1 PJ Jacobs Academic Guide Table of Contents

P. J. Jacobs Academic Guide Table of Contents

Introduction ��2 Welcome to P. J. Jacobs from the Principal ��3 School Profile ��4 School Facts ��5 Student School Day ��6 District/School Contacts ��7 Who Do I Contact For... ��8 General Information ��9 Registration Timeline ��10 School Counseling Program ��12 Student Assessment Matrix ��13 Accelerated/Advanced Classes ��14 World Languages FAQ ��15 Response to Intervention (RtI) ��16 Grading Scale/Point Charts ��18 Grading Information ��19 School Procedures ��20 Department & Course Offerings ��22 Agriculture ��23 Art ��26 Business Information Technology ��30 Computer Science ��33 English/Reading ��36 Reading ��39 English As A Second Language (ELL) ��41 Family and Consumer Science ��43 Mathematics ��46 Music - Instrumental ��51 Physical Education ��58 Science ��61 Social Studies ��65 Special Education ��69 Technology & Engineering ��73 World Languages ��76 Table of Contents Table 1 Introduction

Welcome Letter School Profile/Facts Daily Building Schedule District/School Contacts Who do I contact to ...

Introduction

2 Welcome to P. J. Jacobs from the Principal

WELCOME TO P. J. JACOBS JUNIOR HIGH SCHOOL

Dear Parents:

Welcome to the registration process for the 2019-20 school year. We are very excited to have your child enrolled at P. J. Jacobs Junior High School. The following pages will serve as a guide to assist you in selecting your child’s classes for the next school year. Please take time to read the guide carefully and review it with your child. Our school counselors have already met or will soon meet with students to explain the registration and scheduling process. There are several opportunities within each subject area for students at our school.

Please note that we will make staffing decisions based on student enrollment in each class.As you read through the Academic Guide and discuss the courses available, please encourage your child to choose carefully, as these will be the courses for which they will be scheduled for the entire school year.

Please remember some courses require an additional fee for class supplies that will be provided. The anticipated fee amount is listed under the course name in this guidebook. These fees are updated yearly and are subject to change. If you have any questions regarding a course fee, please do not hesitate to call us, and we will gladly answer any questions you may have.

The P.J. Jacobs staff is here to serve you. If you have a question about course assignment and placement, please contact your child’s current teacher in that content area and/or our Student Services office. We hope that this Academic Guide provides you with the necessary initial information to register for the upcoming school year.

Yours in Education,

Dan Dobratz Principal P.J. Jacobs Junior High School

2019 - 2020 SCHOOL YEAR

3 School Profile

P. J. Jacobs Junior High School Stevens Point Area School District “Home of the Patriots” P.J. Jacobs Junior High School Profile

(2400 Main Street Stevens Point, WI 54481)

Administration: Student Services:

Dan Dobratz, Principal Kelsey Haelfrisch, School Counselor Steve Strasman, Assistant Principal Lora Schultz, School Counselor Mary Baird-Barnes, School Psychologist Dave Hauser, Athletic Director

Profile:

The Stevens Point Area School District is located in Central Wisconsin. The cities of Stevens Point, Plover, Park Ridge, Junction City and Whiting are located within its boundaries. Its population is a diverse group of individuals who are engaged in various economic activities including: light industry, farming, retail businesses, government, higher education and the insurance industry. Our school district is considered a leader in education in the state of Wisconsin.

P. J. Jacobs Junior High School, which is named for a former insurance executive, is located in the city of Stevens Point on the corner of Michigan Avenue and Main Street. Originally built as a high school during the Great Depression by WPA (Work Progress Administration), the building has served generations of students in this community. During the 1970’s, the school was converted to a junior high school when SPASH, the current high school, was built. Currently, it is one of two junior high schools which enrolls 7th, 8th and 9th grade students in the northern half of our geographical area. Within its boundaries, the school receives students from four “feeder” elementary schools: Bannach, Jefferson, Madison, and Washington. The current enrollment is 672 students in grades 7-9.

P. J. Jacobs maintains a strong core curriculum with a rich and diverse elective program which “prepares our students to be successful” in high school, post-secondary programs and other chosen fields of the future. Our staff is dedicated to student achievement and is proud of their students. For these reasons, we consider it the flagship school of this community.

Location

The school mailing address is 2400 Main Street, Stevens Point, WI 54481. It is located at the intersection of Michigan Avenue and Main Street. The school parking lot can be accessed off Michigan Avenue on the north side of the school. School Profile 4 School Facts

P. J. JACOBS FACTS

The school is named for former Sentry insurance executive, School Name Mr. P. J. Jacobs. Nickname Patriots School Colors Scarlet, Royal Blue, White Mascot Revolutionary Soldier Year Built 1936 Year it became a Junior High 1971 School Remodeled 1995-1996 Grades 7th, 8th, and 9th Total: 672 Current 7th Grade: 221 Enrollment 8th Grade: 239 9th Grade: 212 School Facts 5 Student School Day

STUDENT SCHOOL DAY

BELL SCHEDULES

Period Regular Day 1/Day 2 Advisory/Homeroom Day 1 7:45 – 8:32 47 minutes 7:45 – 8:25 40 minutes 2 8:36 – 9:23 47 minutes 8:29 – 9:13 40 minutes Advisory/ N/A N/A 9:17 – 9:37 20 minutes Homeroom 3 9:28 – 10:14 46 minutes 9:41 – 10:21 40 minutes 4 10:18-11:04 46 minutes 10:24 – 11:04 40 minutes 5A 11:08 – 11:54 46 minutes 11:08 – 11:54 46 minutes 5B 11:37 – 12:23 46 minutes 11:37 – 12:23 46 minutes 6A 11:58 – 12:44 46 minutes 11:58 – 12:44 46 minutes 6B 12:27 – 1:13 46 minutes 12:27 – 1:13 46 minutes 7 1:18 – 2:04 46 minutes 1:18 – 2:04 46 minutes 8 2:08 – 2:55 47 minutes 2:08 – 2:55 46 minutes Lunch Periods: 5A 11:08 – 11:33 25 minutes 11:08 – 11:33 25 minutes 6A 11:58 – 12:23 25 minutes 11:58 – 12:23 25 minutes 6C 12:48 – 1:13 25 minutes 12:48 – 1:13 25 minutes

• The school opens at 7:15 AM when the first bell rings. All students should report to their holding areas; 7th grade, third floor; 8th grade, second floor; 9th grade, first floor. The LMC is also open to all students from 7:15 AM to 7:45 AM to study. • A second bell rings at 7:35 AM, and students are free to leave their holding areas and report to their first hour class. • If a student arrives late, he/she should report to the main office to obtain a pass to class.

Closed Campus: • P. J. Jacobs maintains a closed campus. Once students arrive at school, they are not to leave without written/signed permission from a parent/guardian or a person designated on their emergency contacts listed in Skyward.

After School:

• School ends at 2:55 PM, and all students should prepare to depart from school unless they are in a school-sponsored activity or supervised by a staff member. • The LMC is open from 2:55 PM - 3:30 PM to all students. • At 3:05 PM, all students not in a supervised activity or the LMC should have departed.

Office Hours:

• The Main Office is open from 7:00AM until 4:00 PM. • The Student Services Office is open from 7:00AM until 3:30 PM. School Day Schedules

6 District/School Contacts

DISTRICT / SCHOOL CONTACTS

Board of Education: P. J. Jacobs:

Trish Baker Dan Dobratz 715-345-5422 [email protected] Principal Amy Dailey, Treasurer E-mail: [email protected] [email protected] Jeff Ebel Steve Strasman 715-345-5422 [email protected] Assistant Principal Meg Erler, President E-mail: [email protected] [email protected] Dan Kontos Mary Baird-Barnes 715-345-5661 [email protected] School Psychologist Barb Portzen, Clerk E-mail: [email protected] [email protected] Judy Rannow Nancy Smith 715-345-5422 [email protected] Head Secretary Chris Scott, Vice President E-mail: [email protected] [email protected] Mike Wade Jan Slowinski 715-345-5423 [email protected] Student Services Secretary E-Mail: [email protected] District Administrators: Kelsey Haelfrisch 715-345-5563 Craig Gerlach 715-345-5444 School Counselor District Superintendent E-Mail: [email protected] E-mail: [email protected] Lora Schultz 715-345-5564 Caleb Feidt 715-345-5454 School Counselor Director of Student Services E-mail: [email protected] E-mail: [email protected] Joe Quisler 715-345-5422 Connie Negaard 715-345-5445 Police Liaison Director of Secondary Education E-mail: [email protected] E-mail: [email protected] Mike DeMarco 715-345-5557 Cory Hirsbrunner 715-345-5466 Head Custodian Director of Elementary Education E-mail: [email protected] E-Mail: [email protected] Dave Hauser 715-345-5558 Beth Bakunowicz 715-345-5512 Athletic Director Director of Human Resources E-mail: [email protected] E-Mail: [email protected]

Tom Owens 715-345-5432 Director of Business Services E-mail: [email protected]

Brian Casey 715-345-5511 Director of Technology E-mail: [email protected] District/School Contacts 7 Who Do I Contact For...

WHO DO I CONTACT FOR...

