2014-2015 Middle School Course Selection Guide

The Port Arthur Independent School District

2014-2015 Middle School Course Selection

Grade 6 through Grade 8

Grade 6 through Grade 8

ASSURANCE OF NONDISCRIMINATION The Port Arthur Independent School District does not discriminate on the basis of race, religion, color, national origin, sex, or handicap in providing education services. The Superintendent has been designated to coordinate compliance with the discrimination requirements of the Title IX and the nondiscrimination requirements of Section 504 of the Rehabilitation ACT of 1973, as amended.

INTRODUCTION Middle school students are in a very flexible period of life with many worthwhile choices to consider. Middle school offers the opportunity for exploration and development of each student's interests, abilities, and talents. Each student in the Port Arthur Independent School District is assisted by a dedicated staff in making choices that will lead to the fullest attainment of selected goals. Special help in making educational choices at the middle school level is provided by school counselors.

The course selection guide has been prepared as an aid to students at the middle school level. The guide should also benefit parents in assisting the middle school student in the wide selection of courses. Plans which affect the total educational development of students begin with the proper selection of a program of studies at middle school.

Table of Contents

 Board of Trustees……………………………………………………………5  Superintendent & Executive Team. .……………………………………..6  Curriculum Supervisors & Testing Coordinator…………………………  School Principals for Elementary, Middle and High School…………..7-9  Guidance and Counseling Department………………………………….10-11  High Expectations (Grade 6 through Grade 12)………………………..12  General Registration Information………………………………………..13-16  Definitions and Terms…………………………………………………….17-18  Becoming Familiar with Academic Terminology……………………….19-21  College Checklist…………………………………………………………..22-23  Levels of Courses………………………………………………………….24  Courses Offered……………………………………………………………25  6th Grade Course Selection……………………………………………….26-32  7th Grade Course Selection……………………………………………….33-41  8th Grade Course Selection……………………………………………….42-50  Appendix……………………………………………………………………51

The Port Arthur Independent School District

Board of Trustees Mrs. Lloyd Marie Johnson, President Mr. Thomas Kinlaw, III, Vice President Mr. Kenneth Lofton, Sr., Secretary Mr. Gregory Flores, Trustee Mr. Robert Reid, Trustee Mrs. Tracy Thomas, Trustee Mrs. Dianne Brown, Trustee

Dr. Mark Porterie Superintendent of Schools

Up-Dated March, 2014

The Port Arthur Independent School District is an Equal Opportunity Employer in full compliance with Title VI, Civil Rights Act, 1964; Title IX, Education Amendment, 1972; Section 504, Rehabilitation Act, 1973. It is the policy of the Port Arthur Independent School District not to discriminate based on sex, handicap, race, color, age, or national origin in educational or vocational programs, activities, or employment. For further information, please contact Dr. Mark Porterie at (409) 989-6238.

The Port Arthur Independent School District

Dr. Mark Porterie Superintendent of Schools

Executive Team Mrs. Phyllis Geans Assistant Superintendent for Business & Finance Chief Financial Officer Dr. Melvin Getwood Assistant Superintendent for Curriculum & Instruction - Secondary Dr. Emma Gene Rowry Chief Education Reform Academic Officer Dr. Kim Vine Chief Education Reform Academic Officer Mr. James Wyble Executive Director of Human Resources

The Port Arthur Independent School District Department of Curriculum and Instruction Curriculum Supervisors & Testing Coordinator

Mrs. Carolyn Brown English Language Arts and Reading Supervisor

Mrs. Margorie Cole Fine Arts and Physical Education, and Health Supervisor

Mrs. Yolanda Getwood Social Studies Supervisor

Ms. Rita Leger Science Supervisor

Mrs. Kathy McEwen Testing, Assessment & Administrative Services Coordinator

Mrs. Tatiana Morales Bilingual Education and Foreign Languages Supervisor

Mrs. Freddie Renfro Mathematics Supervisor

The Port Arthur Independent School District Elementary Schools S/SGT Lucian Adams Elementary School DeQueen Elementary School Dick Dowling Elementary School Sam Houston Elementary School Robert E. Lee Elementary School William B. Travis Elementary School Tyrrell Elementary School Booker T. Washington Elementary School

