Madison Heights

 

Spanish Immersion

The ability to speak another language is an essential skill that students will need to succeed in a global society. Students have increasing opportunities to expand their experiences to include contacts with other languages and cultures. To meet the demands of preparing our students for a global community, Spanish will be available to students who qualify based on their academic progress in the classroom. Any child meeting/exceeding grade level benchmarks in reading and math will be eligible for participation.

 

The Spanish curriculum will focus on the Foreign Language Standards that focus on communication, culture, connection, comparisons and communities. The focus of the Pre K-4th grade curriculum will be primarily on the communication at the readiness and foundation stages of development. As students become proficient in these early skills, more advanced skills will be taught. The full Spanish curricula are available for your viewing in the front office. In addition to the Spanish Grammar class, qualifying first grade students will participate in the Spanish Immersion Program where Science will be taught in Spanish.

 

The Spanish Immersion program will expand to other grade levels in the coming years.

 

Program Framework

In 2009 Madison Heights began to offer Spanish Language instruction as part of the school’s regular curriculum.  Instruction covers grammar, vocabulary, reading, writing, and informal conversation.  Qualifying students take Spanish classes three times within each six-day schedule.

 

All students who are classified as “meets” or “exceeds” on the AIMS test or district assessments take Spanish; those who do not use that time to concentrate on the subject areas in which they may be having difficulty.

 

There are no additional costs associated with the Foreign Language Program.  Madison Heights is open to all students, including those who live outside the district boundaries.

New for 2012-13…1st graders who qualify for Spanish will have Spanish immersion science (vocabulary, reading, writing, speaking, listening) in addition to their 3 regular conversation classes. The program will expand to other grade levels in future years.

 

 

Other Learning Opportunities

After School Programs (MAC)

Students have the opportunity to extend their Spanish learning by participating in an after-school program.  Students learn with Rosetta Stone software.  This programs are run by Madison’s Community Education Department and are fee-based

 

For more information contact Madison’s Community Education Department at 602-664-7956.

 

Or find out more online by clicking HERE.

 

Positive Intervention Behavior and Supports (PBIS)

PBIS is a decision making framework used to improve student academic and behavior outcomes. The goal of PBIS is to improve the teaching and learning environment.  Students are taught behavioral expectations in the same manner as academic subjects. Instead of being told not to do something, students learn the preferred behavior. These expectations are taught at the beginning of the year and are reinforced and reviewed throughout the school year.

 

 

 


 

Madison No. 1

 

Positive Intervention Behavior and Supports (PBIS)

PBIS is a decision making framework used to improve student academic and behavior outcomes. The goal of PBIS is to improve the teaching and learning environment.  Students are taught behavioral expectations in the same manner as academic subjects. Instead of being told not to do something, students learn the preferred behavior. These expectations are taught at the beginning of the year and are reinforced and reviewed throughout the school year.

 

 

 


 

Madison Simis

 

International Baccalaureate

Madison Simis Elementary is a candidate school* for the Primary Years Programme (PYP). This school is pursuing authorization as an IB World School. These are schools that share a common philosophy- a commitment to high quality, challenging, international education that Madison Simis believes is important for our students.

 

Only schools authorized by the IB Organization can offer any of its three academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), or the Diploma Programme (and in addition the IB Career-related Certificate). Candidate status gives no guarantee that authorization will be granted.

 

For further information about the IB and its programmes, visit http://www.ibo.org.

IB mission statement:
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.


What is IB?

To view an overview of the IB Primary Years Programme, click here.

 

IB Learner Profile
Madison Simis students strive to be:

  • Inquirers— Students develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning.
  • Knowledgeable—They explore concepts, ideas and issues that have local and global significance.
  • Thinkers—They exercise initiative in applying thinking skills critically and creatively.
  • Communicators—They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.
  • Principled—They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities.
  • Open-minded—They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities.
  • Caring—They show empathy, compassion and respect towards the needs and feelings of others.
  • Risk-takers—They approach unfamiliar situations and uncertainty with courage in defending their beliefs.
  • Balanced—They understand the importance of intellectual, physical and emotional balance.
  • Reflective—They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

 

To view the video on the IB Learner click here.

 

 

Response to Intervention (RTI)

The RTI program identifies struggling learners and provides research-based instruction and interventions to help them succeed. The instruction/intervention is matched to the student’s needs. Progress is continuously monitored.

 

The school’s RTI team meets often to assess the student’s academic and behavioral concerns; identify the student’s strengths; review baseline data; set projected outcomes; design, review and monitor intervention plans; and work with the student’s parents.

