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Setting and Context

ThunderRidge High School has a strong culture of school pride and community support. The majority of its 2,075 students are Caucasian and come from wealthy families in the surrounding Highlands Ranch area. The staff, students, and parents work together to support the school through various clubs, organizations, and fundraising activities. The document outlines the classroom environments and policies regarding management, safety, conflict resolution, and support for students with special needs.

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59 views5 pages

Setting and Context

ThunderRidge High School has a strong culture of school pride and community support. The majority of its 2,075 students are Caucasian and come from wealthy families in the surrounding Highlands Ranch area. The staff, students, and parents work together to support the school through various clubs, organizations, and fundraising activities. The document outlines the classroom environments and policies regarding management, safety, conflict resolution, and support for students with special needs.

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api-257634244
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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I.

Setting and Context


Culture and Community Context:
When I found out I would be student teaching at ThunderRidge High
School I was beyond excited. ThunderRidge has always held a special
place in my heart, as I attended high school there. It truly is an
amazing school with a thriving culture and long-lasting traditions that
students continue to keep alive. The pride that both the students and
staff have for ThunderRidge is so unique and it is the reason I
continued to love the school even after I graduated.
The school is filled with Grizzly pride. Student artwork lines the walls,
athletic banners and championships cover the gym, each freshman,
sophomore, junior, and senior class are represented by banners
theyve created in the hallways, and senior project posters cover one
end of the school to the other. ThunderRidge creates a special
community for their students and staff, and it is exciting to watch it
continue to flourish.
A majority of the staff at ThunderRidge is new to the school within the
past few years. While I was nervous to get to know all these new
people, they welcomed me with open arms. Anytime I needed help in
the copy room or could use some assistance with pushing the
computer carts down the hallway, there was always someone there to
help me out. The staffs continued support for me as I finish this
journey has made my student teaching experience that much better.
Along with the staff, the students are doing incredible things for the
school. There is a club or an organization for everyone, from the video
games club to Future Business Leaders of America; each student can
find their niche. ThunderRidge also offers a variety of sports activities.
I believe that the activities, sport, and organizations contribute to the
Grizzly sense of pride and unity.
ThunderRidge is located in Highlands Ranch, Colorado. Highlands
Ranch, also known as The Bubble, is a great place to grow up. Parks,
trails, and open spaces surround us. There is always something to do
in this beautiful suburb. Most of the kids that go to ThunderRidge live
within walking distance and when I drive to school every morning I see
them walking in groups, biking, or skateboarding their way to school.
It is a comfortable area to be in and I believe the kids here appreciate
how fortunate they are.

I feel like Im at home student teaching at ThunderRidge, and look


forward to completing my education program at this school.

Support Structure:
Parents play a major role in the support structure at ThunderRidge High
School. Parents are heavily involved in fundraising for organizations
and sports activities. The Grizzly Bear Backer Club is the main
fundraising group and parents and community members sign up to
help students raise money for the school.
Community members also play a major role in the support for
ThunderRidge. ThunderRidge students are required to complete a
senior project to graduate. Students get mentors from around the
community who help them learn a new area of study. Community
members are extremely willing and open to mentoring ThunderRidge
students and it truly strengthens the schools bond with community
members.
Parents and community members are also encouraged to volunteer at
the school. Volunteers help with school dances, home games, senior
project presentations, registration, and pep-rallys. ThunderRidge truly
gets support from the entire community in a variety of ways.

Demographic Characteristics:
The demographic characteristics at ThunderRidge are very similar to
what is seen in the Highlands Ranch community. There are currently
2,075 students enrolled for the 2014-2015 school year. Below are
statistics for racial makeup, gender distribution, and eligibility for free
and reduced lunches.
Racial Distribution:
Caucasian: 79.1%
Hispanic: 12.1%
Asian: 4.3%
African-America: .9%
Two Races: 2.8%
American-Indian: .5%

Gender Distribution:
Females: 50.8%
Males: 49.2%

Eligibility for Free and Reduced Lunches:


Eligible for Free Lunch: 4.2%
Eligible for Reduced Lunch: 2.8%
Ineligible for Free/Reduced Lunch: 93.6%

Classroom Environment and Students:


