th Welcome 6 Graders

th 6 Grade

2020-2021 Course Selection Guide

D.C. Everest Middle School 9302 Schofield Ave Weston, WI 54476 715-241-9700

Table of Contents

Principal’s Welcome Letter ...... 2 Middle School Course Selection Background for Parents ...... 3 School Counselors at the Middle School ...... 7 English 600 ...... 8 Language Arts 606 ...... 8 Ancient Civilizations 610 ...... 8 Honors Ancient Civilizations 611H ...... 9 6th Grade Math 621 ...... 10 Honors 6th Grade Math 620H ...... 10 What is important to know about DC Everest Mathematics ...... 11 Science 630 ...... 12 Honors Science 631H ...... 12 Technology Education 681 ...... 13 Social Emotional Learning 682 …………………………………………………………..14 Computer Skills 686 ...... 13 Art Essentials 680 ...... 14 Music ...... 14 Beginning Band 650 ...... 14 Beginning Strings 655 ...... 14 World of Music 664 ...... 15 Chorus 665 ...... 15 Physical Education 6770 ...... 15 6th Grade Entrance Profiles for an Honors Student...... 17 Interscholastic Sports ...... 20 Clubs/Extracurricular Activities …………………………………..………………………21

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D. C. EVEREST MIDDLE SCHOOL 9302 Schofield Avenue, Weston, WI 54476 (715) 241-9700 FAX: (715) 241-9697

Gina Lehman, Principal [email protected] Fritz Lehrke, Asst. Principal [email protected] Dallas Rennie, Dean of Students [email protected]

Principal’s Welcome Letter Dear Parents/Guardians:

It is an exciting time at D. C. Everest Middle School as we prepare for course registration for the 2020- 2021 school year. We are very proud of the course opportunities that are offered to your child. This packet of information is to help you and your child choose what courses they would like to select for the upcoming school year. You will find that your child will receive core instruction through language arts, math, science, social studies, and English. Additional course opportunities include computer skills, fine arts, physical education, technology education, and social/emotional learning.

We welcome your questions at any time. Also, we invite you to stay tuned for more information events that will occur as part of the transition into the new school year. This includes our Open House in August as well as our Bridge to Middle School program. During this time students can pick-up schedules, pay registration fees, take school pictures, co-curricular/sport registration, opportunities to ask questions, and tour the building.

The middle school experience promises to be an exciting, important, challenging, and fun time in your child's education. We're glad to be partners with you throughout this journey!

Sincerely,

Gina Lehman Fritz Lehrke Dallas Rennie Principal Assistant Principal Dean of Students

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Academic Excellence, Social Equity, and Developmental Responsiveness

2 Middle School Course Selection Background for Parents

The D. C. Everest Community prides itself in having high expectations for our students and providing them with a strong, well-rounded school experience. D. C. Everest Middle School (DCEMS) plays an important role in its service to a unique period of student development. Sixth and seventh grade at DCEMS are pivotal in introducing students to a new kind of school experience and helping to see that students take challenges on as middle schoolers and well beyond!

Being a “middle school” means our approach is tailor fit to students “in the middle.” Early adolescence is a period of incredible growth. To maximize learning during this developmental period we structure the student experience to be one filled with an array of new challenges in a personalized, highly supportive environment. Below is key information that you should know about DCEMS.

Houses Our houses can best be described as small schools within our large school. Houses at DCEMS typically consist of a team of teachers (English, language arts, science, social studies, math and specialists) who have time to collaborate together in serving a group of students that they all share. This gives us an opportunity to better get to know individual students, to problem solve challenges that they might have, and to coordinate curriculum in a meaningful way. This is at the core of how we stay connected and make our “big school” feel like a small, tight knit community.

Taking the time to purposefully teach students to learn to be learners, manage their time effectively and find/follow their inspiration to learn.

Exploratory As adults, many of us experienced “elective” classes. These might have been among our favorite experiences in school and often gave us glimpses into things we’d not otherwise have experienced. At DCEMS we provide “exploratory” experience. This means that we try to make sure as many students as possible have a sampling of all exploratory areas available. In future years (grades 7-12) students will have a more “elective” based experience in which they choose only their preferences. We feel the diverse introduction students receive during this time at the middle school enriches them by providing opportunities that inform their future decision-making.

