About MECC

Each Comet at MECC learns important life skills such as optimism, empathy, flexibility, resilience, and persistence. Students use these skills while working on important academic skills. 

• Katie Brown - brownk@masonohioschools.com
• Sarah Bowser - bowsers@masonohioschools.com
• Ashley Goheen - goheena@masonohioschools.com
• Molly Goodfriend - goodfriendm@masonohioschools.com

The Mason City Schools' counseling program works to deliver excellence every day for all students by ensuring high impact learning, engaging parents and community, and providing a safe and nurturing environment.  The program supports students in three domains:  academics, personal/social, and career development. 

We work to get to know each child and meet their needs through a variety of supports and equipping them with the social emotional tools they need to succeed:

• Individual Student Support
• Small Groups
• In-Class Lessons
• Collaboration with Resources and Supports both at School and in the Community

The guidance office phone number is 513.398.3741.

The MECC library was designed with the needs and interests of young children in mind.  Within the library, there are story areas where classes will gather to enjoy a “read aloud” and cozy reading areas, such as the reading loft where children may enjoy reading books independently.  Preschool, kindergarten, first and second grade children visit the library weekly and check out a book to take home.  MECC library books are generally checked out for a week at a time.

If your child’s library day falls on a “non-school day” (e.g. a holiday), his/her book will be due at the next regularly scheduled session.  Students who return books on their library day will be able to check out a new book.   

If a student does not return his/her book on library day, then he/she will have the opportunity to look at books but will not be able to check out a new book.  If a book is two weeks late, the student will receive a reminder notice.  If a book is four weeks late, MECC administration will be notified.

Students who lose or damage a library book will be assessed a replacement fee. Fees will vary depending on the title and/or binding of the lost book (e.g. hardcover, paperback).  A replacement fee will not exceed $20 and may be paid with cash or by check made payable to Mason City Schools.  Students will be able to check out new library materials once accounts are settled.

If you have any questions regarding the MECC Library, or the library policies, please feel free to contact the MECC library at 513.398.3741.

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.

• Julie Cooper - cooperj@masonohioschools.com
• Christen Stidd - stiddc@masonohioschools.com
• Regina Stauder - stauderr@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 primary objective of reporting student progress in the District shall be to accurately inform the student and his or her parents of the student’s progress toward established goals.  In recognition of the fact that students learn at different rates for a variety of reasons, it is imperative that reasonable expectations be set for each student and that parents be made aware of these expectations.

Measurement of achievement must be based on reasonable expectations and on comparisons with typical standards of performance which are made on a district-wide basis. The District standards are set on the basis of sound learning theory and on national standards.  

Purposes of Grading:

• Communicate the performance of students to their parents and others
• Provide information for student self-evaluation
• Document students’ performance to evaluate the effectiveness of instructional programs
• Help guide instruction

Principles of Grades:

• Accurate

• Fair

• Specific

• Meaningful

• Timely

• Supportive of Learning

GRADING in Kindergarten All Areas

Students will receive a standards based report card.  The marking key is as follows for all areas:

• 3 = Meets grade level standards
• 2 = Partial or inconsistent understanding of grade level standards
• 1 = Not meeting grade level standards
• NA = Not assessed at this time

GRADING in First Grade Reading, Writing, Math & Behavior

Students will receive a standards based report card.   The marking key is as follows for the areas of reading, writing, math and behavior:

• 4 = Exceeds standards and shows in-depth understanding that goes beyond what was explicitly taught
• 3 = Meets grade level standards
• 2 = Partial or inconsistent understanding of grade level standards
• 1 = Not meeting grade level standards
• NA = Not assessed at this time

GRADING in First Grade Social Studies, Science & Special Areas

- Students will receive a standards based report card. The marking key is as follows for the areas of social studies, science and special areas.

• 3 = Meets grade level standards
• 2 = Partial or inconsistent understanding of grade level standards
• 1 = Not meeting grade level standards
• NA = Not assessed at this time

GRADING in Second Grade Reading, Writing & Math

Students will receive a standards based report card.   The marking key is as follows for the areas of reading, writing and math:

• 4 = Exceeds standards and shows in-depth understanding that goes beyond what was explicitly taught
• 3 = Meets grade level standards
• 2 = Partial or inconsistent understanding of grade level standards
• 1 = Not meeting grade level standards
• NA = Not assessed at this time

GRADING in Second Grade Social Studies, Behavior & Special Areas

Students will receive a standards based report card. The marking key is as follows for the areas of social studies, science, behavior and special areas.

• 3 = Meets grade level standards
• 2 = Partial or inconsistent understanding of grade level standards
• 1 = Not meeting grade level standards
• NA = Not assessed at this time

Notation of curriculum modifications will be made for each graded course.

Some exceptions to the grading system described may be made in the areas of support education instruction as noted in the Individual Educational Plan. Notation of curricular modifications and/or accommodations will be made for each graded course.

Seesaw - Photos & Homework 

Seesaw is the online platform where Mason City Schools teachers, students, and families collaborate. It allows users to create, manage, and share content. 

Teachers use the site to post photos/videos, homework, files,  and other information. Students are able to access all class information, participate in class discussions, download and print files from home, and much more. Families are able to observe their child’s assignments while staying involved in their education.

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.