Main Office: (715)345-5422

• Attendance • General information questions • Emergency situations or a need to contact someone immediately at the school • Emergency messages to students • Delivery of items to students during the school day • Payment of school fees - Student fees - Fee refunds - Fee waivers - Participation fees • Skyward Family Access passwords and related issues • Curriculum questions and concerns (Administration) • Discipline • Facility usage • Personnel questions

Student Services Office: (715)345-5423

• Academic questions and concerns • Social/emotional concerns (School Counselors and School Psychologist) • Career education • Scheduling • Moving out of district • Forms for withdrawal from school • Free and reduced lunch forms (pick up and drop off ) • Medication drop off and medication administration permission forms • Immunization forms (School Nurse) • In-District Transfers • Changes in demographic information • Material including court documents for a student’s cumulative file ... • Health management plans (School Nurse) • Special education (School Psychologist) • 504 plans (School Psychologist)

Athletic Director: (715)345-5558

• Athletic information

Teachers: (715)345-5422

• Grades • Instruction and curriculum • Classroom behavior Who Do I Contact to 8 General Information

Registration Timeline School Counseling Program Student Assessment & Grading Assessment Program Accelerated/Advanced Classes World Language FAQs Response to Intervention (RtI) Grading Scale/Points School Procedures

General Information

9 Registration Timeline

REGISTRATION TIMELINE

STEVENS POINT AREA PUBLIC SCHOOL DISTRICT 2019-20 Registration Timeline Date Sixth to Seventh Grade: Seventh to Eighth Grade Eighth to Ninth Grade: Elementary to Junior High Starting High School December ● Registration preparations ● Communication with ● Communication with and communication to 6th teachers, students, and teachers, students, and grade teachers, students, parents about registration parents about registration and parents. process and academic planning ● Eighth grade conferencing starts: counselors, parents, and students meet to discuss academic, career, and social/emotional development. The high school component of Academic & Career Planning (ACP) is introduced to parents. January ● Classroom visits to ● Classroom visits with ● Counselors present to 8th elementary schools with distribution of 8th grade grade classes on 9th grade distribution of registration registration materials registration form, SPASH materials ● Students complete 8th grade Academic Guide, and ● Students complete 7th course registration selection graduation requirements: grade course registration form o Standard requirements selection form ● Parent orientation o Electives and graduation ● Parent orientation requirements o Student Academic & Career Planning (ACP) ● Students complete 9th grade course registration selection form ● Parent orientation ● Eighth grade conferencing continues February ● 7th grade course selections ● Students input 8th grade ● Students input 9th grade inputted into Skyward course selections into course selections into Skyward Skyward ● Eighth grade conferencing continues

STEVENS POINT AREA PUBLIC SCHOOL DISTRICT Registration Timeline 10 REGISTRATION TIMELINE

2019-20 Registration Timeline

Date Sixth to Seventh Grade: Seventh to Eighth Grade Eighth to Ninth Grade: Elementary to Junior High Starting High School March ● Eighth grade conferencing continues

April ● Transition meetings with ● Eighth grade conferencing 6th grade teachers continues ● 6th grade students tour Junior High May ● 7th grade course ● 8th grade course verification ● Eighth grade conferencing verification forms mailed forms mailed to parents continues to parents ● 9th grade course verification forms mailed to parents Summer ● 7th grade schedule creation ● 8th grade schedule creation ● 9th grade schedule creation in Skyward based on course in Skyward based on course in Skyward based on requests requests course requests ● 7th grade/New Student Orientation in late summer

Seventh Grade & New Student Orientation Incoming 7th grade and new students will be invited a New Student Orientation. This Orientation will be held just before the school year begins and is designed to introduce students to the academic, behavioral, and procedural expectations at P.J. Jacobs. Students will receive their schedules and practice opening their lockers. Before, during, and after the Orientation, parents may pay school fees and complete important forms: acceptable use policy (for technology), email consent/permission, media release, and over-the-counter medication. Money may be deposited into the family lunch account for use on the first day of school. Fees may also be paid online through Skyward Family Access. A welcome letter and schedule for the New Student Orientation will be mailed to all new students in early August. Although student attendance is not required, we strongly encourage all students new to P.J. Jacobs to attend.

Registration Timeline

11 School Counseling Program

SCHOOL COUNSELING PROGRAM

The Stevens Point Area Public School District Comprehensive School Counseling Program, including P. J. Jacobs Junior High, provides a framework to service ALL students in the social/emotional, academic and career domains. This program is driven by four key components including:

• Counseling Curriculum: content delivered to all students through classroom activities, interdisciplinary curriculum development, group activities, parent/student workshops • Individual Planning: assist students in educational and career planning, decision making, and goal setting • Responsive Services: prevention and intervention, consultation, individual and small group counseling, crisis counseling, referrals • System Support: program delivery and support, professional development, consultation, collaboration, and teaming School Counseling Program

The comprehensive counseling program also includes:

• A “By ALL for ALL” Philosophy, meaning school counselors create partnerships with all stakeholders in order to deliver services to every student • Preparation of students for challenges of 21st Century through academic, career and enhanced social/emotional development with direct services to all students • Counseling based on American School Counselor Association Standards for School Counseling and is aligned with the Wisconsin Counseling State Standards and Benchmarks • Strong emphasis on student & parent educational/career conferencing, including Academic & Career Planning • Student development focus • Delivery to “Give Purpose to Learning” • Relating educational programs to future success and answering the student question, “Why do I have to learn this stuff?” • A system for student long-range planning and learning • Assistance to parents in accessing school and community resources • A program which has structure-specific content for an interdisciplinary team effort • Delivery to “Prepare Each Student to be Successful”, integrating school counseling with the academic mission of the school district • Providing increased opportunity for collaboration among counselors, parents and the community • Facilitation by DPI-Licensed School Counselors

Any questions about comprehensive counseling, scheduling, academics, curriculum, social emotional concerns, or career education can be directed to the following:

Ms. Kelsey Haelfrisch School Counselor Phone: 715-345-5563 E-mail: [email protected] Caseload: All 7th graders and 8th grade girls

Ms. Lora Schultz School Counselor Phone: 715-345-5564 E-mail: [email protected] Caseload: All freshmen and 8th grade boys School Counseling Program 12 Student Assessment and Grading

STUDENT ASSESSMENT MATRIX

Stevens Point Area Public School District Student Assessment Matrix

Formative Assessments Screeners Summative Assessments

● Quickly inform instruction. ● 1 measure that shows student starting ● Evaluate learning by providing cumulative ● Provide specific and immediate points and growth throughout the year. snapshots. feedback. ● Provide an instructional starting point ● Include standardized assessments. ● Include daily, ongoing instructional that matches student need. ● Gauge how well students are doing in strategies that are student- and ● Are designed to be easy and repeatable. relation to the Wisconsin Academic classroom-centered. ● Help with student grouping. Standards. ● Help educators answer "what comes ● Show what students should know and be next for student learning?" able to do in order to be college and career ready.

K - 12 Classroom Examples 4 Year Old Kindergarten Wisconsin Student Assessment System

● Aimsweb Progress Monitoring ● 4K Literacy Screener Semester I ● Anecdotal Records / Observations ● PALS: Grade K ● Attitude Surveys Kindergarten ● ACCESS for ELLS: Limited English ● Class / Individual Profile Proficient (LEP) 2 Class Records / Charts PALS Literacy Screener (3x) ● ● ● Classroom Discussion ● DRA2 Reading Assessment (2x) Semester II ● Constructed Response ● District Writing Assessment (1x) ● PALS: Grade K ● Double Entry Journals ● Bridges Number Corner Assessment (3x) Wisconsin Forward Exam or Dynamic ● ● Graphic Organizers Learning Maps ● Informal Reading Assessments ● English, and Math: Grades 3-8 st nd 1 - 2 Grades ● Journals / Response Logs ● Science: Grades 4 & 8 ● Literature Circles ● Social Studies: Grades 4, 8, & 10 ● Mind Maps ● DRA2 Reading Assessment (3x) ● Wisconsin Civics Exam ● Performance Assessment ● District Writing Assessment (1x) ● 9th Grade ● Portfolio (working) ● Bridges Number Corner Assessment (3x) ● ACT Suite th th ● Questionnaires ● ACT Aspire 9 and 10 Grades th ● Reading / Learning Logs ● ACT Plus Writing 11 Grade th ● Rubrics ACT WorkKeys 11 Grade ● ● Running Records rd th th th ● Selected Response 3 -6 Grades 7 - 12 Grades ● Student Self-Assessment ● Unit Tests ● District Writing Assessment (1x) ● Content Area Common Assessments ● Writing Across the Curriculum ● MAP Testing in Reading, Language and (i.e. final exams, projects, essays, labs, etc.) Math (3x)

th th th th 7 - 9 Grades 10 - 12 Grades Optional Exams

● MAP Testing in Reading and Math (2x) ● Advanced Placement Testing ● District Writing Assessment (2x) ● Armed Services Vocational Aptitude ● Qualitative Reading Inventory & Battery (ASVAB) Aimsweb for Selected Students ● National Merit Scholarship Qualification Test (NMSQT) th th 10 -12 Grades ● Pre-Scholastic Aptitude Test (PSAT) ● District Writing Assessment (2x) ● MAP Testing in Reading and Math for selected students (2x) ● Qualitative Reading Inventory & Aimsweb for Selected Students Student Assessment

updated November 2018 13 Accelerated Advanced Classes ACCELERATED/ADVANCED CLASSES

What is the purpose of an accelerated/advanced class in the core subject areas in junior high? An accelerated/advanced class consists of the same scope and sequence as the general class but in much greater depth and rigor. The rigor of the subject matter requires students to achieve at a higher level of understanding and at a faster pace. Therefore, a student who registers for an accelerated/advanced class must be willing to go beyond the standard expectations of academic achievement in order to be successful in an accelerated/advanced curriculum.

How does a student enroll in an accelerated/advanced class? There are no enrollment prerequisites for an accelerated or advanced class at a student’s grade level, but proper placement is important to the academic success of your child. Please be aware of the following information and guidelines at P. J. Jacobs Junior High School concerning your choices:

• Math placement can be a difficult choice; therefore, we will provide you with two important resources to assist you in making the proper decision. Our math instructional leader will present at the registration meeting to assist parents and students in making the correct choice or placement. In April, our school will administer a universal screener (placement test) at our elementary feeder schools. This accurate form of analysis will provide us with a raw score to compare to the student’s math placement. If the data from this math placement test and other resources (e.g., Wisconsin Forward Exam, district screeners, and teacher recommendations) indicates there is a discrepancy in the class selection, you will be contacted by our school.

• Course selections in other advanced courses in English, social studies, and science will be reviewed by our school student services office and the student’s current elementary school teachers. After reviewing these selections, if the data (e.g., Wisconsin Forward Exam, district screeners, and teacher recommendations) indicate there is a discrepancy in the class selection, you will be contacted by our school.

• If there is a conflict between the school placement and the student/parent selection, the final placement will be made by the principal.

Can my student drop an accelerated/advanced course? Yes. However, the ability to change can be limited by class offerings, class sizes, and electives chosen. In addition, the parent and child should be aware of the school’s schedule change policy found in the Academic Guide and Student Planner.

What valuable student traits, test score information, and recommendations should a parent consider before enrolling a student in an accelerated/advanced class? • Self-motivation • Emotionally ready to handle the rigor, depth, and acceleration of the curriculum • Advanced proficiency in writing, reading, speaking, and listening • Strong critical thinking skills • Standardized test scores should reflect advanced achievement • A recommendation from the student’s previous core area teacher which indicates he/she can excel given the rigorous academic expectation of the class

If I have a question(s) about placement in an accelerated/advanced class, who can I contact? • A junior high school counselor, social worker, or administrator • The teacher of the accelerated/advanced core class at the junior high • The current teacher of the student in the core subject area

Is a grade issued in an accelerated/advanced course weighted? No. The grade received in an accelerated/advanced class is equal in value to all other classes at the junior high level. Accelerated/Advanced Classes

14 ACCELERATED/ADVANCED CLASSES

Is an accelerated/advanced class at the junior high level a prerequisite for Advanced Placement (AP) classes? There are no enrollment prerequisites for Advanced Placement (AP) classes except for math and World Languages.