Interventions Part of having high expectations of students is having high expectations of ourselves. The D. C. Everest School Board has set high level goals for our students’ achievement. In early adolescence an extraordinarily valuable window to learn and grow exists. To help make that growth happen we dedicate ourselves to doing “whatever it takes” to help students be

3 successful. Specific staff and student time are dedicated to providing interventions within several areas of need. Parents are essential partners in the effectiveness of these efforts and we pledge to regularly communicate with you about the types of services that are available and in place to assist your child(ren).

Unique Scheduling Scenarios Given the wide range of classes offered, it is important to note that there are some situations that affect a student's individual schedule. Students receiving specific resource support may have modified offerings. Specifically impacted are students receiving resource support in the form of Special Education, English Language Learner, Volunteens, Math Matters or Reading and Literature. There will be other unique situations, and these will be communicated on an individual basis. Feel free to contact a school counselor, or your child’s case manager, with any questions you may have.

WIN Time What I Need (WIN Time) is a class period which takes place every day. The primary purpose of WIN Time is to support re-teaching, remediation, reassessment and enrichment. This is meant to be a teacher-supported time for students needing additional support, including those needing additional challenges, as well as a student using it as a study hall if no interventions are needed.

Co-Curricular Activities Involvement beyond the school day is often a predictor of a student’s engagement, and success, during the school day. We strive to provide a wide range of offerings for students with the number one purpose being involvement and interpersonal connections. Traditional offerings exist within the arts and competitive sports, but dozens of other clubs have been developed to help every student find “their thing.” Many of these offerings are voluntarily led by our staff because they recognize the value of students feeling ownership and a connection to their school. More information is available on our website and distributed at our Open Houses in August.

Choices Within the Core Curriculum: English, Language Arts, Science, Social Studies and Mathematics

Teaching and administrative staff have worked to increase the level of challenge present in all classrooms. Higher standards at a state and national level, as well as collaboration within our teaching teams, bring us a high level of confidence that your child will be exposed to expectations that are both rigorous and age-appropriate. Throughout the school year, teachers will be regularly sharing information with you about what has been identified for students to learn (curriculum), how this occurs (instruction), and how we’ll know when they’ve learned it (assessment.) Our goal is to see that each and every individual student is challenged at a level appropriate to their current readiness.

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Our “core” classrooms consist of English, language arts, science, social studies and mathematics. There are additional options to consider for parents and students making course election decisions about these content areas. The information below is meant to help you with this.

Course Election Decisions: Who should make the call? How do we know?

Sixth and seventh grade students should have involvement in making the decision to commit to taking on new experiences, including what courses they will take at the middle school. Most middle schoolers are not prepared to make these sorts of decisions independently. Deciding what to take “next year” is a great opportunity to communicate with your child about the path ahead.

Relative to honors classes, several pieces of information are provided to specifically help inform your joint decision-making. These resources should be considered:

• Your knowledge of your child and their knowledge of themselves • Your child’s current teacher(s) • Course Descriptions (included within this course election book) • Honors Entrance Profiles (included) • Middle School Honors Inventory (included)

Ultimately, the DCEMS Honors Program* is a “self-select” model. The information within, and your child’s previous performance and current readiness, are meant to be references for you as you determine the best fit for your child(ren). We are very willing to talk through individual circumstances with you at any time. Please feel free to contact our school counselors or administrative staff. More information is available below detailing rigorous opportunities within the five core classes. We strongly encourage you to look at guiding criteria to ensure Honors is a good fit for your child. • 80% + on 5th grade Forward Exam • 85% + on STAR exam • 4’s on Tests (applying skills learned) • Self-starter, hard worker, participates, asks questions • High Cogat Score • Pushes himself/herself and works independently • Consistent high effort

5 English/Language Arts Recently adopted Common Core State Standards are developed such that English (focus on written language) and language arts (focus on reading) need to be delivered to students in a more integrated way than ever before. These standards elevate the expectations for all students while requiring a focus on high quality- and highly individualized- writing and reading experiences. Students identified as needing additional help in these areas may be placed in intervention classes designed to support their needs. Specific information will be sent separately detailing this to families.