 

The RTI Program is a three-tiered model. Tier I is the core program for all students of which 80-90% will meet benchmarks. Those who do not make adequate progress in Tier I are provided with more targeted services and interventions in Tier II, usually in a small group setting. Progress is monitored at least bi-weekly. Students who do not respond to the Tier 2 interventions move to Tier II where additional testing and intensive interventions are warranted. Specialized services under IDEA 2004 may be considered.

 

 

Positive Intervention Behavior and Supports (PBIS)

PBIS is a decision making framework used to improve student academic and behavior outcomes. The goal of PBIS is to improve the teaching and learning environment.  Students are taught behavioral expectations in the same manner as academic subjects. Instead of being told not to do something, students learn the preferred behavior. These expectations are taught at the beginning of the year and are reinforced and reviewed throughout the school year.

 

Simis’ expectations are: Be Safe, Be Respectful, Be Responsible. These expectations are enforced with the school wide loop reward system. When a student is observed doing something that falls in line with the expectations, such as walking only on sidewalks as part of being safe, they are given a “loop” for their wrist. They take the loop home to show their parents, and bring it back to contribute to the classroom’s loop jar. The class with the most loops wins a class reward such as Pajama Day.

Foreign Language (Rosetta Stone)

 

95%

95 Percent Group Inc., founded by Susan L. Hall, EdD, is a team of highly qualified professionals dedicated to assisting districts and schools to improve reading achievement through implementation of Response to Intervention (RTI) practices. Their services include consulting and teacher training in how to use literacy screening data to inform differentiated small-group instruction to address specific skill deficits. They serve clients nationwide with projects ranging from single-day professional development workshops to multi-year implementations. With a full range of intervention products, as well as online courses, 95 Percent Group Inc. has helped hundreds of schools improve student outcomes.

 

 

Every Child Can Read (ECCR, Reading Recovery)

Reading Recovery is daily supplemental support for low achieving students in the first grade. This small group pull-out intervention occurs before confusions are habituated and self-esteem falls. The goal is to develop strength in decoding by strong nonsense word fluency. The program is based on individual need, ongoing assessment of performance and aligned with the Arizona Standards. ECCR lessons include: phonemic awareness and phonics, word identification, reading strategies, fluency and comprehension.

 

 

Madison Meadows

 

 Response to Intervention (RTI)

The RTI program identifies struggling learners and provides research-based instruction and interventions to help them succeed. The instruction/intervention is matched to the student’s needs. Progress is continuously monitored.

 

The school’s RTI team meets often to assess the student’s academic and behavioral concerns; identify the student’s strengths; review baseline data; set projected outcomes; design, review and monitor intervention plans; and work with the student’s parents.

 

The RTI Program is a three-tiered model. Tier I is the core program for all students of which 80-90% will meet benchmarks. Those who do not make adequate progress in Tier I are provided with more targeted services and interventions in Tier II, usually in a small group setting. Progress is monitored at least bi-weekly. Students who do not respond to the Tier 2 interventions move to Tier II where additional testing and intensive interventions are warranted. Specialized services under IDEA 2004 may be considered.

 

Positive Intervention Behavior and Supports (PBIS)

PBIS is a decision making framework used to improve student academic and behavior outcomes. The goal of PBIS is to improve the teaching and learning environment.  Students are taught behavioral expectations in the same manner as academic subjects. Instead of being told not to do something, students learn the preferred behavior. These expectations are taught at the beginning of the year and are reinforced and reviewed throughout the school year.

 

 


 

Madison Traditional Academy

 

Curriculum

MTA develops a solid foundation of fundamental and higher level thinking skills through a structured curriculum that is consistent within each grade level and sequential throughout the grades.

 

Our curriculum is taught using direct instruction techniques, whole class instruction and approved teaching methods.  The phonics based Spalding Method is the basis of the MTA Language Arts curriculum.  Saxon Math is the basis for the mathematics curriculum and the Core Knowledge Sequence is utilized and taught in all grades.  In addition, Character Counts! is utilized for our character education.

 

Spalding Phonics:

The Spalding Method is a total language arts approach providing explicit, sequential, multi-sensory instruction in spelling (including phonics, handwriting, writing, and listening/reading comprehension.

 

Spalding incorporates these four essential elements:

  • Spelling: Students build a basic speaking and reading vocabulary while learning to understand the rules and concepts of the written language.
    • Writing: Writing reinforces word meanings, applies knowledge of the rules of English, teaches higher level thinking and enhances reading.
    • Comprehension: Students analyze characteristics that make a piece of writing exemplary and understand that an author writes for different purposes, fostering a love of reading.
    • Philosophy: The Spalding Method has high expectations of students. It promotes skills such as analysis, synthesis, and evaluation, which enable the children to think on a higher level.

 

Saxon Math:

Saxon is renowned among traditional schools for its incremental, circular approach to mathematics. Saxon breaks the whole subject of math into smaller increments. Mathematical concepts are constantly reviewed with new concepts gradually incorporated.

