About MI

Mason Intermediate School is a 1:1 school, and we have many guidelines in place to ensure that students are able to access information and develop content that supports students' personal learning goals.  Our school is committed to helping students set healthy boundaries for themselves when it comes to technology, personal accessibility, and screen time.

Students' cell phones and other personal communication devices are unwelcome at school unless specifically given permission for use by an MI staff member.  Cell phones should remain on airplane mode/Do Not Disturb or turned completely off - and should be kept in students' backpacks or lockers only.

If a staff member sees a cell phone is out without permission-even if the device is only in-hand, the cell phone will be confiscated and safely stored on the teachers' desk or in the front office at Mason Intermediate School, where students can collect them at the end of the day.

The consequence of not following the cell phone policy is losing access to the device for the duration of the day.  If repeated non-compliance occurs (more than 3 times), teachers and administrators may work with families to intervene differently so that the student can be more successful moving forward.

• Joy Hicks - hicksj@masonohioschools.com
• Nikki Montgomery - montgomeryn@masonohioschools.com
• Michelle Krugh - krughm@masonohioschools.com

The purpose of our school counselors is to help our students achieve growth emotionally, socially, and academically. We do this in several ways:  in-class lessons, small groups, short-term one-on-one counseling, and referrals to community resources that can help our students and assist their families.  All of our counselors welcome the opportunity to talk things over with any student, parent, or teacher.  You are welcome to email or call anytime.  Students may stop by their office. 

The primary objective of grading is to accurately report student progress toward District-adopted grade-level standards. These standards are based on Ohio’s Content Standards and national standards that reflect sound learning theory. Since students learn at different rates for a variety of reasons, it is essential that students and parents receive accurate feedback on progress toward these learning goals. Some exceptions to the grading system described may be made in the areas of support education instruction as noted in the Individual Educational Plan and in some instances of beginner English Language Learners.   

Grade 5 - Language Arts & Math Standards Grading Scale

Students in fifth grade receive a standards based report card.  The marking key is as follows for the areas of language arts and math:

4 - Extending and demonstrating deep understanding of the standard:  Student independently extends beyond ​achieving the grade level/developmental expectations by consistently applying his or her learning through innovative approaches in a variety of situations.

3 - Achieving the standard:  Student independently extends beyond ​achieving the grade level/developmental expectations by consistently applying his or her learning through innovative approaches in a variety of situations.

2 - Achieving the standard: Student independently and consistently demonstrates successful mastery of the grade level/developmental expectations.

1 - Working on prerequisite skills for understanding the standard: Student is working on foundational skills towards understanding the grade level/developmental expectations.

Blank - Not assessed at this time

Grade 5 - Science, Social Studies and Specials Standards Grading Scale

3 - Achieving the standard:  Student independently extends beyond ​achieving the grade level/developmental expectations.

2 - Progressing toward the standard: Student demonstrates gradual progress toward​ grade level/developmental expectations through multiple exposures.

1 - Working on prerequisite skills for understanding the standard: Student is working on foundational skills towards understanding the grade level/developmental expectations.

Blank - Not assessed at this time

The primary objective of grading is to accurately report student progress toward District-adopted grade-level standards. These standards are based on Ohio’s Content Standards and national standards that reflect sound learning theory. Since students learn at different rates for a variety of reasons, it is essential that students and parents receive accurate feedback on progress toward these learning goals. Some exceptions to the grading system described may be made in the areas of support education instruction as noted in the Individual Educational Plan and in some instances of beginner English Language Learners.   

Sixth Grade Grading Scale

Sixth grade students receive letter grades in all content areas.  Letter grades are based on the following scale:

All content area grades are standards referenced, meaning grades are based on student achievement towards the grade level standards, rather than on completion, neatness, or other non-standard factors.   Sixth grade students will also receive feedback on non-academic factors such as time management, respect, and goal setting.

Grade 6 - Specials Standards Grading Scale

3 - Achieving the standard:  Student independently extends beyond ​achieving the grade level/developmental expectations.

2 - Progressing toward the standard: Student demonstrates gradual progress toward​ grade level/developmental expectations through multiple exposures.

1 - Working on prerequisite skills for understanding the standard: Student is working on foundational skills towards understanding the grade level/developmental expectations.

Blank - Not assessed at this time

K-Kids is a Kiwanis sponsored service organization for pre-teens ages 6-12 which develops character, inclusiveness, caring and leadership through service to home, school, and community.  We meet once every six weeks and participate in many different service projects.  Some past projects include:

Making over 100 blankets to donate to needy local children
Collecting and donating over 1000 books to a nearby school with limited resources
Collecting food and creating over 500 snack bags for families who stay at the local Ronald McDonald House
Participating in the Run, Walk, and Roll event to raise funds for the Common Ground playground

We welcome all Mason Intermediate Students! 