Math Students in a grade-level advanced elementary math experience will continue on this track as sixth graders (in the seventh-grade math curriculum). Students currently in grade level math experience will be placed in sixth grade math with the option to join an accelerated math class as seventh graders. The accelerated class will combine the standard seventh and eighth grade curriculum. This means that leaving the MS students will have an opportunity to access higher levels of math as they arrive at the Junior High. Students continuing in either grade-level or advanced/honors math reach the Advanced Placement (A.P.) level in high school. Similar to reading, students who struggle in math may be placed in an intervention by the school and will receive additional information about this separately.

Science/Social Studies DCEMS offers two ways for students to experience honors science and social studies. Families make this choice based on their personal preferences. Both options are established as resulting in high academic outcomes and positive student, parent and teacher perceptions. Houses at each grade level provide “traditional” honors in science and social studies. At each grade level “integrated” honors will also be provided in science and social studies throughout our House structure.

The traditional option groups students into classrooms based solely on the families’ selection of “honors” on the course election form. The integrated option groups all students on those particular houses within “mixed” classes. The curriculum (learning targets) for both delivery options (integrated versus traditional) is identical. The emphasis within the integrated approach is an increased use of individual student assessment data and an active response to that information. **

We encourage you to review this information with your child in order to assist making the best possible course selections. Our school strives to be academically excellent, socially equitable and developmentally responsive. We appreciate your partnership in helping us ensure that each student has a wonderful middle school experience!

6 Further Questions?

Our school counselors are available if you have questions related to these opportunities. We encourage you to contact us with questions!

Student Services Team at the Middle School 6th Grade School Counselor, Dianna Reinardy 715-241-9700 ext.2026 [email protected] 7th Grade School Counselor, Mike Wolfe 715-241-9700 ext.2311 [email protected] 6th/7th Grade School Counselor, Erin Lauersdorf 715-241-9700 ext. 2309 [email protected]

DCEMS CONTACTS for scheduling/transition Name Title Connect with us regarding... Extension

Gina MS General transition questions, program overview, unique 2022 Lehman Principal scenarios/requests

Fritz Lehrke MS Assistant General transition questions, interventions/supports, 2343 Principal transportation

Dallas MS Dean of General transition questions, interventions/supports, 2027 Rennie Students behavioral expectations

Brandon MS School Special education questions 2025 Lauersdorf Psychologist

Mike Wolfe School Counselor Schedule requests, course offerings, social-emotional 2311 (next year’s 7th support, unique transition scenarios grade)

Dianna School Counselor Schedule requests, course offerings, social-emotional 2026 Reinardy (next year’s 6th support, unique transition scenarios grade)

Erin School Counselor Schedule requests, course offerings, social-emotional 2309 Lauersdorf (part-time with support, unique transition scenarios JH)

Kathy MS Student Transition paperwork and/or related timelines, 2316 Lannigan Services schedule requests, course offerings and registration Secretary

Faye MS Secretary to General questions regarding MS operations 2021 Angeloni the Principal

Megan District Nurse Health related questions, concerns or planning IHPs 2309 Kummer

Cora Woldt School Social Unique family situations, students who are in out-of- 2308 Worker home placements, students with truancy issues, questions about homelessness, students who are in treatment or out-of-school placements

7 English 600 The English curriculum provides skill development in reading, writing, speaking, listening, and using technology. These skills are integrated into daily activities revolving around Lucy Calkins Units of Study. Various texts are used to enhance the curriculum and provide models of writing for students. Proper grammar, sage, and mechanics are taught to reinforce the conventions of writing. Research requires the use of technology and multi-media presentations.

Even after students reach instructional goals, students are moved beyond them toward deeper understanding of and ability to generate ideas and knowledge. Because reading and writing strengthen and reinforce each other, students will see a connection between learning activities taking place in language arts and in English. This curriculum integrates the Common Core State Standards which spiral in complexity from grade six to grade seven.

Language Arts 606 Language Arts has been designed to help all students deepen their understanding of the reading process, improve their strategic reading skills, and enrich their vocabulary using a variety of texts. Students will be immersed in high-interest, authentic reading material which is foundational to building inquisitive, well-rounded adolescent readers. Lessons have relevance to students’ lives, often connecting the learning to other classrooms and to the outside world. There is a strong focus on demonstrating independence, analyzing and evaluating evidence, creating new knowledge, coming to understand other perspectives, and on developing the underlying reading skills needed to do well in coursework and life.

