Jessie Clark Middle School Information
Start and End Times
Jessie Clark Middle School opens its doors to students at 8:40am.
The school day begins at 9:00am.
Dismissal is from 3:55-4:10pm
Parents: Please review the following reasons considered excused by Board Policy.
(1) Death or severe illness in student’s immediate family.
(2) Student illness, after 10 cumulative days due to illness students are required to have a physician written statement for each additional absence in order for the absence to be excused.
(3) Religious holidays and practices approved 3 days in advance.
(4) Medical and Dental appointments with a Doctor’s signed statement.
(5) Three days for family emergencies.
(6) Three visits to colleges or Universities with the Principal approval 3 days in advance.
(7) One day for attending the Kentucky State Fair.
(8) Court appearance excused only for the length of time of the scheduled court appearance.
(9) One day prior to departure of parent/guardian called to active military duty and one day returning from military duty.
(10) Up to ten school days for and educational enhancement opportunity determined by the Principal. An application may be obtained from the school and returned completed at least 5 days prior to the absence.
(11) Other valid reasons determined by the principal.
(12) All other absences are considered unexcused absences.
(Note: Personal family trips will be considered an unexcused absence.)
Please refer to your Student Code of Conduct book pages 36 and 37 for excused absences.
Parent Resource Center
Click here for more information about the PRC. http://www.fcps.net/sped/prc/
Click here for a pamphlet about the services offered by the Parent Resource Center.
Click here to visit the Bus Route Finder. Using this website you can input your address and find your bus number.
Click here to see the Jessie Clark Bus Schedule.
Team Supply Lists
Click here for volunteer instructions.
Tell Me About Middle School...
A middle school is a school designed to aid in the transition from being a child to becoming an adult. Our middle school contains grade levels 6-8 (approximately ages 10-14). Middle schools help students get through the tough years; years where their bodies are changing, along with their attitudes, and their outlooks. Hopefully, due to the unique design of middle schools, adolescent years will be better than expected.
Jessie Clark maintains several of the programs and ideas of an exemplary middle school. We teach on teams, giving students a sense of belonging. We have exploratory classes, such as Family and Consumer Sciences, Computer training, Technology Education, Physical Education, three Foreign Languages, and a variety of musical classes, all of which are very important to an adolescent's school career.
We have a Site Based Decision Making Committee that helps to make very important decisions concerning our school. This committee consists of three teachers, two parents, and our principal, Ms. Combs. Our school is also very student-centered. All the employees of Jessie Clark are very much committed to the success of your children!
Lists of Characteristics of Your Child
(and it's not just your child)
Below, you will find a list of the physical, social, emotional, and intellectual developmental characteristics that are common to adolescents.
Heart and body are not growing at the same rate
Sexual maturation is occurring
Rapid growth requires better nutrition
Alternating periods of extreme restlessness and fatigue
Cartilage starts to harden in the skeleton (tail bone) *Can be very uncomfortable
Desire to make personal choices
Strong desire for social acceptance
Start to care about opinions of friends more than opinions of parents; still very dependant upon parental values
Willing to work and sacrifice for social rewards
Test limits of acceptable behavior
Many internal conflicts
Rapid shifts and variation of moods
Believe adults do not understand
Easily offended and sensitive to criticism
Believe that their personal problems, experiences and feelings are only happening to them
Most interested in learning when it relates to their immediate goals and interests
Like to discuss their experiences with adults
Minds are so preoccupied with other issues, they just forget things
Argue to clarify their own thinking and to convince others
Personal-social concerns have priority over academic matters
Adapted from This We Believe (NMSA, 1992), Caught in the Middle (California State Department of Education, 1987), and The Exemplary Middle School (W.M. Alexander and P.S. George, 1993).
What Kinds of Changes are Taking Place in My Child?
Adolescents (your middle school children) are at such interesting stages of life. As adults, I'm sure we remember incidences that took place in our sixth grade year of school, but have kind of forgotten all of the changes we were experiencing. Your children's bodies are undergoing so much change. Hormones are raging, they are getting taller, voices are changing, puberty is either happening or on its way. This is a very confusing time for them, as they are not sure why their bodies are behaving as they are.
Middle school students start to feel the need for privacy and act as if they do not want adults in their lives. Be very sure that they do want you and definitely need you to continue to play a positive role in their lives.
Adolescents start to identify differences between themselves and others. Generally a popularity contest starts to take place. Middle school can be tough for children that feel like they do not "belong." Encourage them to participate in school activities. This could give them a group to "belong" to.
Why Do Middle Schools Exist?