Does my child need to take accelerated/advanced courses to be admitted to college? No. Seventh and eighth grade courses do not appear on a high school transcript with the exception of World Languages and high school level Algebra classes and beyond.

World Languages FAQ

WORLD LANGUAGES FAQ

Does my child need to take a World Language to be admitted to a college? Some colleges require that a student take a minimum of two years of a single World Language for admission. Parents will need to check with the colleges their child is interested in attending to be sure. Many colleges recommend a student take a World Language.

How many years should a student take? This will vary by college. Be aware of terms such as “required” or “recommend.” For example, a college may “require” two years of a World Language but may also “recommend” more to be a competitive applicant.

When should a student start world language? World Language is offered beginning in seventh grade. If a student is only planning to complete two years of a language, he/she may want to consider waiting to begin the language. Some colleges may want those two years to be taken during the high school years. Again, parents will need to check with the colleges their child is interested in attending.

Will world language classes taken in grades seven and eight be reflected on my student’s high school transcript? The course(s) will be listed along with the grade received for each semester. Seventh and eighth grade courses will not be counted toward the student’s high school GPA and no high school credit will be received.

Will my student have to take more world language at the college level? • If a student does not take World Language before attending a college, he/she may have to take it in college. • If a student takes World Language before attending college, he/she still may have to take more language classes in college. Parents will want to check with each college to learn about its requirements.

Can my child receive college credit for world language? Students may receive retroactive credit through their college. Students may also be able to earn credit through advanced placement (AP) exams. Parents need to check with each college to learn their policy for credit.

Please see your child’s school counselor if you have any additional questions or concerns. Accelerated/Advanced Classes; World Languages FAQ Accelerated/Advanced Classes; World 15 Response to Intervention (RTI)

RESPONSE TO INTERVENTION (RTI)

The Stevens Point Area Public School District has embraced “Response to Intervention” (RtI), as a multi- tier teaching and learning process using high-quality differentiated instruction that meets student needs. In addition, the RtI framework monitors student learning progress through balanced assessments while modifying instruction to insure continual student growth.

One part of RtI is to collect and analyze data to establish an instructional baseline, which can be used to determine whether each student is likely to meet, exceed, or not meet benchmarks and can be constructed for both academic and behavioral purposes. A universal screener is an assessment given as one part of the process to collect data for RtI. The two universal screeners used at P.J. Jacobs for reading and math have not been determined by the school district at the time of the publication of this document. Please check our parent newsletter for more up-to-date information.

Students who continue to struggle and perform below grade level, despite differentiated instruction, will be identified for academic supports. .P J. Jacobs offers academic supports, which we explain below, in the areas of reading, writing, and math.

Students who continue to struggle and perform below grade level, despite differentiated instruction and supports, will have an intervention plan created collaboratively by a team of the parents and appropriate staff. Progress of these individual or small-group interventions are monitored weekly and reviewed by the team after a nine-week period.

ACHIEVING IN MATH (731/831) Academic Support: Math Required/Teacher Recommendation Every day all year No fee

This course is designed as a second math class for those students who need remediation and extra support in order to be successful in Transitional Math or Pre-Algebra. Students enrolled in AIM must also be enrolled in Transitional Math or Pre-Algebra. AIM is a pass/fail class. Teacher recommendation is required for enrollment in this class.

READER’S WORKSHOP (180) Academic Support: Reading Required/Teacher Recommendation Every other day all year No fee

Reader’s Workshop is designed to aid students who experience difficulties in reading as indicated by below grade level reading scores and teacher recommendations. The program uses whole group, small group, and individualized instruction with evaluation based on pre- and post-testing and observation of student progress and effort. The classes are limited in size so each student can receive individual help in basic reading skills.

The framework for Reader’s Workshop will include: 1) focused mini-lesson on a reading/comprehension strategy, 2) opportunities to practice and apply strategies using fiction and informational texts, and 3) differentiated instruction, providing reading at each student’s level and assisting with individual goal setting. Skill development includes: vocabulary, comprehension, fluency and writing with a focus on texts and classwork from the student’s content area courses. Response to Intervention (RtI) 16 RESPONSE TO INTERVENTION (RTI)

WRITING CENTER Academic Support: Writing Required/Teacher Recommendation One day per week during Structured Study Center No fee

The Writing Center is a place for students to improve upon their writing skills, allowing them to attain or remain at the skill level of same-age peers. These skills may include organizing paragraphs and essays, developing sentence structure, learning parts of speech and/or revising mechanical errors. During his/her scheduled Writing Center time, the student is required to bring any coursework or assignments requiring writing. Students will be supported by an English teacher in completing that work, either one-on-one or in small groups. The goal is to boost students’ writing skills in all content areas.

The Writing Center will not assign extra work, is not a separate class, and will end once a student displays proficiency in the noted area of need.

MATH STRUCTURED STUDY CENTER SUPPORT Academic Support: Math Required/Teacher Recommendation 1 - 5 days per week No fee

The math structured study center is for students who have difficulty in mathematics.A student works with a math teacher to understand their current and previous math concepts. The teacher will check in with the student to go over work as an individual or as a small group. The goal is to help the student understand and succeed in his/her math class.

There is no extra work assigned, but the teacher may work on the student’s current assignment or other work as needed. Response to Intervention (RtI) 17 Grading Scale/Point Charts

GRADING SCALE/POINT CHARTS

GRADING SCALE CHART

GRADE LOW HIGH A 93.0 100 A- 90.0 92.99 B+ 87.0 89.99 B 83.0 86.99 B- 80.0 82.99 C+ 77.0 79.99 C 73.0 76.99 C- 70.0 72.99 D+ 67.0 69.99 D 63.0 66.99 D- 60.0 62.99 F 0 59.99

GRADING POINT CHART

GRADE LOW A 4.000 A- 3.700 B+ 3.300 B 3.000 B- 2.700 C+ 2.300 C 2.000 C- 1.700 D+ 1.300 D 1.000 D- 0.700 F 0.000 I 0.000 W 0.000 Grading Scale/Point Charts

18 Grading Information

GRADING INFORMATION

At the end of the 2015-2016 school year, the Stevens Point Area Public School District (SPAPSD) adopted uniform grading percentages, used at P. J. Jacobs Junior High School, Ben Franklin Junior High School and SPASH. These percentages are listed below for our school:

Seventh and Eighth Grades: 70/30 (70% summative and 30% formative) Ninth Grade: 80/20 (80% summative and 20% formative)

Although as a school district and school we have not developed an exact definition of summative and formative assessment, we are able to provide you with some initial guiding principles:

What is the difference between formative and summative assessment?

Formative assessment The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: • help students identify their strengths and weaknesses and target areas that need work • help faculty recognize where students are struggling and address problems immediately

Formative assessments are generally “low stakes”, which means that they have low or no point value. Examples of formative assessments include asking students to: • draw a concept map in class to represent their understanding of a topic • submit one or two sentences identifying the main point of a lecture • daily assignments

Summative assessment The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include: • a unit or final exam • a final project • a research paper • recitals or performances

Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.

At the beginning of the year, parents should check with each teacher and his or her syllabus to see how he or she defines these two terms and grades students.

Late Work and Test Retake Policies:

There was extensive work completed on late work and test retake policies for each class at the two junior highs. These policies are written into each class syllabi and explained to each parent at our “Back to School Night.” Grading Information 19 School Procedures

SCHOOL PROCEDURES

Structured Study Centers (SSC)

When students are not enrolled in classes, they will be assigned to learning environments called Structured Study Centers (SSC). SSC will be held in the cafeteria or room 116 except during the lunch hours were they will be held in individual classrooms or the LMC (library). SSC will be supervised by multiple instructors from different instructional areas. Within the environment of the SSC, we will operate writing (staffed by ELA instructors) and math (staffed by math instructors) labs to assist students in increasing their academic skills in these areas. The following key expectations have been developed to assist students in being successful;

Students will: • Arrive on time with all your materials including your planner and SSR book • Be respectful of others (quiet zone) • Have a self guided action or study plan • Ask permission to use technology and form study groups

Students will also be allowed to obtain individual passes from their teachers to receive additional instruction or assistance or they may use the LMC based on grades, behavior and room availability. *NOTE: Students who are not being academically successful may be required to remain in the SSC to complete an action or student plan.

Advisory/Homerooms

P. J. Jacobs implemented an advisory/homeroom period into the schedule during the 2018-2019 school year. Advisory/homeroom occurs several times during the first week of school and then on the second and fourth Wednesday of each month as the school schedule permits. It will be held between second and third periods and will last approximately 20 minutes. School periods before lunch will be shortened to accommodate this program on advisory/homeroom days. Students will be assigned on a random basis by grade and the assigned homeroom will be listed on student schedules. Items to be covered during advisory/homeroom include: academic and career planning (ACP; state mandated), social/emotional instruction, digital citizenship for the 1:1 computer program, and other school issues/ needs.

Schedule Changes

All students in grades 6-8 are mailed a COURSE VERIFICATION FORM in the spring. Courses should be reviewed carefully by both a parent/guardian and the student. The master schedule of courses and teacher staffing are based on these forms.

Schedule changes are allowed during the first five school days of each new semester. Schedule changes are granted based on academic need and class availability and require both Student Services and Principal approval. Parental permission is required for all schedule changes.

A student who drops a course after the first week of the semester may receive a grade of “F” for the course. Classes may be added during the first three weeks of school, given parental permission and sufficient room in the course. Waivers of this policy require principal approval and will be based on exceptional circumstances. School Procedures 20 SCHOOL PROCEDURES

High School Courses and Credits

Students earn credits towards high school graduation beginning in ninth grade. High school courses taken in seventh and eighth grade (e.g. a World Language; Algebra 1 or higher math courses) do not earn students credits and are not factored into the high school grade point average; however, high school courses taken in seventh and eighth grade and the grades earned in these courses will appear on the high school transcript.

Student Failures

Student grades are monitored on a mid-quarter, quarter, and semester basis. Students with failing grades meet with teachers, Student Services staff, and administration to develop a plan on how to be successful in class. Parents have access to student progress via Skyward Family Access, Parent/Teacher Conferences, and email/phone contact with staff.

Seventh and eighth grade students who fail a core class (English, math, science, and social studies) for an entire year may have to repeat that course during the next school year and/or attend summer school.