Even after students reach instructional goals, students are moved beyond them toward deeper understanding of and ability to generate ideas and knowledge. Because reading and writing strengthen and reinforce each other, students will see a connection between learning activities taking place in language arts and in English. This curriculum integrates the Common Core State Standards which spiral in complexity from grade six to grade seven.

Ancient Civilizations 610 Students in sixth grade will expand their understanding of history by studying the people and events that guided the start of major ancient civilizations. The civilizations studied are Mesopotamia, Egypt, India, China, Greece, and Rome. Students will analyze the interactions among the ancient civilizations, emphasizing the enduring contributions and the link, between the modern and ancient worlds. The concepts to make connections from ancient history to modern day are geography, language and writing, government, religion, agriculture, social classes, technology and culture.

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Honors Ancient Civilizations 611H Historical Content/Understanding: ▪ Ancient civilization content will be studied at a more advanced level (e.g., students will study concepts and critical facts for a more in-depth understanding of the historical content). ▪ Students will be expected to demonstrate critical thinking skills (e.g., show an understanding of cause/effect relationships; show comparison/contrast of various ancient civilizations studied, etc.) ▪ Students will have the opportunity to study areas of enrichment in ancient civilization (e.g., students might create a flip book, poster, simulation, etc.).

Honors criteria to consider in self-selection, to ensure your child sees success in the Honors course. • 80% + on 5th grade Forward Exam • 85% + on STAR exam • 4’s on Tests (applying skills learned) • Self-starter, hard worker, participates, asks questions • High Cogat Score • Pushes himself/herself and works independently • Consistent high effort

Reading: ▪ Students may read related ancient civilization books at higher Lexile levels – 1100 – 1500 during independent reading activities.

Writing: ▪ In expository essay writing, students will be expected to develop thesis statements that are well supported with specific details and evidence. ▪ Students will experience writing activities that show the ability to analyze, problem solve, make decisions, defend positions, and express empathy with different perspectives.

Speaking and Listening: ▪ Students will be expected to prepare for discussions and participate in class. ▪ Students will present a research project on ancient Egypt and present oral reports with more in-depth detail and creativity.

9 Research: ▪ Students will complete an ancient Egypt research project, including a bibliography.

Assessment: ▪ Students will face higher assessment expectations and may experience more performance assessments in the form of essay and expository writing.

6th Grade Math 621 This class is designed so all students will have opportunities to be challenged in the 6th grade Common Core aligned curriculum. The class is instructed using a problem-based approach. Students will work both individually and collaboratively learning both the skills and applications necessary to succeed.

Students will explore topics such as: • Statistical data: Collect, organize, and display data in multiple ways. • Analyzing data using measures of central tendency • Making sense of multiple representations of portions (decimal, fraction, percent) • Writing, simplifying & evaluating variable expressions • Writing and solving equations • The Distributive Property • Using ratios and rates to describe relationships & solve engaging tasks • Fractions – specifically the division of fractions & equivalent fractions • The rational number system • Area, surface area, and volume of rectangular solids.

Honors 6th Grade Math 620H Students who have already been grade-level advanced in 5th grade have the opportunity of continuing that path and taking 7th grade math with the approval of their 5th grade teacher and meeting the placement criteria. This class is offered for students who have already shown proficiency on the 6th grade Common Core State Standards.

The class is instructed using a problem-solving approach that is designed to makes sense of mathematics and connect mathematics to other disciplines. Students will work both individually and collaboratively, learning both the skills and applications necessary to succeed. This class will explore topics such as: ▪ Developing an understanding of proportional relationships ▪ Applying proportional relationships ▪ Developing an understanding & make sense of operations with rational numbers

10 ▪ Expressions and equations ▪ Working with scale drawings and informal geometric constructions ▪ Two- and three-dimensional shapes to solve problems involving area, surface area and volume ▪ Drawing inferences about populations based on samples

Students must maintain a B average or better to continue in grade-level advanced courses.