The four classes that I teach and the students in these classes are
extremely welcoming and a joy to be around. I teach two ninth grade
US History classes and two twelfth grade Economics classes. Each
classroom culture is unique to the students in the classroom and I have
enjoyed getting to know all of the students.
My first period economics class is exceptionally bright and somewhat
quiet. There are an even number of males and females, and two
students with individualized learning plans (IEPs). For the most part
this is an extremely easygoing class and there are rarely any discipline
problems.
My second period economics class is also very bright but much more
outgoing. Again, there are an even number of males and females, and
one student with an IEP. While all my students in this class are
respectful, I do struggle with Vinny, the student with an IEP. Vinny
attempts to negotiate everything, from how long he gets on a test to
getting extensions on almost every assignment. He walks into class
late every day, and he can be a disruption to other students learning
at times. We are working with him to improve his behaviors and he
has been much better about getting to class at a decent time.
My fifth period US History class is a unique group to work with. Many
of these students love history and are always engaged and asking
questions, while others are not interested at all. I am getting better at
balancing out this group and getting all students to engage in the
lesson plans. There are a few students that are disruptive and I have
talked to their parents about this several times in the past. These

students have been better behaved lately, and I can how much theyve
matured in such a short amount of time.
My last period US History class is a rowdy bunch. The class is about
2/3 males and 1/3 female, and this definitely contributes to the
rowdiness of the group. Although these students can be unruly at
times, they are a fun group to work with and I can always count on
them making me laugh.

School-Wide and Classroom Policies for Management, Safe


Schools, Conflict Resolution, and Students with Special
Needs
TRHS Code of Conduct:
The Code of Conduct informs students of school rules, behavioral
expectations, core values, and students rights and responsibilities.
The Code of Conduct has a section that shares the characteristics of
the most successful students. I believe that this positive approach to
behavioral expectations gives students the ability to perform their best
in the classroom.
Classroom Management Policies:
1. First redirectWarning. Ask student to change behavior.
2. Second redirectWarning. Tell student they have two choices;
correct behavior or go to the office.
3. Third redirectTalk to student in the hallway. Student will
receive a referral.
Along with this behavioral policy we also have a no cellphone policy.
Students are expected to keep their cellphones out of sight during
instructional time. If a student is using their phone during instructional
time, then their phone will be confiscated. All cellphones are turned
into the front office and dealt with there.
I also use a competition between my two freshman classes to help with
management and behavioral issues. Each class period there is a
chance to earn two points, one point for excellent behavior and one
point for no use of cellphones. The class that gets to 15 points first
gets a prize. In the past the prize awarded has been movie days.

Once a class wins, we start all over. This has been extremely helpful
for classroom management because the students feel a since of class
pride and their competitive nature drives them to follow the rules. I
also find that students hold each other more accountable. They will
correct each others behavior and make sure no one is using their
cellphones.
Safe Schools:
The Emergency Management Plan within Douglas County School
District strives to protect students and staff with comprehensive
planning and training. The district has a standard response protocol to
implement in a crisis situation. The protocols are as follows:
1. LockoutSecure the Perimeter.
2. LockdownLock, Lights, Out of Sight.
3. EvacuateLeave the Building.
4. ShelterShelter in Place.
Every teacher has a copy of the standard response protocol in his or
her classroom with directions to follow along during the crisis situation.
Conflict Resolution:
ThunderRidge has a series of conflict resolution steps depending on
the situation. Below is the framework for student harassment.
First Offense: The student and parent will meet with the principle.
Second Offense: The student shall be suspended. The student
will be required to participate in counseling or attend a culturally
diverse program.
Third Offense: A recommendation for expulsion shall be made.
Special Needs Policies:
ThunderRidge does not discriminate against students with special
needs, per state and federal law. Students who qualify are given either
an IEP or 504. These students are integrated in the regular school
setting. Co-taught classrooms are provided for students with special
needs to ensure that they are getting the best educational experience
possible. ThunderRidge also has a program for students with extreme
special needs cases. These students are often assigned special
services interns to work with them throughout the day. The interns are
other ThunderRidge students. It is a truly special program and it is
great to watch these students form such close relationships.

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