Policy of Retention

Student retention in the Stevens Point School District is guided in seventh and eighth grade by School Board policy. Factors to be considered in retention other than academic progress are ability, age, achievement, and the emotional/physical/social maturity of the student. However, a student who makes an honest effort to pass the entire year will not be retained.

All student retentions will be determined on an individual basis. The principal makes the final decision. School Procedures 21 Department & Course Offerings

Department & Course Offerings

22 Agriculture

Grade 8 Agriculture 8

Agricultural Science

23 AGRICULTURE / NATURAL RESOURCES

AGRICULTURE 8 (079AA) Elective Every day for a semester Fee: $6 - last year’s fee subject to change (supplies for the wildlife, floral design and forestry units)

Agriculture 8 (Plants, Animals and You) is a course which students may sign up to take one semester or two semesters, making it a full elective for the year.

This is not a class for students who enjoy sitting in their seats and listening to their teacher lecture. Plants, Animals and You is all about learning by doing. Focus is on labs, projects and hands-on activities to meet course objectives. Plants, Animals and You is all about animal handling and behavior, plant anatomy and identification, nutrition, discovery of U.S. crops and food processing, which involve many chances to eat, business management (Monopoly), computer simulations, i-Pod activities, and outdoor adventures. Agriculture/Natural Resources 24 AGRISCIENCE & NATURAL RESOURCES COURSES

Grade 9 Grades 10-12

Animal Systems AgriScience • Ag / Biology • Small Animal / Veterinary Science • Advanced Veterinary Science • Animal and Equine Science • Field and Game Management • Fisheries • Student Leadership: World of Work

Plant Systems

• Ag / Biology • Horticulture and Your Home • Advanced Horticulture • Nursery and Landscape Operations • Student Leadership: World of Work

Youth Apprenticeship (YA) 11th & 12th Grade:

• Small Animal Systems • Large Animal Systems • Horticulture • Advanced Horticulture Agriculture/Natural Resources Plan 25 Art

Grade 7 Art 7A Art 7B

Grade 8 Art 8A Art 8B

Art

26 ART DEPARTMENT

All seventh and eighth grade art courses are designed to explore a variety of art media and techniques in both 2-D and 3-D processes. Emphasis areas are: design, drawing, painting, printmaking, sculpture, ceramics, jewelry, fibers, calligraphy, and bookbinding. An art text is also used as a supplementary tool.

ART 7A (702) Elective Every day all year Fee: $12 - last year’s fee subject to change (fee pays for clay, printmaking, plaster, painting, paper and various utensils)

This basic foundation course in the study of art is open to all seventh graders. Students are introduced to a broad range of art experiences. The instruction units are based on the following course objectives:

1. Provide opportunities for creative problem solving 2. Develop expressive and critical abilities in visual art communication 3. Develop understanding of how art and visual aesthetic choice applies to everyday life 4. Develop a greater awareness of visual art forms in our environment, including popular art forms such as the media 5. Develop knowledge of how art is part of our cultural heritage, both past and present 6. Develop skills and understandings about art in relationship to various careers and constructive use of personal leisure time

ART 7B (701) Elective Every day for a semester Fee: $9 - last year’s fee subject to change (fee pays for clay, printmaking, plaster, painting, paper and various utensils)

This course is based upon the same instructional objectives as art 7A. Instructional units are selected on the basis of fewer class sessions, which provides an option for those students unable to schedule an all year course.

ART 8A (802) Elective Every day all year Fee: $13 - last year’s fee subject to change (fee pays for clay, printmaking, plaster, metal, painting, paper and various utensils)

Admittance is based on high interest and achievement in seventh grade art. However, students who show sincere interest in art, but have not taken art previously, will also find this course stimulating. Art 27 ART DEPARTMENT

Emphasis is on: 1. Improving critical and aesthetic judgment skills in every day life 2. Learning about art and its use in today’s world 3. Learning about art as a part of our heritage and civilization 4. Developing problem solving and creative thinking skills in self-expression 5. Developing more advanced skills and techniques in various media

2D and 3D processes include: painting, bookbinding, ceramics, drawing, fibers, jewelry, sculpture, printmaking, and design

ART 8B (801) Elective Every day for a semester Fee: $10

The description for this course is the same as Art 8A. Instructional units are selected on the basis of fewer class sessions. This class provides an option for those students unable to schedule an all year course. Art 28 ART DEPARTMENT COURSES

Grade 9 Grades 10-12

Design/Art 1-2 Design 2/D

Design/Art 1A Design 3/D

Visual Design in Digital Drawing Media

Painting

Advanced Drawing and Painting

Photography

Advanced Photography

Sculpture

Ceramics

Ceramics II

Art Metals

Independent Study Art Plan

29 Business Information Technology

Grade 7 Business & Career Skills 7

Grade 8 College & Career Readiness

Business & Marketing

30 BUSINESS INFORMATION TECHNOLOGY

BUSINESS & CAREER SKILLS 7 (721A) Required Every day for 9 weeks (1 quarter) Fee: $4

This is a required nine-week course. The main objective of the course is to instruct keyboarding (touch typing). Students will use the touch type method in applying the skill within the context of learning activities that introduce entrepreneurship/business skills and career awareness. This “blended curriculum” engages students in keyboarding and writing skills through future planning, team taught lessons, and community involvement through Junior Achievement.

Activities can include: WisCareers/E-portfolios, e-mail (gaggle), blog, wiki’s, essays and formatted documents (resumes, letters, publications) utilizing Microsoft Word, Microsoft Publisher and Junior Achievement’s Career Skills & Success skills. Students will develop a useable electronic portfolio in WisCareers he/she can use throughout post-secondary education.

COLLEGE & CAREER READINESS 8 (822) Elective Every day for a semester Fee: $3

This is an elective nine-week course. This course will uniformly prepare students for the preparation for college and career success while heavily reinforcing reading, writing, and critical thinking skills. This course will provide readiness in using Career Cruising, Digital Information Literacy, Financial Literacy, Interviewing skills, and the Microsoft Office Suite with a heavy emphasis on Excel. Business & Marketing 31 - MARKETING Advanced Marketing Courses Available Introduction to Marketing Social Media & E-Marketing This Marketing Cluster prepares learners for careers in planning, managing and perform ing marketing activities to reach organizational These include areas such as brand objectives. management, professional sales, merchandising, marketing communications and market research.

Yearbook Business Law BUSINESS, Entrepreneurship World of Business World Courses Available Introduction to Business Business Communications Microsoft Office Specialist MANAGEMENT & MANAGEMENT ADMINISTRATION The Business, Management and Administration planning, in careers for learners prepares Cluster organizing, directing and evaluating functions business essential to efficient and productive business operations. Career opportunities available are in every sector of the man - time organization, in skills economy specific require and agement, customer service and communication. - - Business & Marketing Courses Accounting 1 Accounting 2 FINANCE Personal Finance Courses Available Advanced Accounting 3 Advanced Accounting 4 Advanced able in every sector of the economy and require and economy the of sector every in able specific skills in organization, time manage ment, customer service and communication. The Finance Cluster prepares learners for learners prepares Cluster Finance The careers in financial and investment planning, banking, insurance and business management. Career opportunities are avail financial Business & Marketing

32 9th Grade 10th - 12th Grade Computer Science

Grade 7 Foundations of Computer Science

Grade 8 Information Technology

Computer Science

33 COMPUTER SCIENCE

FOUNDATIONS OF COMPUTER SCIENCE, GRADE 7 (740) Elective Every day for a semester -OR- every other day for the year Fee: $3

This class is designed to give students a better understanding of computer science. Students will gain experience in using a computer and software applications available, including on-line resources, and see ways that they can apply the applications to make their work easier and more professional. The overall goal of this course is for students to become effective digital citizens and discover ways the computer can be utilized to help them in school and everyday life.

INFORMATION TECHNOLOGY, GRADE 8 (840) Elective Every day for a semester -OR- every other day for the year Fee: $3

This class is designed to help students to be more effective and responsible users of internet technology. This course will cover internet topics such as: digital citizenship, web site structure and design, various forms of web programming, internet commerce, cyber security, and video conferencing both in district and globally. Students completing this course will have attained a working knowledge of both the software and structure utilized in a variety of internet applications.

Computer Science 34 (9th grade only) Developer Computer Hardware AP Computer Science AP Courses Available Hardware or Software Software or Hardware Computer Programming Computer software developers create a variety of software via coding. Computer hardware developers produce the working physical components within the computer. Web Design Web Game Design Computer Science Computer Animation Computer Computer Science Courses Computer Courses Available Computer Designer Computer Computer designers create visual concepts by using computer software to communicate ideas that inspire, inform or captivate consumers. Grades 9th - 12th Grade 10th - 12th Grade 10th - 12th Grade 10th - 12th Grade Computer Science Plan 35 English/Reading

Grade 7 English 7 English 7A Content Area Reading

Grade 8 English 8 English 8A

English / Reading

36 ENGLISH DEPARTMENT

ENGLISH 7 (711) Required Every day all year No fee

Seventh grade English focuses on improving students’ reading and writing skills. Each quarter features a theme:

Quarter One: Friendship and Family Quarter Two: Who Am I: Decisions/Actions/Consequences Quarter Three: Acceptance Quarter Four: Environment and Responsibility

Within each themed unit the following are addressed: specific State Standards, Enduring Understandings, Essential Questions, Knowledge, Skills, Core Literature, and Evidence of Learning/ Assessments. Specific English 7/7A content can be viewed online from the Stevens Point School District’s Homepage. Literature is presented in a variety of formats including: teacher-guided lessons, independent reading, and literature circles. The student’s RIT level will be determined, and progression will be monitored through the use of the Measures of Academic Progress test (MAP) which is administered three times during the year. Writing projects emphasize the writing process (prewriting, drafting, revising, editing, and sharing) and are assessed with Six Traits-related rubrics. A writing portfolio is maintained and passed on to English 8 teachers. Technology integration occurs in instructional delivery, student presentations, and course management.

Student learning styles are addressed and lessons are differentiated to meet a variety of learner needs.