What is important to know about DC Everest Mathematics

To graduate from DC Everest School District, all students must have 3 credits in mathematics. For most students those classes are Algebra 1, Geometry, and one additional course. This satisfies the Common Core State Standards and meets the needs of all UW schools except for UW-Madison which requires Pre-Calculus for entrance. DC Everest encourages all students to take 4-years of math with an emphasis on taking a math class during the students’ senior year that will help prepare them for post-graduation plans.

In the table below are some typical math progressions.

Regular Track Advanced Track #1 Advanced Track #2

Grade 7th 7th Grade Math Honors 7th Grade Math Honors Pre-Algebra 8th Pre-Algebra Algebra 1 Algebra 1 9th Algebra 1 Geometry Geometry 10th Geometry Algebra 2 Algebra 2 11th Elective Math Elective Math Elective Math 12th Elective Math* Elective Math* Elective Math* *= Optional DC Everest offers many electives in math that are changing to meet the needs of students. Electives are offered to engage students in math that they may use post-graduation. For more information on elective offerings see the Senior High Course Guide or contact a Senior High Counselor.

Machine Tool Math Financial Algebra College and Career Ready Math Pre-Calculus and Trigonometry Algebra 2 Honors AP Calculus AB AP Statistics AP Calculus BC

11 Science 630 This general science program is designed to engage learners using a variety of approaches including hands-on activities and investigations. The major emphasis of this course is physical science, focusing on the concepts of matter and energy, atoms, molecules, sound, heat, mechanical energy, simple machines, forces, and motion. The year ends with an ecology unit which serves as a transition into 7th grade Life Science. Engineering challenges are also incorporated into the curriculum. While focusing on these concepts, students will grow their scientific and critical thinking skills through the collection and analysis of data from classroom investigations. “Thinking like a scientist” will be emphasized throughout the year using the Claim – Evidence – Reasoning model. Daily learning will use a combination of classroom and small group investigations, discussions, reading, writing, public speaking, collaborating with their peers and the integration of personal technology.

Honors Science 631H This course is designed to challenge students to think and apply material using higher level thinking. A greater emphasis is placed on students being independent-learners who can synthesize and analyze science materials in greater depth than the traditional class. The course will include some projects that students work on outside of class. Reading skills that are at or above grade level are beneficial. Like the regular science program, this program is designed to engage learners using a variety of approaches including hands-on activities and investigations. The major emphasis of this course is physical science, focusing on the concepts of matter and energy, atoms, molecules, sound, heat, mechanical energy, simple machines, forces, and motion. The year ends with an ecology unit which serves as a transition into 7th grade Life Science. Engineering challenges are also incorporated into the curriculum. While focusing on these concepts, students will grow their scientific and critical thinking skills through the collection and analysis of data from classroom investigations. “Thinking like a scientist” will be emphasized throughout the year using the Claim – Evidence – Reasoning model. Daily learning will use a combination of classroom and small group investigations, discussions, reading, writing, public speaking, collaborating with their peers and the integration of personal technology.

12 Honors criteria to consider in self-selection, to ensure your child sees success in the Honors course.

Honors, or not: • If honors or traditional (personal preference) • Honor’s Criteria, let parents know there is rigor (i.e. below) o *80% + on 5th grade Forward Exam o *85% + on STAR exam o High Cogat Score o *4’s on Tests (applying skills learned) o *Pushes himself/herself and works independently to solve problems o *Consistent high effort

Technology Education 681 The sixth-grade technology education class is designed to create technologically literate students. In this class, students will learn how to build, communicate, improve, and examine products effectively and efficiently. These skills will be accomplished through a variety of project-based units that will require students to design solutions, think critically, and problem-solve.

Social Emotional Learning 682 Social and Emotional Learning (SEL) is a class in which students acquire and apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. Students, will learn more about themselves as individuals and gain tools to help them excel in school and to prepare them to be college and career ready.

Computer Skills 686 Welcome to Computer Skills! Here, students will learn about how the technology we use every day works. From learning what parts actually make up a computer to learning about how the internet works, we will cover a variety of topics including hardware, computer applications, digital citizenship, keyboarding, and more.

