Rancho San Justo Middle School
Rancho is located in the city of Hollister, California, which sits in northern San Benito County. Hollister is 47 miles from the San Jose metropolitan area, 39 miles east of the Monterey Peninsula, and 90 miles south of San Francisco. The region still maintains the agricultural and cattle ranching ambiance, which is its heritage. From the Gabilan Mountains in the west to the Diablo range in the east, San Benito County displays a wide range of California's geography of native oak and grassland ranges.
Rancho San Justo Middle School, serving students in grades 6 - 8, is an AVID school community dedicated to ensuring opportunities for academic success for all students by providing a rigorous and comprehensive educational experience in our rapidly changing world. Rancho is a professional learning community (PLC) and utilizes a data driven improvement model by working collaboratively to identify student academic proficiency, as well as areas for growth.
Rancho San Justo Middle School
1201 Rancho Drive, Hollister, CA 95023
Enrollment: Approximately 740 Students
Faculty: 42 certificated and 45 classified staff members
Schedule: Five classes per day meet for approximately 44 minutes per day, five days a week, 18 weeks per semester, two semesters per year.
RSJ is an AVID school committed to success for all students by preparing them for college and a variety of careers in a rigorous academic environment focused on collaborative and engaging instruction.
Rancho's curriculum is designed to meet the various interests and needs of the students by preparing them for the 21st Century in today’s global society by offering a systematic program that includes Common Core State Standards in Math and Language Arts. Intervention Labs per grade level utilize I-Ready as a diagnostic and prescriptive tool to supplement teacher-led instruction geared for student success. Elective classes offer a variety of opportunities for student enrichment, language development, and student engagement.
Instruction: General Education, Special Education, and English Language Development
Co-curricular Programs: Woodshop, Art, Yearbook, Band, Leadership, Spanish I & II, and Athletics
Co-Curricular Activities: Students are encouraged to join clubs, sports teams, and campus organizations to promote leadership and service
Everything we do, we do with P.R.I.D.E.
PRODUCTIVE ♦ RESPECTFUL ♦ INTEGRITY ♦ DETERMINED ♦ ENGAGED!
What is PBIS?
Positive Behavior Interventions and Supports (PBIS) is an approach to supporting students to be successful in schools. PBIS was developed from research in the fields of behavior theory and effective instruction. PBIS supports all students through intervention ranging from a school-wide system to a system for developing individualized plans for specific students. School-wide PBIS focuses on the development and implementation of pro-active procedures and practices to prevent problem behavior for all students and improve school climate.
Positive Approach to School-Wide Discipline
The main focus of PBIS is to provide a clear system for all expected behaviors at Rancho San Justo Middle School. While many faculty and students may have assumptions of what is expected behavior, we cannot assume that everyone’s beliefs are similar. Through PBIS, we will work to create and maintain a productive, safe environment in which ALL school community members have clear expectations and understandings of their role in the educational process. As a PBIS school, we will take a team-based system approach and be intentional about teaching appropriate behavior to all students in the school.
Schools that have been successful in building school-wide systems develop procedures to accomplish the following:
Behavioral Expectations are Defined. Everything we do, we do with P.R.I.D.E. Our expectations are defined in positive, simple rules, the Core Values.
Behavioral Expectations are Taught. The behavioral expectations are taught to all students in real contexts. Teaching appropriate behavior involves much more than simply telling students what behaviors they should avoid. Behavioral expectations are taught using the same teaching formats applied to other curricula. The general rule is presented, the rationale for the rule is discussed, positive examples (“right way”) are described and rehearsed, and negative examples (“wrong way”) are described and modeled. Students are given an opportunity to practice the “right way” until they demonstrate fluent performance. Our goal is to emphasize PROCEDURES and ROUTINES to manage behavior rather than CRIME and PUNISHMENT.
Appropriate Behaviors are Acknowledged. Once appropriate behaviors have been defined and taught, they need to be acknowledged on a regular basis. RSJ has designed a formal system that rewards positive behaviors. Rancho Pride Cards are immediate forms used by the individual staff member, at their discretion, as a tool of encouragement and a student motivator. Staff can award Rancho Pride Cards to students, whether they teach them or not. Rancho Pride Cards can be turned in to the student store to enter students and teachers in drawings for tangible rewards or used to “purchase” school items.
Behavioral Errors are Corrected Proactively. When students violate behavioral expectations, clear procedures are needed for providing information to them that their behavior was unacceptable. Students, teachers, and administrators all should be able to predict what will occur when behavioral errors are identified. Tier 1 Behavior documentation records incidents managed by the teacher in the classroom. Office Discipline Referral forms (Tier 2 & Tier 3) are used to refer major incidents or chronic disruptions to the administration. The Student Discipline Referral Process Flowchart is used to help teachers distinguish major from minor behavioral incidents.
Decisions about behavior management are data based. One of the most important features of PBIS is the use of data. Utilizing our web-based student information system called Infinite Campus as well as Google Forms, what types of discipline incidents are occurring, where, what time of the school day, and who is involved in them will be tracked. This data will eliminate the guesswork from the decision making process about what is and is not working in a building’s behavior management system. It allows decision makers to create reports that enable them to devote resources and time to the precise place, parts of the school day and people that need them.