ENGLISH 7A (711A) Required Every day all year No fee

This is a fast-paced advanced general English course with emphasis on improving reading, writing, speaking, and grammar skills. Students will complete a variety activities and assessments in an online environment. Strong computer skills, advanced organizational skills, and the ability to work independently and collaboratively are prerequisites for the student to be successful in this classroom environment. Students who take on the challenge of this course will be expected to successfully complete a variety of activities independently outside of class time and bring questions to classroom discussions (Blended Learning). The focus of classroom time will emphasize higher-level discussion and the application of concepts related to assigned reading, writing, mechanics, usage, and grammar. Public speaking/ presentations will also take place during classroom time. This class is managed entirely online using Skyward Family Access and Schoology. Though it is not a requirement that students are familiar with all of these, it is vital for them to understand that these will be used regularly and they need to be comfortable completing school work independently on a computer in an online environment. English 37 ENGLISH DEPARTMENT

Along with completing the Stevens Point School District English 7 Curriculum, students will specifically be engaging in the following:

1. Establish and assess monthly goals related to self-selecting and reading a variety of literature 2. Utilize Measures of Academic Progress (MAP) test data to improve reading comprehension 3. Complete a variety of written assignments which involve the writing process (pre-write, draft, revise, edit, and publish) and utilize peer and adult assessments 4. Study and apply fundamental writing skills related to mechanics, grammar, and usage 5. Communicate electronically in a variety of forms using Standard American English 6. Improve public speaking skills by completing a variety of presentations and assessments 7. Work collaboratively and communicate efficiently in shared learning projects 8. Improve keyboarding skills 9. Utilize a wide variety of web 2.0 tools and software applications independently—with minimal teacher supervision 10. Integrate and apply skills learned in ENGLISH 7A Hybrid (785A) to SCIENCE 7A Hybrid (785A)

ENGLISH 8/8A (811/811A) Required Every day all year No fee

Eighth grade English builds upon the foundation of skills gained in seventh grade English.

Students continue developing and refining their use of effective reading strategies in order to appreciate, interpret and critically analyze literature from a variety of genres such as: essays, fables, myths, plays, poetry, novels and short stories.

Lessons are rooted in the following unit themes:

Quarter One: Human Nature Quarter Two: Courage and Dignity Quarter Three: Tolerance Quarter Four: Heroes, Fables, Tall Tales and Myths

Literature is presented in a variety of formats including: teacher-guided lessons, independent reading, and literature circles. The student’s RIT level will be determined, and progression will be monitored through the use of the Measures of Academic Progress test (MAP) which is administered three times during the year.

Vocabulary development for increased fluency in the areas of reading, writing and oral communication is a component of each course unit.

The development and refinement of composition skills in order to create clear and coherent text that develops a central idea or tells a story is stressed. Major emphasis is placed on the student’s ability to utilize the writing process to produce writing that reflects the author’s consideration of audience, purpose, English 38 ENGLISH DEPARTMENT

and standard American English conventions. Writing is assessed with the Six Traits model; selections are added to the student’s writing portfolio and returned to students at year’s end.

Oral presentations, both formal and informal, are structured so that students may develop skills to effectively participate as both speaker and listener.

Student learning styles are addressed and lessons are differentiated to meet a variety of learner needs.

ENGLISH 8A - follows the scope and sequence of English 8, but is designed for the self-motivated student who enjoys challenging and rigorous exploration of literature and composition.

Reading

READING DEPARTMENT

CONTENT AREA READING - GRADE 7 (717) Required Every other day all year No fee

Content Area Reading is a required seventh grade course that builds a toolbox of reading strategies for success with informational texts read in the core content area courses like science, English, and social studies as well as their elective classes. By providing skills and strategies to support all levels of student readers with the rigor of content area classes, Content Area Reading directly aligns to various course curriculum throughout the school year.

The framework for Content Area Reading includes: vocabulary building, a focused mini lesson on a comprehension strategy, opportunities to practice and apply strategies with informational texts, and instruction in writing frames while utilizing differentiation techniques to help every level of reader improve. English/Reading 39 or Compositon II Speech . Speech Language Language and AP Literature AP Speech Elective AP Literature AP Grade 12 AP Advanced and Composition Adv AP Composition Communication and Composition Communication Communication

• and Composition • Composition II • • Drama Power Reading Advanced Debate Additional Electives . Speech Grade 11 Advanced riting Unlimited Composition I Creative Expression Exploring Literature People in Literature Modern Exploring Literature Modern Literature People in Literature Literature and Film Shakespeare American W W Creative Expression Communication Advanced Debate American Literature

• • • • • • • • • • • • • riting for Pub English 10 English 10 Grade 10 English 10 Foundations English Department Courses Advanced Debate 9 Debate Debate Grade 9 English 9 English 9 Advanced English English Plan

40 English As A Second Language (ELL)

Grade 7 ESL Resource ESL Writing & Language 7

Grade 8 ESL Resource ESL Writing & Language 8

English as a Second Language (ESL)

41 ENGLISH AS A SECOND LANGUAGE

ESL RESOURCE (500) (Teacher Recommendation) Every day or every other day all year No fee

This year long course is available to English Language Learners to support their success in their daily coursework. In addition to general academic support, students will engage in content-based language instruction.

ESL WRITING & LANGUAGE 7 (500W7) Teacher Recommendation Every other day all year No fee

This elective course is available to English Language Learners to advance their writing and overall language skills. Students will engage in guided academic writing and language exercises. In addition, support will be offered parallel to the 7th grade English curriculum.

ESL WRITING & LANGUAGE 8 (500W8) Teacher Recommendation Every other day all year No fee

Grade 7 Family and Consumer Sciences 1

Grade 8 Family and Consumer Sciences 2

Introduction to Sewing

Family & Consumer

43 FAMILY CONSUMER SCIENCE/HEALTH

FAMILY AND CONSUMER SCIENCES 1 (721B) Required; Grade 7 Every day for 9 weeks - 1 quarter Fee: $4

This nine-week course is required for seventh grade students. It is designed to provide students with basic understanding of adolescent growth and development. Students will examine healthy and unhealthy ways to meet their emotional, social, intellectual and physical needs. Students gain knowledge and skills throughout the nine week period, and should exit the course feeling more self-confident and with a better understanding of themselves and others.

FAMILY AND CONSUMER SCIENCES 2 (821A) Required; Grade 8 Every day for a semester Fee: $6

The purpose of this semester course is to gain an understanding of the importance of making healthy choices. When making healthy choices you take an active role to improve your life. Students will examine their wellness, the health effects of food choices and engage in various food experiences. They will explore the causes of stress and effective coping methods. Students will also examine the effect of decision making on personal development, alcohol and other drug related issues, along with addiction and refusal skills. This semester course is required for eight grade students as part of their Health requirement.

INTRODUCTION TO SEWING (210) Elective Every day for a semester Fee: $15

This elective course for eighth grade students meets daily for one semester. The curriculum allows students to practice important life skills through the method of sewing projects and clothing construction. Some of the skills practiced include organization, patience, following technical step-by-step directions, time management and finishing techniques. Students will also learn about the history of fashion and how their clothing choices give an impression of themselves. Family Consumer Science/Health; FACS 44 CULINARY ARTS CULINARY CULINARY ARTS 1 ARTS CULINARY FOUNDATIONS 2 ARTS CULINARY FUNDAMENTALS AND REGIONAL IN - CUI- TERNATIONAL SINE 3 ARTS CULINARY COOKING ADVANCED APPLICATIONS WELLNESS NUTRITION AND FOOD SCIENCE 1 FOOD SCIENCE 2 HEALTH TO INTRO SCIENCE CONCEPTS ESSENTIAL AND OF HEALTH WELLNESS MEDICAL TERMINOLOGY NUTRITION FOR LIVING HEALTHY FASHION FASHION INTERIORS APPAREL AND APPAREL INTRO TO INTRO TO SEWING TECHNOL - SEWING OGY TECHNOL - SEWING OGY SEWING ADVANCED TECHNOLOGY ARCHITEC - INTERIOR TURE AND DESIGN AND DESIGN FASHION MERCHANDISING HOOD EARLY CHILD- EARLY EDUCATION AND EDUCATION INFANT AND TODDLER INFANT DEVELOPMENT OF FOUNDATIONS CHILDHOOD EARLY EDUCATION IES WORK AND FAMILY AND CONSUMER SCIENCE COURSES FAMILY FAMILY STUD- FAMILY SUCCESSFUL TEENS SUCCESSFUL ROLES AND ADULT RESPONSIBILITIES FINANCE PERSONAL LEADER - FCCLA/HOSA SHIP 9 11-12 10-11-12 GRADE 45 Mathematics

Grade 7 Transitional Math Accelerated Transitional Math Accelerated Algebra 1 ALEKS

Grade 8 Transitional Math Pre-Algebra Algebra Accelerated Algebra 1 Accelerated Geometry ALEKS

Mathematics

46 MATHEMATICS

Transitional Math (735) Required Every day all year No fee

The Transitional Math course is designed for seventh grade students to master the requirements of the Common Core State Standards for Mathematics for seventh grade level. Students will apply their knowledge of these standards to real world problem solving situations and communicate solutions effectively.

Accelerated Transitional Math (736) Required Every day all year No fee Prerequisite: Teacher recommendation

This course is designed for accelerated seventh grade students who have above average ability in math. The goal is for students to master the requirements of the Common Core State Standards for Mathematics for the seventh grade level as well as most of the eighth grade level curriculum. This class is designed to combine the seventh and 8th grade curriculums into one year so students can bypass Pre- Algebra and move into Accelerated Algebra a year earlier than their peers in the average pathway. As an accelerated class, the curriculum is more rigorous and taught at a faster pace. Students in this class must be highly self-motivated, with strong critical thinking skills and the advanced language skills of: writing, reading, speaking and listening in the content area of math.

See Frequently Asked Questions Regarding Accelerated / Advanced Classes for more information.

Pre-Algebra (835) Required Every day all year No fee Prerequisite: Successful completion of Transitional Math and/or teacher recommendation.

The Pre-Algebra course is designed for eighth grade students to master the requirements of the Common Core State Standards for Mathematics for the eighth grade level. There is a strong emphasis on algebraic principles in preparation for Algebra 1. Students will apply their knowledge of these standards to real world problem solving situations and communicate solutions effectively.

Algebra 1 (237) Required Every day all year No Fee Prerequisite: Accelerated Transitional Math or Pre-Algebra

Algebra is the gateway course for all advanced mathematics. It is a necessity for study in the sciences and a prerequisite for college and technical education. The course is designed to introduce students to algebraic theory and provide practice in application. Mathematics 47 MATHEMATICS

Accelerated Algebra 1 (238) Required Every day all year No fee Prerequisite: Teacher recommendation and successful completion of Accelerated Transitional Math

This course is designed for students who have successfully completed Accelerated Transitional Math. This course covers the Common Core State Standards for Mathematics for Algebra 1 but as an accelerated class, the curriculum is more rigorous and taught at a faster pace. Its goal is to guide students to a broader, deeper and more complex understanding of the curriculum beyond normal student expectations. Students in this class must be highly self-motivated, with strong critical thinking skills and the advanced language skills of: writing, reading, speaking and listening in the content area of math.