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Art Essentials 680 Dabble, design, and be delighted in your creations in 6th Grade Art class, while you’re using the Elements of Art to develop your Clay, Paintings, and Drawings. Watch the images to flow from your fingertips on to your creation as you learn about Patterns, Textures and Shapes. Design your Clay images from 2 Dimension to 3 Dimension right before your own eyes!! Be amazed at the painting skills you will learn as you create an array of Colorful images and clay paintings. Join in the fun to develop your own style and appreciation of the Arts of other famous artists.

Music

Beginning Band 650 *Band is a full year commitment Students will read and understand music while they learn to perform on their chosen band instrument in small and large groups. Proper rehearsal, concert and stage etiquette will also be learned. Attendance at 3 evening concerts is required as part of the class. Home practice is necessary for success. Note: Students will need to obtain an instrument for this class! (Baritones and tubas are available to rent through the school for $60.00 for the school year). The band teacher will provide additional information to all students about band before registration! If interested in percussion, you must first set up an audition with the middle school band instructors.

Beginning Strings 655 *Strings class is a full year commitment This class is open to all students without any experience on violin, viola, cello, or string bass. Students will learn to read and understand music while they learn to play their chosen instrument. Small and large ensemble work will be offered. All students will be required to perform on 2 or 3 evening concerts throughout the year. Note: Parents and students will need to obtain a violin or violas for this class! Cellos and basses are available through school for $60.00 for the school year. If there is a shortage of school cellos, parents may need to rent a home practice instrument through a local store. Home practice is necessary for success in an instrumental performance class.

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Chorus 665 *Chorus is a full year commitment Students in 6th grade chorus will learn vocal techniques, ensemble singing, part singing and score reading/sight singing. Music from a variety of historical periods and styles will be studied and performed. Three performances a year give students an opportunity to demonstrate their vocal skills and knowledge of musical styles. Attendance at evening concerts is required as part of the class.

World of Music 660 *This class is a full year commitment

This class is an exploratory, non-performance music class. Students will learn to read and create music, respond to music from cultures around the globe, study the roots of American music, and discover the role of music in the media.

Physical Education 6770 The DCE Middle School physical education staff is committed to a comprehensive quality program. The physical education curriculum is based on lifetime fitness and traditional physical education activities. Our goal is to provide successful experiences for both 6th and 7th grade students in a wide range of activities.

The curriculum will be an exploratory model designed to challenge and enhance the overall educational experience for all students at the Middle School. The curriculum is based upon a two-year cycle (Cycle A / Cycle B) which alternates every other year. Units will vary in length and depth depending on the needs and abilities of the students.

If a student is unable to participate in physical education class, a doctor’s note is required. Written assignments may be given as a replacement for the time a student will miss. We do try to allow students to work at a different activity if the present activity is too strenuous for their condition (i.e., If the student has a broken wrist, they may ride a stationary bike during their physical education class, rather than miss an opportunity to participate in heart healthy activities.).

15 Specially designed physical education classes are also available for those students who are not able to participate in regular physical education classes as prescribed by their individualized education plan (IEP).

Middle school physical education meets every other day all for the entire school year. Physical Education – Cycle A Physical Education – Cycle B Adventure Education Adventure Education Fall Sports Skills Softball Net Games Bicycle Safety/Trail Riding Bicycle Safety/Trail Riding Aerobics: Step / Tae Bo Inline Skating Pickle Ball Physical Fitness Testing Frisbee Balance-Eye/Hand Activities Physical Fitness Testing Scooter Hockey Volleyball Fitness Related Components Snowshoeing Rhythms: Fitness Related Components Line Dancing Low Organized Team Games Tininkling Fit Stop/Pit Stop Outdoor Recreational Games Inline Skating Golf Fitness Circuit The students will be exposed to the use of heart rate monitors and pedometers in class