K-Kids Advisers for MI
Joan Davis
Chantele Gillman
Michelle Krugh
Leslie Molnar

Reading and writing workshops is a framework designed to offer a simple and predictable environment so that the teacher can focus on the complex work of observing students' progress and teaching into their needs.

• Each session begins with a minilesson. Kids sit with a long-term partner while in the minilesson.
• The minilesson ends with the kids being sent off to their own independent work.
• As students work, the teacher confers with them and leads small groups.
• Partway through independent work time, the teacher stands and delivers a mid-workshop teaching point.
• The workshop ends with a share.

What is the Responsive Classroom approach?

It is a way of teaching that creates a safe, challenging, and joyful classroom and schoolwide climate for all students. Teachers who use the Responsive Classroom approach understand that all of students’ needs—academic, social, emotional, and physical—are important. Elementary and middle school teachers create an environment that responds to all of those needs so that your child can do his or her best learning.

The Responsive Classroom approach develops teachers’ competencies in four key areas:

•  Engaging Academics—Teachers create learning tasks that are active, interactive, appropriately challenging, purposeful, and connected to students’ interests. 
• Positive Community—Teachers nurture a sense of belonging, significance, and emotional safety so that students feel comfortable taking risks and working with a variety of peers.
• Effective Management—Teachers create a calm, orderly environment that promotes autonomy and allows students to focus on learning.
• Developmentally Responsive Teaching—Teachers use knowledge of child development, along with observations of students, to create a developmentally appropriate learning environment.

How might the Responsive Classroom approach look and sound in my child’s classroom?

The Responsive Classroom approach offers practical strategies for teaching, rather than formulas telling teachers what they must do in the classroom. Teachers adapt the strategies as needed to address their students’ needs, so things may look a bit different in each classroom. But you’ll usually see and hear teachers:

• Leading a daily Morning Meeting. These routines set a positive tone and build a sense of community and belonging while giving students practice in key academic and social skills.
• Teaching students the specific skills they need to participate successfully, from how to respond to a signal for quiet to how to respectfully disagree with a classmate.
• Treating mistakes in a positive way. Teachers see mistakes (in academics and in behavior) as important steps in learning. They encourage students to learn from their mistakes and “try again.” They offer support and reteach as needed. At the same time, teachers provide clear expectations for behavior and stop misbehavior quickly so that students can focus on learning.

The Responsive Classroom® Approach

• Using positive language. Teachers choose words and tone that encourage students to work hard, enjoy learning, and persist through difficulties.
• Teaching in ways that build excitement about learning. Teachers give students some choices in their learning. They also plan active lessons (ones that get students up and moving) and interactive lessons (ones that encourage students to share their information, ideas, and questions).
• Giving students opportunities to reflect on their learning. Teachers ask students to think about what they’ve learned, both individually and as a group, because doing so helps students learn more and builds community.
• Reaching out to parents. Teachers communicate often with parents and welcome them as partners in their child’s education.

• Connie Fuller - fullerc@masonohioschools.com
• Jacob Burress - burressj@masonohioschools.com

The school psychologist consults with parents, teachers, administrators, counselors, students, and community agencies to collaboratively develop interventions for supporting the individual needs of children with academic and/or behavioral concerns.  The school psychologist is also available for educational, social, emotional, and behavioral assessment.

The office phone number is 513.459.2850

Schoology - Daily Grades & Homework 

Schoology is the online platform where Mason City Schools teachers, students, and families collaborate. It allows users to create, manage, and share content. Schoology is known as a Learning Management System (LMS) that uses a cloud based storage system for managing an online classroom.

Teachers use the site to take attendance, use an online grade book, post discussion questions, homework, files, links, and other information. Students are able to access all class information, take quizzes and tests, upload files through an online dropbox, participate in class discussions, stay organized with a school calendar, download and print files from home, and much more. Families are able to observe their child’s assignments and calendars while staying involved in their education.

Schoology has the look and the feel of Facebook with many different functions that are necessary for the classroom. The site allows for teachers to facilitate collaboration among a class or group of students.

Chromebook

Every student receives a Chromebook so they can take advantage of the vast resources available to them. We recommend that students purchase a case to reduce the likelihood of damage.

Web Filter

Each Chromebook provided by the district as well as the Google Suite go through an internet filter. Therefore, even when students are at home, the Chromebook is being filtered. We know there's no way to filter out all unsavory content but the district is committed to this effort. Check with your Internet Service Provider for additional equipment (router) based filtering options.