See Frequently Asked Questions Regarding Accelerated / Advanced Classes for more information.

Accelerated Geometry (242) Required Every day all year No fee Prerequisite: Teacher recommendation and successful completion of Accelerated Algebra 1

This course is designed for students who have successfully completed Accelerated Algebra 1. It follows the normal scope and sequence of Geometry but as an accelerated class, the curriculum is more rigorous and taught at a faster pace. Its goal is to guide students to a broader, deeper and more complex understanding of the curriculum beyond normal student expectations. Students in this class must be highly self-motivated, with strong critical thinking skills and the advanced language skills of: writing, reading, speaking and listening in the content area of math.

See Frequently Asked Questions Regarding Accelerated / Advanced Classes for more information.

Achieving in Math – AIM 7, 8 (731, 831) Required Every day all year No fee Prerequisite: Teacher recommendation

Independent Math - ALEKS Required Every day all year No Fee Prerequisite: Teacher Recommendation

This course is designed for students that have difficulty mastering math concepts in a traditional math course. This course was designed to help below grade level students master the necessary skills so they can be placed back in a traditional math class at grade level. The class is a blended class and will utilize the online program called ALEKS, small group work and one-on-one work to help the students master concepts. This class is open to 7th, 8th and 9th graders.

ALEKS is an adaptive, artificially-intelligent learning system that provides students with an individualized learning experience tailored to their unique strengths and weaknesses. With decades of scientific research behind its creation, ALEKS strives to bring the most advanced and efficient learning system to students worldwide.

Geometry (241) Required Every day all year No Fee Prerequisite: Algebra 1 or Accelerated Algebra 1

This course deals mainly with Euclidean, or plane, geometry but is integrated with solid geometry and coordinate analytic geometry. A strong background in algebra is essential for successful work in geometry. This course is a prerequisite for entrance into most four-year colleges.

Math Structured Study Center Support Academic Support: Mathematics Required/Teacher recommendation 1-5 days per week No Fee

The mathematics structured study center is a requirement for students who have difficulty in mathematics. The students work with a math teacher to understand their current and previous mathematics concepts. The teacher will check in with the student to go over work as an individual or as a small group. The goal is to help the student to understand and succeed in their mathematics class.

There is no extra work assigned but teacher may work on the student’s current assignment or other work as needed. Mathematics 49 Geometry Algebra 2 Precalculus Statistics (semester long) Accelerated Geometry Algebra 2 Accelerated Accelerated Precalculus Calculus AP Statistics AP SPASH Math Department Offerings: SPASH Algebra Concepts 1 Algebra Concepts 2 Geometry Concepts Algebra Intermediate 1 Year Algebra 2 Extended 2 Year Algebra 2 Extended ALEKS Math Mastery ALEKS College Prep Algebra AIM (extra support for Algebra Concepts 2 Concepts 1 and students)-elective credit, not a math credit . Algebra 2. Note: University requirement of Geometry. Geometry Concepts does not satisfy the Four-Year Algebra 2. Universities require successful completion of Most Four-Year There are other possible paths available. If you have questions, please speak with your math teacher or your counselor. Course offerings Other Statistics (semester long) can be taken after successful completion of 50 Some universities do not count Statistics as a math course. ALEKS College Prep Math can be taken after successful completion of Geometry Music - Instrumental

Grades 7 & 8

Instrumental: Band Orchestra

Vocal

General

(Placement in some groups is based on ability)

Music Department

51 MUSIC - INSTRUMENTAL

BAND

P. J. RED AND BLUE BAND (754) Elective Every day all year No course fee, however, students using school instruments, including percussionists, will pay a rental fee to the school district.

The P. J. Red and Blue Band is a performing group composed of 7th, 8th and 9th grade students who play one of the following instruments: flute, oboe, bassoon, clarinet, alto saxophone, trumpet, horn, baritone, trombone, tuba or percussion. The purpose of this ensemble is to continue to develop fundamental skills: Tone production, rhythm, posture, hand position, embouchure, practice habits and rehearsal procedures. Remedial help is likely to include review of the beginning section of the lesson book to insure that students are performing with correct fundamental skills. Individual lessons with the band director are required for students in the Red and Blue Band. Some students may be asked to transfer to a different instrument more suitable to their abilities and/or to balance the instrumentation of the ensemble. Participation in WSMA district solo and ensemble is encouraged at this level, but not required.

PATRIOT BAND (254) Elective Every day all year No course fee, however students using school instruments, including percussionists, will pay a rental fee to the school district.

Patriot Band is an intermediate performing ensemble comprised of 7th, 8th and 9th grade students who have previous playing experience and who play one of the following instruments: flute, oboe, bassoon, clarinet, bass clarinet, alto, tenor or baritone saxophone, trumpet, horn, baritone, trombone, tuba or percussion. The purpose of this ensemble is to further develop the skills from previous band experience. Participation in the WSMA Solo & Ensemble Festival(s) is offered to qualifying Patriot Band students. Small group or individual lessons with the band director are required for students in the Patriot Band who are not studying their band instrument privately outside of school. Students are admitted to this group based on the recommendation of the students’ current band director or by audition for students new to the school district.

CONCERT BAND (253) Elective Every day all year No course fee, however, students using school instruments, including percussionists, will pay a rental fee to the school district.

The Concert Band is a select ensemble primarily made up of 9th grade students who perform at an intermediate to advanced level on one of the following instruments: flute, oboe, bassoon, clarinet, bass clarinet, alto, tenor or baritone saxophone, trumpet, horn, baritone, trombone, tuba or percussion. Outstanding students from 7th or 8th grade may be added to achieve proper ensemble balance. The purpose of Concert Band is to perform high quality literature at the junior high level. Musical skills previously mentioned are expanded and developed. Individual practice outside of rehearsal is required. Music - Instrumental 52 MUSIC - INSTRUMENTAL

Participation in the WSMA Solo/Ensemble Festival(s) is expected for members of this group. Individual lessons with the band director are required for students in the Concert Band who are not studying their primary instrument privately outside of school. Students are admitted to this group based on the recommendation of their current band director or by audition.

JAZZ BAND (256) Elective Every other day all year No course fee, however, students using school instruments, including percussionists, will pay a rental fee to the school district.

Jazz Band is open to eighth and ninth grade students interested in learning about and performing music in the jazz and jazz-rock style. This group meets every other day. Students will further develop technique and articulation specific to a variety of jazz styles. More advanced students will explore the art of improvisation. Jazz Band is only open to students who are members of a large performing ensemble within the music department such as band or orchestra. Permission for acceptance into the Jazz Band must be obtained from the director prior to scheduling. Rhythm section members will be placed by audition.

ORCHESTRA

CONCERT ORCHESTRA (757) Elective Every day all year No fee

Concert Orchestra is a performing ensemble composed primarily of 7th grade violin, viola, cello and double bass students. Students who wish to begin Violin, Viola, Cello or Double Bass are required to fulfill certain requirements. Students in 8th and 9th grade may be placed in Concert Orchestra in order to provide a positive and meaningful musical experience. Please contact the orchestra director for more information. Students in Concert Orchestra develop and review technique, posture, tone production, intonation, rhythmic independence, practice habits and proper rehearsal procedures, and performing in concerts. Individual lessons with the orchestra director are required for students not studying their primary instrument privately outside of school. Students in Concert Orchestra are encouraged to audition for WSMA Middle Level Honors Orchestra and participate in WSMA Solo and Ensemble Festival. Music - Instrumental 53 MUSIC - INSTRUMENTAL

CHAMBER ORCHESTRA (257) Elective Every day all year No fee

Chamber Orchestra is a select performing ensemble primarily made up of 8th and 9th grade violin, viola, cello and double bass students. Students in 7th grade who are advanced may qualify to perform in this ensemble by audition. Please see the orchestra director for details. The primary purpose of this ensemble is to perform high quality literature at the middle to high school level. Individual practice outside of rehearsal is required. Students not studying their primary orchestra instrument privately outside of school are required to attend individual lessons each quarter with the orchestra director. Skills listed in the Concert Orchestra course description are expanded upon in Chamber Orchestra. Students in Chamber Orchestra are strongly encouraged to audition for WSMA Middle Level Honors Orchestra (7th & 8th) or High School Honors (9th grade). Solo and Ensemble (WSMA) participation is expected of students in the Chamber Orchestra but not required. . Music - Instrumental 54 MUSIC - VOCAL

MAINSTREETERS - GRADE 7 (751) Elective (no audition) Every other day all year No fee

This chorus is open to any seventh grade student who wishes to sing. The chorus will develop more advanced two-part and three-part vocal skills while studying a variety of music styles. This group rehearses every other day for the year and will participate in various concert activities and a tour.

NOTEABLES (249A) Elective (no audition) Every other day all year No fee

This course offers eighth and ninth grade students the opportunity to refine their singing skills while singing more advanced two and three part harmonies in many styles such as pop, Broadway show tunes, and classical. This treble (women’s) choir rehearses every other day for the year, has individual/group voice lessons, will participate in various concert activities and possibly a tour. Participation in the WSMA Solo/Ensemble festivals is offered.

PATRIOT SINGERS (251A) Elective (Audition required) Every other day all year No fee

This choir is open by audition to eighth and ninth graders who wish to sing and dance and perform a variety of styles including but not limited to jazz, gospel, swing, contemporary, and popular music. Patriot Singers will learn about the blues scale, dissonance, and jazz harmonies. Permission for acceptance into Patriot Singers must be obtained from the choir director prior to scheduling. Students in Patriot Singers must also be a member of Concert Choir (250) at least every other day. Patriot Singers rehearses every other day for the full school year, has individual/group voice lessons, and performs for various concert activities as well as a tour. Participation in the WSMA Solo/Ensemble festivals is highly encouraged.