16 6th Grade Entrance Profiles for an Honors Student

ENGLISH MATH SCIENCE SOCIAL STUDIES LANGUAGE ARTS This curriculum integrates the Students who are already grade ▪ Possess a high interest High Achievement: Semester grade of A. Common Core State accelerated have the opportunity to in physical science Standardized Test Score: Scored advanced on the Standards which spiral in continue their grade acceleration if: ▪ Successful in prior Wis. Forward Testing in Social Studies and complexity across grade ▪ Recommended by 5th grade science classes Reading. level teacher ▪ Likes to be challenged Work Ethic: Strong. The Honors student is one ▪ Meets all placement criteria for ▪ Loves to learn hands- who applies him/herself and works at achieving continued grade acceleration on, minds-on science his/her best potential. ▪ Highly motivated to achieve in a ▪ Demonstrates personal Attitude: Self-motivated, desire to do best. rigorous curriculum motivation Honors students see themselves as above average ▪ Possess a positive students who want to excel. classroom attitude Interest: Strong interest in: geography, history, ▪ Works well culture, current events, economics, politics, and an independently interest in the world around him/her. ▪ Reads above grade Skills the student should possess: A minimum SRI level Lexile score of 1050. A good writer with ▪ 80% + Forward Exam experience in expository writing (essay) and some ▪ 85% STAR exam interest in research. Be able to interpret sources, ▪ High Cogat Score take a stand on issues, and think critically at levels above recall and comprehension. Express him or herself orally. Participation in class activities is highly valued. Exit Criteria for an Honors Student at D.C. Everest Middle School ▪ If at any quarter grading period the student’s grade is below “B”, a meeting with a parent, the student, teachers, and a school counselor to develop an action plan or recommendation for a change of placement. ▪ If a student’s placement changes by exiting the Honors program, it should occur at the start of a quarter or semester. ▪ Recommendations to change placement will be approved by the building principal. The curriculum coordinator will be informed of the change.

17 Interscholastic Sports

SEPTEMBER TO NOVEMBER FALL SPORTS BOYS / GIRLS GRADE

Cross Country Boys/Girls 6-8

Football Boys 7-9

Soccer Boys 7-9

Swimming Girls 6-8

Dance Team Girls 6-9

Volleyball Girls 7-9

NOVEMBER TO MARCH WINTER SPORTS BOYS / GIRLS GRADE

Dance Team Girls 6-9

Wrestling Boys 6-8

OCTOBER TO DECEMBER Basketball Boys 7-8

JANUARY TO FEBRUARY Basketball Girls 7-8

MARCH TO JUNE SPRING SPORTS BOYS / GIRLS GRADES

Track Boys / Girls 6-8

Soccer Girls 7-8

All school sponsored clubs and sports are free to Middle School participants.

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D.C. Everest Middle School Clubs and Extracurricular Activities Club Advisor Description

6-8 Drama/Musical Wendy Vesper & DCE produces a school musical. Open to all Scott Atkinson students grades 6-8.

Adventure Club Lona Cummings Enjoy adventures in scuba diving, snow shoeing, hiking, and fun with friends. Adventure awaits!

Anime Club Paul Froom Anime Club is a place for you to talk Anime, watch Anime, and draw Anime! Snacks provided.

Battle of the Books Tammy Siverston Battle of the Books is a reading competition. Read books and answer questions. Winning team from DCEMS competes online with other teams in Wisconsin.

Be Amazing Josh Wood Our mission is to empower and inspire people. To make an impact in our school and community.

Boys & Girls Club Alexis Radloff After school and summer care. Fun activities sponsored by the Boys and Girls Club of Wausau.

Chess & Checkers Erik Beitzel Test your skills in the world of chess and checkers Club with some of the best.

Dungeons & Jeremy Yonker & Battle your friends and advisors in their fantasy Dragons Nick Ramcheck wargames.

Faith Christian Tammy FCA is a student led club designed for kids who Athletes (FCA) Sivertson, Jenni want to come together to have fun, share faith, and Saari & Steve make new friends. Treankler

Fishing Club Steve Treankler, Learn all about fishing, area lakes, lures and take a Cory Heckle, fishing trip. Tell those fishing stories about the Faye Angeloni “ones that got away”

Forensics Kara Blank If you like public speaking or want to improve your communication skills this is your club.

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Club Advisor Description

Gaming Club Lucas Rase We play a variety of board and card games. Fun time with friends.

Garden Club Jamie Betry For all you “green thumbs” if you enjoy digging in the dirt, our school garden could use your help.

Green Team Tammy Koenig, Save our planet and learn more about our Mike Wendorf, environment and how to care for it. Kristi Hawk

History Bowl Julie Klinner, If you are a history buff and like a friendly competition, Michael Beyer we want you on our team!