Middle Schools Abraham Lincoln Middle School Thomas Jefferson Middle School

High School Memorial 9th Grade Academy at Austin Memorial High School Stilwell Career and Technical Education (CATE) Center

Special Programs Port Arthur Alternative Campus Wheatley School of Early Childhood Programs

The Port Arthur Independent School District ~ Elementary Schools ~ Adams Elementary, Mrs. Karla Obregon, Principal 5701 9th Ave. Port Arthur, TX 77642 Phone Number: 409.984.4100 Fax: 409.982.5564

Lee Elementary, Mr. Reuben Sampson, Principal 3900 10th St. Port Arthur, TX 77642 Phone Number: 409.984.8300 Fax: 409.983.1649

DeQueen Elementary, Mrs. Jerry Gloston, Principal 740 DeQueen Blvd.

Port Arthur, TX 77640 Phone Number: 409.984.8900 Fax: 409.982.1843

Travis Elementary, Mrs. Ramona Lee, Principal 1115 Lakeview Ave. Port Arthur, TX 77642 Phone Number: 409.984.4700 Fax: 409.982.8966

Dowling Elementary, Mrs. Gladdie Fowler, Principal 6301 Pat Ave. Port Arthur, TX 77640 Phone Number: 409.984.4960 Fax: 409.736.2406

Tyrrell Elementary, Dr. Lisa Chambers, Principal 4401 Ferndale Port Arthur, TX 77642 Phone Number: 409.984.4660 Fax: 409.984.4660

Houston Elementary, Mrs. Melissa Oliva, Principal 3245 36th St. Port Arthur, TX 77642 Phone Number: 409.984.4800 Fax: 409.985.8701

Washington Elementary, Mr. Calvin Rice, Principal 1300 Freeman Ave. Port Arthur, TX 77640 Phone Number: 409.984.8600 Fax: 409.984.9631

~ Head Start and Early Childhood Development ~ Wheatley School, Mrs. Fredia Simmons, Principal 1100 Jefferson Dr. Port Arthur, TX 77642 Phone Number: 409.984.8750 Fax: 409.985.5487 __________________________________________________________________________________________________

~ Middle Schools ~ Jefferson Middle School, Dr. Barbara Polk, Principal 2200 Jefferson Dr. Port Arthur, TX 77642 Phone Number: 409.984.4860 Fax: 409.960.6057 Lincoln Middle School, Ms. LaSonya Baptiste, Principal 1023 Abe Lincoln Ave. Port Arthur, TX 77642 Phone Number: 409.984.8700 Fax: 409.982.2847

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~ 9th Grade Campus ~ Memorial 9th Grade Academy at Austin, Mrs. Gloria Dodson, Principal 2441 61st St. Port Arthur, TX 77640 Phone Number: 409. 984.4900 Fax: 409.736.0267

~ High School ~ Memorial High School, Dr. Glenn Mitchell, Principal 3501 S/Sgt. Lucian Adams Dr. Port Arthur, TX 77642 Phone Number: 409.984.4000 Fax: 409.985.3376 CATE (Stilwell) Technical Center, Mr. Raymond Polk, Coordinator 3501 S/Sgt. Lucian Adams Dr. Port Arthur, TX 77642 Phone Number: 409.984.4750 Fax: 409.983.2204

Port Arthur Independent School District ~ Alternative Campus ~ PAAC Grades 6 -12, Mrs. Sharon Dozier-Davis, Executive Director 1030 Dunbar Ave. Port Arthur, TX 77640 Phone Number: 409.984.8650 Fax: 409.984.9753

…Think with the End in Mind…

The Port Arthur Independent School District Counseling and Guidance Department Betty Alexander, Counselor William B. Travis Elementary School