CONCERT CHOIR (250) Elective (Audition required) Every day all year No fee

This choir is composed of eighth and ninth grade students through audition and the consent of the instructor. A variety of three and four part musical styles is studied and performed, according to the ability of the group. Emphasis is placed on performing arrangements which use more advanced vocal techniques. This advanced choir is most suited to those singers with previous choral experience. Concert Choir rehearses daily and will participate often in various concert activities. Participation in WSMA Solo/Ensemble festivals is highly encouraged. Music - Vocal 55 MUSIC - GENERAL

MUSIC EXPLORATION - GRADE 7 (752) Elective Every other day all year No fee

Music exploration is an elective course for seventh graders. It is a hands-on course that will expose students to musical elements and concepts such as history, listening, performance and notation. This course may include:

* Technology (computer, composing, online listening) * Introduction to guitar * Introduction to musical keyboard * Cultural music (world drumming, folk music)

MUSICAL KEYBOARDING AND GUITAR - GRADES 8 / 9 (852 / 252) Elective Every other day all year No fee

This is an elective course for all eighth and ninth grade students and meets every other day for the year. Students with previous keyboard/guitar experience may test out to an advanced level or preferred instrument.

Students in the musical keyboard lab will learn to play with both hands (treble and bass clef), and will learn chording styles. Students will have their own individual keyboard with earphones to use in the lab.

Students studying guitar will play folk music of various countries and currently popular folk, country, blues, and rock songs as they progress. Guitars are provided for use in the classroom. Students will have the opportunity to record a CD, create compositions and play in ensembles which may include synthesizers or percussion. Music - General 56 Music Orchestra Garage Band Concert Choir SPASH Singers SPASH 10th-12th Production With Classical Piano CounterPointers Wind Ensemble Wind Symphony Jazz Ensemble I Jazz Ensemble II Guitar Chamber Orchestra Note-ables Jazz Band Concert Choir Keyboarding / Patriot Singers Concert Band 9th Grade MUSIC DEPARTMENT COURSES MUSIC DEPARTMENT Vocal Orchestra General Instrumental Music Plan 57 Physical Education

Physical Education

58 PHYSICAL EDUCATION

PHYSICAL EDUCATION - GRADES 7 AND 8 (775B / 875B) Required Every other day all year Towel fee: $2 - last year’s fee subject to change

Physical education is a graded, co-education course with emphasis on developing individual skills and knowledge as they pertain to individual aspects of team sports, team participation, individual sports, and activities with carry-over value. Students meet every other day all year for physical education.

Students participate in the following units.:

Badminton Team handball Swimming Basketball Water polo Tennis Physical fitness Volleyball Soccer Flag football Adventure education Speedball Floor hockey Softball Ultimate Frisbee

Students must wear clothing appropriate for physical activity, including tennis shoes. During inclement weather, a cold weather uniform (sweatshirt and sweat pants) is suggested. Boys may wear their gym shorts for swimming. Locks are issued to each student at the beginning of the school year and collected at the end of the year. Fines are levied for lost locks. Physical Education 59 Swim Swim Fitness Lifetime Sports Intro to Sports & Intro to Sports & Fitness With Beginning Recreational Sports and Competitive Team Sports Competitive Team Fitness With Intermediate & Tone Health Strength & Fitness Conditioning Performance 8th Hour Sculpt Personal Fitness Maximizing Athletic Physical Education Courses Fitness Adventure Academy Adventure Adventure Recreation Leadership Wisconsin River Lifetime Activities and Physical Education Plan 60 Science

Grade 7 Science 7 Science 7A

Grade 8 Science 8/8A

Science

61 SCIENCE

SCIENCE 7 (785) Required Every day all year No fee

This is a general science course with emphasis on basic science concepts and laboratory skills as an orientation for future science study, with emphasis on introductory physics, introductory chemistry, and environmental science. One accelerated/differentiated class is available at this level for students based on district guidelines.

Course objectives - Students will be able to: 1. Observe and perceive by using the senses 2. Use metric units and conversion 3. Safely and correctly use lab equipment 4. Work collaboratively and communicate scientific ideas and experimental results 5. Know concepts of molecular and atomic theory of matter, states of matter, elements, compounds, mixtures, density, chemical properties and changes; physical properties and changes; the periodic table; principles of thermodynamics, energy, and forces; and the electromagnetic spectrum 6. Know/understand the interactions of living things; cycles in nature; Earth’s Ecosystems; environmental problems and solutions; and energy resources; atmosphere; and climate

SCIENCE 7A (785A) Required Every day all year No fee

This is a fast paced accelerated general science course with emphasis on the application of science concepts and laboratory skills as a precursor for future science study. The course will cover introductory physics, introductory chemistry, and environmental science. Students will complete a multitude of self paced learning activities and assessments in an online environment. Strong computer skills, advanced organizational skills, and the ability to work independently are prerequisites for the student to be successful in this classroom environment. Students who accept the challenge of this course will be expected to successfully complete comprehension and vocabulary identification activities independently with little direct teacher support. The focus of classroom time will emphasize higher-level discussion and the application of concepts related to the concepts and vocabulary students have identified independently.

Note: As part of this course students will use the following websites/software programs: Schoology, Gaggle, Edmodo, Wikispace, Google Docs, Prezi, Holt’s Online Textbook, Microsoft Office Programs, video-editing software, podcast-creation software, and others. Though it is not a requirement that students are familiar with all of these, it is vital for them to understand that these will be used regularly and they need to be comfortable completing schoolwork on a computer in an online environment independently.

Course objectives – Students will be able to: 1. Observe and perceive by using the senses 2. Use metric units and conversion 3. Safely and correctly use lab equipment with minimal teacher supervision 4. Work collaboratively and communicate scientific ideas and experimental results Science 62 SCIENCE

5. Know concepts of molecular and atomic theory of matter; states of matter; elements; density; chemical properties and changes; physical properties and changes; the periodic table; principles of thermodynamics, energy, and forces; and the electromagnetic spectrum 6. Know/understand the interactions of living things; cycles in nature; earth’s ecosystems; environmental problems and solutions; energy resources; atmosphere; and climate 7. Utilize a wide variety of web 2.0 tools and software applications independently with minimal teacher supervision.

SCIENCE 8/8A (885/885A) Required Every day all year No fee

Eighth grade science is a general science course containing deeper exploration of astronomy, weather, earth science, and life science.

EARTH SCIENCE:

Course objectives - Students will be able to: 1. Know concepts within astronomy history, stars, galaxies, solar system, moon, comets, and meteors 2. Know principals of meteorology; instruments, atmosphere, weather and climate 3. Know earth science, including: structure of the earth, rocks and minerals, rock cycle, Earth processes and cycles; and energy in the earth system

LIFE SCIENCE:

Course objectives - Students will be able to: 1. Describe the six characteristics of living things 2. Differentiate between single-celled and multiple-celled organisms 3. Understand the structure and function of cells, organs, tissues, organ systems and whole organisms 4. Show how organisms have adapted structures to match their function 5. Investigate and explain that heredity is comprised of the characteristic traits found in genes within the cells of an organism 6. Identify and describe major changes that have evolved and occurred over time in conceptual models and explanations in life science and identify the people, cultures, and conditions that led to these developments

SCIENCE 8A - This is a fast paced accelerated Earth and Life science course with emphasis on the application of science concepts and laboratory skills for future science study. See the general outline and objectives of the course listed above. A major focus of this class be on higher-level discussion and the application of concepts and vocabulary students have identified independently. For students that are self-motivated and meet the district’s accelerated requirements.

See Frequently Asked Questions Regarding Accelerated / Advanced Classes for more information. Science 63 SCIENCE DEPARTMENT COURSES

Grade 9 Grade 10 Grade 11 Grade 12

Environmental/ Physical Science Biology Macro/ Micro Grade 11 - 12 Electives or • Biotechnical Engineering • Anatomy and Physiology Ag/Biology • Marine Biology Advanced • AP Biology Environmental/ • AP Environmental Science Physical Science • Chemistry Grade 10 • Accelerated Chemistry Electives • Advanced Topics in Chemistry • AP Chemistry • Chemistry • Physics* • Accel. Chem • AP Physics I Algebra Based • Physics* • Astronomy Grade 9 Elective • Astronomy • Geology • Human Body • Wisconsin River Academy Systems 1&2 • Principles of • Human Body Systems 1&2 (PLTW) (PLTW) Biomedical • Medical Interventions 1&2 (PLTW) • Geology Science (PLTW) • Wisconsin River Academy • Biotechnical Engineering

Grade 10 - 12 Electives • Principles of Engineering (PLTW) • Advanced Horticulture • Small Animal/Veterinary Science • Animal and Equine Science Science Plan 64 *Geometry prerequisite Social Studies

Grade 7 Social Studies 7 Social Studies 7A

Grade 8 Social Studies 8 Social Studies 8A

Social Studies

65 SOCIAL STUDIES

SOCIAL STUDIES 7 (761) Required Every day all year No fee

During the seventh grade social studies course, the student will learn about eastern civilization with includes the following regions: Northern Eurasia, the Middle East, South Asia, East Asia, Southeast Asia, Africa, and Australia/Oceania. The study of eastern civilization will include a region’s geography and may include a combination of the following: anthropology, economics, political science, history and sociology.

Course objectives: 1. To have the ability to read and use maps 2. To have knowledge how ideas .... have moved from regions throughout history 3. To have knowledge of the lifestyles of people on other cultures (Africa, Middle East, Asia, Oceania) 4. To have knowledge of the physical features of an area and the effect of these features on the people 5. To have knowledge of how the history of an area affects that area today 6. To have knowledge of how the lives of people are affected by the government under which they live 7. To have basic knowledge of macro economics

(Social Studies courses are currently in review so there may be some changes to these courses.)

SOCIAL STUDIES 7A (761A) Required Every day all year No fee

(Student selection for this course is based on district and school requirements for accelerated classes.)

During the seventh grade social studies accelerated-differentiated course, the student will learn about eastern civilization which includes the following regions: Northern Eurasia, the Middle East, South Asia, East Asia, Southeast Asia, Africa and Australia/Oceania. The study of eastern civilization will include a region’s geography and may include a combination of the following: anthropology, economics, political science, history and sociology. An emphasis is placed on discussion, class participation, and critical thinking skills. Additional reading, research and writing will also be emphasized.

(Students in this course are expected to excel in the areas of effort and achievement.)

See Frequently Asked Questions Regarding Accelerated / Advanced Classes for more information. Social Studies 66 SOCIAL STUDIES

SOCIAL STUDIES 8 (861) Required Every day all year No fee

The eighth grade social studies course is designed to provide eighth grade students with a broad, general background in European events from Ancient Greece to the present day. Included is an emphasis on map skills. The course is taught through 12 chronological units. An accelerated/differentiated course is available.

Course Objectives:

1. Use and interpret historical maps 2. Contrast early civilizations 3. Describe medieval society and its effects upon Europe 4. Trace the development of modern government systems 5. Describe the significance of the Renaissance and Reformation 6. Define imperialism and nationalism and state their significance 7. Describe the cause and effects of historical conflicts (revolutions and wars) 8. Trace factors and events which make up the modern world situation

SOCIAL STUDIES 8A (861A) Required Every day all year No fee

Student selection for this course is based on performance, participation and level of interest shown during seventh grade social studies.