 

Through reasoning, representation, connections, and in particular, problem solving, Saxon provides students with a connected, coherent, ever-expanding body of mathematical knowledge and ways of thinking.
All new concepts are developed through hands-on activities and rich mathematical conversations that actively engage students in the learning process. Concepts are developed, reviewed, and practiced over time through:

  • Sequential Instruction and Review
  • Quick Recall of Math Facts
  • Oral Practice
  • Standard Formulas and Algorithms

Text books and homework contain full instructional conversations with examples, and students can follow along as the teacher presents the explanation and refer back to the explanation when necessary.

 

Character Education

MTA students participate in character education to develop a sense of civic responsibility and understand the importance of community service. MTA utilizes the Character Counts! approach to instill important ethical values in our students. Character Counts! promotes “Six Pillars of Character” which are trustworthiness, respect, responsibility, fairness, caring, and citizenship.

 

Positive Intervention Behavior and Supports (PBIS)

PBIS is a decision making framework used to improve student academic and behavior outcomes. The goal of PBIS is to improve the teaching and learning environment.  Students are taught behavioral expectations in the same manner as academic subjects. Instead of being told not to do something, students learn the preferred behavior. These expectations are taught at the beginning of the year and are reinforced and reviewed throughout the school year.

 

Response to Intervention (RTI)

The RTI program identifies struggling learners and provides research-based instruction and interventions to help them succeed. The instruction/intervention is matched to the student’s needs. Progress is continuously monitored.

 

The school’s RTI team meets often to assess the student’s academic and behavioral concerns; identify the student’s strengths; review baseline data; set projected outcomes; design, review and monitor intervention plans; and work with the student’s parents.

 

The RTI Program is a three-tiered model. Tier I is the core program for all students of which 80-90% will meet benchmarks. Those who do not make adequate progress in Tier I are provided with more targeted services and interventions in Tier II, usually in a small group setting. Progress is monitored at least bi-weekly. Students who do not respond to the Tier 2 interventions move to Tier II where additional testing and intensive interventions are warranted. Specialized services under IDEA 2004 may be considered.

 

 

Rose Lane

 

Positive Intervention Behavior and Supports (PBIS)

The behavior in a school is a reflection of the philosophy and educational beliefs of school staff in cooperative partnership with parents and students.  Rose Lane believes firmly in PBIS (Positive Behavior Intervention System) as a framework for promoting expected behaviors and life skills.  Behavioral expectations should be described clearly, taught explicitly, and modeled consistently. It is important for all adults to set good examples to ensure a school environment that reflects the philosophy and educational beliefs of the Rose Lane community.  Rules may be minimal, but exact compliance combined with consistency is necessary.  All school staff should share responsibility for consistently monitoring all students’ campus behaviors.  When behavior needs to be corrected, emphasis should be placed on teaching students how to identify and reflect on misbehavior and replace it with a more positive response.  A positive interaction with the correcting adult enables students to correct themselves with dignity.  It is equally important to identify and praise students who are displaying appropriate behavior.

 

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Lorem ipsum dolor sit amet, consectetur adipiscing elit. Suspendisse ut enim mauris, ac pellentesque odio. Curabitur tempus leo blandit nisi adipiscing id aliquet eros sollicitudin. Curabitur facilisis, tortor id ornare consequat, diam justo rutrum orci, a tristique dolor augue id mauris.

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Suspendisse ut enim mauris, ac pellentesque odio. Curabitur tempus leo blandit nisi adipiscing id aliquet eros sollicitudin. Curabitur facilisis, tortor id ornare consequat, diam justo rutrum orci, a tristique dolor augue id mauris.

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Suspendisse ut enim mauris, ac pellentesque odio. Curabitur tempus leo blandit nisi adipiscing id aliquet eros sollicitudin. Curabitur facilisis, tortor id ornare consequat, diam justo rutrum orci, a tristique dolor augue id mauris.

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Suspendisse ut enim mauris, ac pellentesque odio. Curabitur tempus leo blandit nisi adipiscing id aliquet eros sollicitudin. Curabitur facilisis, tortor id ornare consequat, diam justo rutrum orci, a tristique dolor augue id mauris.

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Suspendisse ut enim mauris, ac pellentesque odio. Curabitur tempus leo blandit nisi adipiscing id aliquet eros sollicitudin. Curabitur facilisis, tortor id ornare consequat, diam justo rutrum orci, a tristique dolor augue id mauris.

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Suspendisse ut enim mauris, ac pellentesque odio. Curabitur tempus leo blandit nisi adipiscing id aliquet eros sollicitudin. Curabitur facilisis, tortor id ornare consequat, diam justo rutrum orci, a tristique dolor augue id mauris.