Anna Mailey, Counselor Memorial High School

Annie Curtis, Counselor Special Education Department

Darla Mann, Counselor Memorial 9th Grade Academy

Alice Ellison, Counselor Thomas Jefferson Middle School

Marilyn Marcel, Counselor Sam Houston Elementary School

Karla Floyd, Counselor Thomas Jefferson Middle School

Karen Martinez, Counselor Abraham Lincoln Middle School

Kathleen Fontenot, Counselor Thomas Jefferson Middle School

Dana Mays-Kimble, Counselor Tyrrell Elementary School

Gloria Hardin, Counselor Memorial High School

LaKendra Mitchell, Counselor Abraham Lincoln Middle School

Stillman Hebert, Counselor Port Arthur Alternative Campus

Allecia Sampson, Counselor DeQueen Elementary School

Carmen Hudson, Counselor Memorial High School

Debra Scott, Counselor Dick Dowling Elementary School

Ora Hunter, Counselor Memorial High School--CATE

Pamela Thomas, Counselor S/Sgt. Lucian Adams Elementary School

Larneka Lavalais, Counselor Memorial High School

Marilyn Thompson, Counselor Robert E. Lee Elementary School

Gwendolyn Lejunie, Counselor (Interim)–Port Arthur Alternative Campus

Angela Vincent, Counselor Booker T. Washington Elementary School

Adrienne Lott, Counselor Memorial 9th Grade Campus

Dr. Emma Gene Rowry Chief Education Reform Academic Officer

The Port Arthur Independent School District Counseling and Guidance Department Leadership Committee

Elementary Mrs. Betty Alexander, Counselor—William B. Travis Elementary (Co-Chairperson for Elementary Schools) Mrs. Marilyn Thompson, Counselor—Robert E. Lee Elementary (Chairperson for Elementary Schools)

Middle School Mrs. Kathleen Fontenot, Counselor—Thomas Jefferson Middle School (Chairperson for Middle Schools) Ms. LaKendra Mitchell, Counselor—Abraham Lincoln Middle School (Co-Chairperson for Middle Schools) Mrs. Alice Ellison, Counselor—Thomas Jefferson Middle School (Character Education Coordinator)

High School Mrs. Carmen Hudson, Counselor—Memorial High School (Lead Counselor for High School and Chairperson for High School) Ms. Ora Hunter, CATE Counselor—Memorial High School (Co-Chairperson for High School) Mrs. Anna Mailey, Counselor—Memorial High School (Program Advisor)

Dr. Emma Gene Rowry Chief Education Reform Academic Officer

The Port Arthur Independent School District Student Course Selection Guide High Expectations (Grade 6 through Grade 12)

Beginning with 9th Grade students for 2014-2015, high school students will graduate under the Foundation Graduation Plan with an Endorsement, or the Distinguished Level of Achievement with an Endorsement. The changes in high school graduation plans are the result of the 83rd Texas Legislature House Bill 5, which was signed into law.

Students are expected to reinforce their chances for educational success by being studious in class, studying at home, and committing to excellence as a consistent practice. It is important for students to be active partners with teachers in developing good study habits Thus, required learning materials should be brought to class: books, paper, pens, pencils, tablets, folders, etc. This should be viewed as a “high priority” each school day!

Students in grades 6 through 8 are encouraged to take Pre-AP courses as they have opportunity; taking rigorous courses enhances opportunities for students to develop and exercise critical skills for greater academic success and preparation. It is important for students to realize that “End-of-Course Exams” (EOC) were implemented for the freshman class of 2011-2012.

Students are encouraged to take the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) in their sophomore year (10th grade) for practice, but in the junior year (11th grade) the PSAT may be taken for eligibility for the National Merit Scholarship Competition. Students who take the PSAT tend to score higher on the SAT than those who do not. It is recommended that students take the SAT and/or ACT early, especially during their junior year and no later than the fall of their senior year. ** PAISD 8tth Graders annually take the ReadiStep Exam in October to better prepare them for the PSAT in high school.