Subject matter covered is the same as in the regular eighth grade social studies sections, except that a greater emphasis is placed on discussion, information is covered in greater depth, students will be asked to do more reading, and writing skills will be emphasized.

See Frequently Asked Questions Regarding Accelerated / Advanced Classes for more information. Social Studies 67 SOCIAL STUDIES DEPARTMENT COURSES Grade 9 Grade 10 Grade 11 Grade 12

Intro to Diversity Seniors are Studies required to select at (Semester) least one elective from Social Problems below. (Semester) Wisconsin River Students are Civics U.S. History Academy (Year) encouraged to select

Social Science Electives

AP Economics: Micro and Macro (Year) AP Government AP Macro Economics (2nd Semester) & Politics: United AP U.S. History States AP European History (Year)

AP Government and Politics: U.S. (1st Semester)

AP Government and Politics: Comparative (2nd Semester)

AP Psychology (Semester)

Psychology (Semester)

Ancient Civilizations (Semester)

Holocaust, Genocide, and Human Rights (Semester)

Introduction to Diversity Studies (Semester)

Introduction and History of Religion and Philosophy ( Semester)

World Geography (Semester)

Wisconsin River Academy

World Geography (Semester)

***Electives are open to Juniors and Seniors. A Diversity course MUST be taken Junior year, and at least one Elective MUST be taken Senior Year. Students are encouraged to take more than the minimum requirements during both their Junior and Senior years, as most colleges prefer students enter with 4 credits of Social Studies.***

68 Special Education

Read 180 Reading Resource Adaptive Physical Education Math English Speech/Language Social Skills General Knowledge / Science / Social Studies Other

Special Education

69 SPECIAL EDUCATION

Special education services and/or related services are available to students who have a special education need as defined by either Chapter 15,1 Wisconsin Statutes or the Individuals With Disabilities Act. The district assures delivery of a free appropriate public education in the least restrictive environment to all students who meet the established criteria. All special education classes and/or support services are only available through the recommendation(s) of the district's individual education plan (IEP) team. A special education evaluation may result in a student meeting criteria for one or more of the following impairments : specific learning disability; speech or language impairment; emotional/behavioral disability; autism; cognitive disability; visual impairment; orthopedically impaired; other health impairment; hearing impairment; traumatic brain injury. If a student has an identified impairment and is in need of special education services to assist in addressing or meeting the student’s need then an individual education plan (IEP) is developed.

READING/LANGUAGE ARTS BLOCK IEP Team Recommendation Everyday all year No fee

READ 180 is an intensive 90 minute reading intervention program designed to accelerate students in reading and writing. READ 180 directly addresses individual needs through adaptive and instructional software, direct instruction in phonemic awareness, phonics, fluency, comprehension strategies, academic vocabulary, spelling and writing skills. Comprehension strategies explicitly taught: main idea and details, literary elements, sequence, summarize, problem and solutions, cause and effect, compare and contrast and inferences. Writing skills explicitly taught: Narrative, expository, descriptive, persuasive and literary responses. These skills enable students to use reading as a fundamental tool for learning, enjoying literature and becoming confident readers and writers.

READING IEP Team Recommendation Every day all year No fee

Comprehension strategies are explicitly taught along with systematic instruction in decoding, word recognition, fluency, spelling and vocabulary acquisition for students who read below grade level. Students will have several opportunities to practice and apply comprehension strategies reading grade level text. Building independent and motivated life-long readers is the emphasis.

RESOURCE (Grades 7 & 8)

IEP Team Recommendation Every day all year or every other day all year No fee

This course is designed as a structured study hall for students with special education needs that require Special Education 70 SPECIAL EDUCATION

support for regular education classes. In resource students learn memory techniques, study skills, organizational skills and test taking strategies.

ADAPTIVE PHYSICAL EDUCATION IEP Team Recommendation Every other day all year No fee

This course is designed to meet the specific individual physical education needs of students who cannot successfully participate in the physical education program because of identified special needs. Activities are frequently implemented in small groups and include individualized instruction.

MATH (Grades 7 & 8)

IEP Team Recommendation Every day all year No fee

This course emphasizes basic math skills. Skills covered can include basic computation, money, checking and savings account management, graphing, fractions, decimals, percentages and probability. Life applications of math processes are incorporated in the activities.

ENGLISH (Grades 7 & 8)

IEP Team Recommendation Every day all year No fee

This course integrates both reading and written language. Skills taught include reading strategies, reading comprehension, vocabulary, spelling, grammar, mechanics, punctuation, sentence construction, paragraph development and essay writing.

SPEECH/LANGUAGE IEP Team Recommendation Amount of time scheduled varies according to each student’s IEP No fee

Services are provided to students who demonstrate a variety of communication needs (i.e. delays in articulation, general language, voice, fluency, social language, etc.). A primary goal is to individually assist students to “functionally” communicate their thoughts without frustration whether they are at school, home, or in the community. Students are also assisted in understanding the vocabulary, directions, and language used within their courses of study as well as within their social circles. Special Education 71 SPECIAL EDUCATION

SOCIAL SKILLS (Grades 7 & 8) IEP Team Recommendation Amount of time scheduled varies according to each student’s IEP No fee

Students learn the motivations behind human behavior in order to better appreciate the actions of others and themselves. Also, the students will learn to problem solve, to work in groups and to build on self- image and respect. Crisis management, errors in thinking and organizational skills will also be covered.

GENERAL KNOWLEDGE / SCIENCE / SOCIAL STUDIES IEP Team Recommendation Every day all year No Fee

This class emphasizes functional concepts that include you and the law, mapping and basic United States history concepts and vocabulary.

This class emphasizes basic, functional concepts in a variety of science areas dependent on student needs.

OTHER

Based on a student’s individual needs additional programming may be determined by an IEP team and included in a student’s IEP. Special Education 72 Technology & Engineering

Grade 8 Gateway to Technology I Gateway to Technology II

Technology & Engineering

73 TECHNOLOGY & ENGINEERING

GATEWAY TO TECHNOLOGY I (GTT I) - GRADE 8 (821B) Required Every day for a semester Fee: $6

This course harnesses the enthusiasm and energy of junior high school students. The focus of the course is showing, not telling, students how to use engineering skills to solve everyday problems.

Students won’t ask, “Will I ever use this in real life?” because they will be applying their skills as they learn them. The primary focus is on stronger math, science and technology inquiry skills. This includes the integration of the Gateway to Technology/GTT and Project Lead The Way/PLTW curriculum. Some of the areas covered will be: design and modeling, automation and robotics, magic of the electron and science of technology.

GATEWAY TO TECHNOLOGY II (GTT II) - GRADE 8 (826) Elective Every day for a semester Fee: $6

Gateway To Technology II is the next step in preparing students for the future. With curriculum that involves problem solving, rigor and relevance to jobs of the future. Students will use Inventor, an engineering design program, to create part and assembly drawings and then manufacture what has been designed.

Students will design and build a truss bridge, then use destructive testing as a means to evaluate their designs and determine how and why they fail. Students will learn about mechanisms, automation and robotics then apply what has been learned to build interactive machines controlled by RoboPro, a true CNC processing program. Course activities will also include researching and discovering how energy use and our environment are intertwined, complicated and highly controversial topics that need to be addressed, along with alternative energy source development. Technology & Engineering Technology 74 Tool Tool elding Technology oodworking echnology Technology Advanced W Grades 11-12

and Metal Fabrication • Advanced Machine

ideo Production 2 • Advanced W Technology Building Construction V Automotive T Advanced Automotive

• • •

• • (CEA) . Tool Arch Auto CAD Engineering wareness Technology Grades 10-12 Engines and Performance elding Technology ideo Production 1 Small Automotive A W Construction Fundamentals V Computer Graphics Digital Photography and Computers W Introduction to Machine Principles of Engineering (POE) Digital Electronics (DE) Civil Engineering and Introduction to

•

• • • oodworking Technology • • • • • • • • • Grade 9 Way (PLTW) Way Design (IED) Construction Project Lead the Graphic Design Intro to Computer Wood Processing/ Wood Technology & Engineering Education Department Courses Technology Intro to Engineering Energy/Transportation Introduction to Metals Technology & Engineering Plan Technology 75 World Languages

Grade 7 Spanish 1 French 1

Grade 8 Spanish 1 Spanish 2 French 1 French 2

World Languages

76 WORLD LANGUAGES

FRENCH 1 (188) Elective Every day all year No Fee

Parlez-vous français? The main emphasis this year is on essential conversation and vocabulary combined with practice in reading, writing and comprehension. The course also includes numerous readings about our French-Speaking world. The basic text is D’Accord. Students will have some large projects. Oral quizzes are given and on-line computer assignments are required. French is used for routine activities, students hear directions in French and are expected to use French in class.

FRENCH 2 (189) Elective Pre-requisite: French 1 Every day all year No Fee

Continuons! Students expand their study of the cultural linguistic concepts covered in French 1, differences and similarities through readings, films, skits, and conversations.There is continued emphasis on speaking and comprehension, along with an equal balance of reading and writing in the target language. The basic text is D’Accord, short stories, cultural realia, and online sources. Students will complete large projects in addition to other smaller assignments. Oral quizzes and presentations are given. Directions are given in French and the majority of class is conducted in French.

SPANISH 1 (200) Elective Every day all year No Fee

Spanish 1 is a fast-paced beginning language course emphasizing communication and basic proficiency in the target language. Through this course students will develop listening, speaking, reading and writing skills in Spanish. Students will be actively involved in learning vocabulary, grammar and culture through themes, stories, music and other forms of comprehensible input. World Languages World 77 WORLD LANGUAGES

SPANISH 2 (201) Elective Pre-requisite: Spanish 1 Every day all year No Fee

Spanish 2 is a continuation of Spanish 1. Students will further develop communication skills and build proficiency in the target language. Throughout this course students will improve and refine their listening, speaking, reading and writing skills in Spanish. Students will be actively involved in learning vocabulary, grammar and culture through themes, stories, music and other forms of comprehensible input.

See Frequently Asked Questions Regarding World Language for more information. World Languages World 78 German 4 French 6 AP Spanish 6 AP French 5 Spanish 5 German 3 French 4 Spanish 4 German 2 French 3 German 1 Spanish 3 World Languages Courses World French 2 Spanish 2 French 1 Spanish 1 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 World Languages Plan World 79