Adolescents have a "unique mix of evolving capacities and emerging needs." As middle school educators, we understand, maybe not completely, that middle school children's abilities and needs change frequently. Middle schools are designed, and educators are trained, to keep up with the needs.
"Middle Schools promote intellectual development." Due to the number of clubs and exploratory classes available, in addition to math, science, social studies, and language arts, students are challenged intellectually on a daily basis.
Your children are developing skills during their middle school years that they will use in the future. Middle schools help to develop these skills, along with the active, positive participation of parents. The goal is to encourage students to continue to be, or become:
an intellectually reflective person
a person en route to a lifetime of meaningful work
a good citizen
a caring and ethical individual
a healthy person
Because adolescents do experience so many changes, middle schools are designed to keep them on the right path and be supportive during this time.
Quotes and bulleted list come from Turning Points 2000: Educating Adolescents in the 21st Century, Carnegie Corporation, 2000, pp. 1, 10, & 22
Gifted and Talented Services
Your child may have been identified as a gifted and talented individual. If this is the case, your child scored above average on an intelligence test (for general intellectual and specific academic) and met at least two other criteria. Other criteria may include, but are not limited to, teacher recommendation, checklists, jot downs, anecdotal comments, product evaluations, observations, auditions, etc.
The categories of gifted and talented your child may be included in are:
(All definitions are copied from the Kentucky State Regulations for Gifted and Talented Programs. )
General Intellectual Ability: determined by a student score within the ninth stanine on a full scale comprehensive test of intellectual ability.
Specific Academic Aptitude: determined by composite scores in the ninth stanine on one or more subject test scores of an achievement test.
Creativity: determined through the use of informal or formal assessment measures of a child's capacity or originality or thought, fluency, elaboration, and flexibility of though.
Leadership: determined by a variety of informal measures and the documentation of the willingness of a student to assume leadership roles in class, in a student organization, and in a community activity.
Visual and Performing Arts: determined through evidence of performance which may include auditions, letters of recommendations, or product or portfolio assessment by specialist or professional artists.
If your child is identified as gifted, he/she has a Gifted Students Services Plan (GSSP). This plan includes the area(s) in which your child has been identified and the services that are being provided. You will receive progress reports of your child’s progress while being provided services once a semester. You will receive comments at the end of the second nine weeks and the end of the fourth nine weeks.
The following are services offered at Jessie Clark Middle School.
(All services may not be included on this web page. )
Grade Skipping (especially math) Offer transition math, pre-algebra, algebra, and geometry
Extracurricular Activities (math team, academic team, forensics team, STLP, FCCLA, BETA)
Excel classes (art, humanities, band, orchestra, physical education, family and consumer sciences, music, technology, computers, chorus, etc.)
Leadership through Student Council
Leadership opportunities are given as they arise
All teacher *differentiate instruction throughout the year
Teachers give students choices of varying difficulties (extensions menu)
Bonus point opportunities
Creating visual displays
Group presentations (skits, plays, teaching)
Writing and Performing raps or songs about the curriculum
While these services are listed for gifted and talented students, they are not limited to gifted and talented students.
*Refer to Definitions of Gifted and Talented Lingo. All definitions are copied from the Kentucky State Regulations for Gifted and Talented Programs.
Definitions of Gifted and Talented Lingo
“Acceleration options” means various forms of advancing through material or grade levels prior to the prescribed time based on early mastery, such as pre-testing in content and being excused to go onto higher level activities, curriculum compacting or linear acceleration, simultaneous or dual enrollment in courses at different grade levels including postsecondary, early exit from school, and grade-skipping.
“Cluster group” means a group usually consisting of four or more identified students placed in a heterogeneous classroom or other instructional setting with a teacher trained in the appropriate instruction of special needs students, specifically gifted and talented, for the purpose of receiving a differentiated educational experience matched to the student’s needs, interests and ability.
“Differentiated service experiences” means educational experiences which extend, replace, or supplement learning beyond the standard curriculum.
“Differentiation” means a method through which educators shall establish a specific, well-though-out match between learner characteristics in terms of abilities, interests, and needs, and curriculum opportunities in terms of enrichment and acceleration options which maximize learning experiences.
“Formal identification” means a process by which a student in grades four through twelve is identified and diagnosed as having gifted characteristics and behaviors using a balanced combination of criteria specific to a category of giftedness - intellectual aptitude, specific academic aptitude, creativity, leadership, or visual and performing arts, and by which a student may be determined eligible for various levels of services in each category in which the student meets the criteria.
About this page
- Updated: Friday, August 30, 2013