Eighth (8th) Grade Students will be administered the Kuder Interest Inventory, Kuder Skills Assessment, and the Kuder Work Values Inventory as a part of the Kuder Career Planning System, providing a comprehensive research-based approach to career exploration, planning, and development. From the assessments, Career Portfolios may be developed to assist students in focusing upon their strengths and career interests. It is realized that a student’s interest may change with time, which will pose no problem as students learn more about the “world of work” and exercise their discretion in making personal choices about areas of concentration for college or post-secondary training and careers. Career awareness will begin in elementary grades; career exploration will be provided in middle schools; and career development will be assisted during high school years, providing a comprehensive effort to make education both relevant to the lives of students and appropriately rigorous for global competition and academic success during the 21st Century.

Students are encouraged to enhance their reading skills by checking out books from the school and public library and reading more.

Additionally, students should practice writing daily so as to develop the essential skill of writing and critical thinking Students are expected to take World Languages in high school for at least two or three years in the same language. Presently, Computer Programming is a substitute for foreign language credits in the Foundation High School Program (FHSP) or the Distinguished Level of Achievement High School Plan.

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The Port Arthur Independent School District Student Course Selection Guide General Information 2014-2015 Middle School Course Offerings Port Arthur I.S.D.

General Registration Information Middle school students may receive 1 ½ credits toward high school graduation in the 8th grade. Students may take a half semester of Touch Systems Data Entry (1/2 credit). They may take Algebra I (1 credit for Math).

High schools in Port Arthur ISD operate on a semester system. One year's work will provide one Carnegie credit in each course per regular school year.

New Students A middle school student new to the school district should report to the appropriate middle school—Abraham Lincoln Middle School or Thomas Jefferson Middle School—as required by their residential zone— and visit the school’s registrars’ office with the following documents: 1.

A birth certificate

2.

Immunization records as follows: A validated document of immunization, which has been issued by a public health clinic or one signed by a licensed Physician (Immunization record from the previous school are also acceptable), must include the following.

Polio DTP/DtaP MMR (Measles, Mumps, Rubella) Hepatitis B Varicella (Chicken Pox)

Meningococcal Hepatitis A

3 doses if last dose is on or after 4th birthday OR 4 doses if 3rd dose is prior to 4th birthday Children 7 years of age and older – 3 doses; last dose must be after the 4th birthday – booster every 5 years (Measles, Mumps, Rubella) 2 doses; 1st dose – on or after the 1st birthday

3 doses; 2 doses may meet the requirement for Texas Minimum State vaccines 1 dose or parent/physician statement of chicken pox illness OR 2 doses if 1st was given at /after age 13 OR 2 doses for 7th , 8th , 9th , 10th , and 11th graders 1 dose for 7th , 8th , 9th , 10th and 11th grade entry 2 doses, 1st dose on or after1st birthday

Proof of DT booster and/or second measles vaccine must be presented to the school nurse at the beginning of the semester in which they are due.

Please note:

3.

4.

5.

6.

Immunization requirements differ for younger children. Parents of elementary school-age children should consult with the elementary school nurse.

A copy of his/her academic record from the previous school A copy of his/her STAAR Confidential Student Report for the most recent test administration (students enrolling another Texas school) Social Security Number Proof of residency in the district (lease agreement, proof of home ownership, etc.)

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from

Returning Students Students who have already registered but need a schedule change due to the situations listed below should contact the appropriate grade level counselor office during the first week in August to make an appointment to discuss a change due to

  

attendance in summer school; completion of a correspondence course; or failure to complete the prerequisites for a new course.

Information for Students and Parents Topics in this section of the course guide contain important information about attendance and credits and immunization.

Absences/Attendance Regular school attendance is essential for a student to make the most of his/her education—to benefit from teacher-led and school activities, to build each day’s learning on the previous day’s learning. Absences from class may result in serious disruption of a student’s mastery of the instructional materials; therefore, the student and parent should make every effort to avoid unnecessary absences.

To receive credit in a class, a student must attend at least 90 percent of the days the class is offered. A student who attends fewer than 90 percent of the days the class is offered will be referred to the Campus Attendance Review Committee to determine whether there are extenuating circumstances for the absences and how the student can regain credit, if appropriate.

