics a= re of primary importance, and nothing should come before that.)=

ü All stud= ents are required to take a foreign language of their choice for all four years = of high school.

ü All stud= ents are required to take a music class of their choice for all four years of hi= gh school.

ü All teac= hers are required to attend team meetings to help plan curriculum and units.

ü= All teachers and Administrators are required = to be “On Duty” whenever they are in the building.<= /b>

Addressed Needs to Obtain Our Vision

üBusiness Partnership~ <= /b>Our school is called Ford’s Speedway High Schoo= l. Our connection to the community relations demands a partnership with a majo= r company such as Ford. The Liaison Ford office provides practical vocational educati= on. This partnership provides many co-op opportunities from office administrati= on, engineering to auto mechanics.

üCollaboration Training<= /b>~ Most teachers have not worked at all or successfully in a co-teaching position. The schedule at Speedway relies that all teachers share a classroom and work well with one another. Therefore, all teachers need extensive training in co-teaching skills, communication, group dynamic and conflict resolution.

ü Integration Training~ In order f= or the Speedway schedule to work well teachers must know how to create tightly woven integration units. This is a difficult task to overtake especially on a dai= ly basis. Also, every core content class, except Foreign Language, is integrat= ed so in order that all the standards and core content is met the units must be taught well together.

üA Flexible and Creative Staff~= The staff at Speedway= must be hand picked by an innovated and directed administrator. In order for all the special programs to work well the staff must be flexible, creative = and dedicated.

ü= Sizeable Budget ~ Our business partnership will provide an additional source to pull off our budget. The construction of a large building and a hand picked staff will require additional funds that hopefully our business partnership will supply.