Homework Vicki Oboikovitz Join friends in a great environment to get homework Club done, with help if needed. Snack provided.

Junior Optimist Lex Kirschling Junior Optimist Club focuses on volunteering and Club giving back to the community. We host a toy drive and other fundraisers throughout the year.

Knitting and Lex Kirschling Learn or teach how to knit or crochet . Crochet Club

Ski & Melissa Murphy, Enjoy time with friends at Granite Peak Ski Hill. Snowboard Lori LaPorte Club

Student Cori Soukup, Jaymi The voice of the student body. Develop leadership Council Hughes skills, manage fundraisers, organize school dances and much more.

Variety Show Julie Burgess Singing, dancing, playing an instrument, whatever your talent is, we want to see it.

Yearbook Cori Soukup Design the school yearbook, photography and fun.

All school sponsored clubs and sports are free to Middle School participants.

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D.C. Everest Area School District

NOTICE IS HEREBY GIVEN (Pupil Non-Discrimination)

The School Board is committed to providing an equal educational opportunity for all students in the District. The Board does not discriminate on the basis of race, color, religion, national origin, ancestry, creed, pregnancy, marital status, parental status, sexual orientation, sex, (including transgender status, change of sex or gender identity), or physical, mental, emotional, or learning disability ("Protected Classes") in any of its student program and activities.

In order to achieve the aforesaid goal, the Superintendent or designee shall:

A. Curriculum Content review current and proposed courses of study and textbooks to detect any bias based upon the Protected Classes ascertaining whether or not supplemental materials, singly or taken as a whole, fairly depict the contribution of both sexes various races, ethnic groups, etc. toward the development of human society, provide that necessary programs are available for students with limited use of English language;

B. Student Access 1. review current and proposed programs, activities, facilities, and practices to ensure that all students have equal access thereto and are not segregated on the basis of the Protected Classes in any duty, work, play, classroom, or school practice, except as may be permitted under State regulations.

2. verify that facilities are made available in a non-discriminatory fashion, in accordance with Board Policy 7510 – Use of District Facilities, for non-curricular student activities that are initiated by parents or other members of the community, including but not limited to any group officially affiliated with the Boy Scouts of America or any other youth

C. Student Evaluation

verify that tests, procedures, or guidance and counseling materials, which is/are designed to evaluate student progress, rate aptitudes, analyze personality, or in any manner establish or tend to establish a category by which a student may be judged, are not differentiated or stereotyped on the basis of the Protected Classes.

The Superintendent or designee shall appoint and publicize the name of the compliance officer(s) who is/are responsible for coordinating the District's efforts to comply with the applicable Federal and State laws and regulations, including the District's duty to address in a prompt and equitable manner any inquiries or complaints

22 regarding discrimination or equal access. The Compliance Officer(s) also verify that proper notice of nondiscrimination for Title II of the Americans with Disabilities Act (as amended), Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendment Act of 1972, Section 504 of the Rehabilitation Act of 1973 (as amended), is provided to students, their parents, staff members, and the general public The Board designates the following individuals to serve as the District’s Compliance Officers:

Kimberly Hall Jack Stoskopf, Director of Human Resources Assistant Superintendent Business/Personnel Service 6300 Alderson Street 6300 Alderson Street Weston, WI 54476 Weston, WI 54476 715-359-4221, ext. 1225 715-359-4221, ext. 1243 [email protected] [email protected]

The Superintendent or designee shall attempt annually to identify children with disabilities, ages 3 -21, who reside in the District but do not receive public education. In addition, s/he shall establish procedures to identify students who are Limited English Proficient, including immigrant children and youth, to assess their ability to participate in District programs, and develop and administer a program that meets the English language and academic needs of these students. This program shall include procedures for student placement, services, evaluation, and exit guidelines and shall be designed to provide students with effective instruction that leads to academic achievement and timely acquisition of proficiency in English. As a part of this program, the District will evaluate the progress of students in achieving English language proficiency in the areas of listening, speaking, reading and writing, on an annual basis

D.C. Everest Area School District Casey Nye, Ed.D Assistant Superintendent of Learning 6300 Alderson Street Weston, WI 54476

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