In determining whether there were extenuating circumstances for the absences, the Campus Attendance Review Committee will use the following guidelines: 

All absences will be considered in determining whether a student has attended the required percentage of days. If makeup work is completed, absences for religious holy days and documented health-care appointments will be considered days of attendance for this purpose [See policies at FEB]

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A transfer or migrant student begins to accumulate absences only after he or she has enrolled in the district. For a student transferring into the district after school begins, including a migrant student, only those absences after enrollment will be considered.

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In reaching a decision about a student’s absences, the committee will attempt to ensure that it is in the best interest of the student.

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The committee will consider the acceptability and authenticity of documented reasons for the student’s absences.

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The committee will consider whether the absences were for reasons over which the student or the student’s parent could exercise any control.



The committee will consider the extent to which the student has completed all assignments, mastered the Texas Essential Knowledge and Skills for the classes affected, and maintained passing grades in the course or subject.



The student or parent will be given an opportunity to present any information to the committee about the absences and to talk about ways to earn or regain credit.

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The student or parent may appeal the committee’s decision to the Principal and thereafter to the Board of Trustees by filing a written request with Superintendent in accordance with policy (FNG, LOCAL). Whether a class is for a full semester of for a full year will determine the actual number of days a student must be in attendance to receive credit.

Parent’s Note after An Absence When a student must be absent from school, the student—upon returning to school—must bring a note, signed by the parent that describes the reason for the absence. A note signed by the student, even with the parent’s permission, will not be accepted unless the student is 18 older.

Doctor’s Note after An Absence for Illness Upon return to school, a student absent for more than 3 consecutive days because of a personal illness must bring a statement from a doctor or health clinic verifying the illness or condition that caused the student’s extended absence from school. [See FEC (LOCAL] Personal Counseling The School Counselor is available to assist students with a wide range of personal concerns, including such areas as social, family, or emotional issues, or substance abuse. The School Counselor may also put the student and parent in touch with a School Social Worker. Information about community resources to address concerns may be provided, as appropriate.

A student who wishes to meet with a School Counselor should follow campus procedures.

Psychological Exams, Tests, or Treatment The school will not conduct a psychological examination, test, or treatment without first obtaining the parent’s written consent.

Parental consent is not necessary when a psychological examination, test or treatment is required by state or federal law for special education purposes of by the Texas Education Agency for child abuse investigation and reports.

[For more information, refer to FFE (LEGAL) and FFG (EXHIBIT).]

Contagious Diseases/Conditions To protect other students from contagious illnesses, students infected with certain diseases are not allowed to come to school while contagious. If a parent suspects that his or her child has a contagious disease, the parent should contact the school nurse or principal so that other students who might have been exposed to the disease can be alerted. The school nurse or the principal’s office can provide information from the Department of State Health Services regarding these diseases.

Immunization A student must be fully immunized against certain diseases or must present a certificate or statement that, for medical reasons or reasons of conscience, including a religious belief, the student will not be immunized. For exemptions based on reasons of conscience, only official forms issued by the Texas Department of State Health Services, Immunization Branch, can be honored by the district. The immunizations required are diphtheria, rubella (measles), rubella (German measles), mumps, tetanus, pertussis, poliomyelitis, hepatitis A, hepatitis B, and varicella (chicken pox). The school nurse can provide information on age-appropriate doses or on an acceptable physician-validated history or illness required by the Department of State Health Services. Proof of immunization may be established by personal records from a licensed physician or public health clinic with a signature or rubberstamp validation.

If a student should not be immunized for medical reasons, the student or parent must present a certificate signed by a U.S. licensed physician stating that, in the doctor’s opinion, the immunization required poses a significant risk to the health and well-being of the student or member of the student’s family or household. This certificate must be renewed yearly unless the physician specifies a lifelong condition.

[For further information, see policy FFAB (LEGAL) and the Department of State Health Services Web site: http://www.dshs.state.tx.us/immunize/school/default.shtm.]

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Course Selection Process Developing the Class Schedule for Secondary Students Students meet individually with counselors during the spring semester to determine course selection for the following year. With the assistance of counselors, students have the opportunity to choose their own classes as well as alternate electives, and they have the opportunity to verify those choices and make corrections several times before the start of the new school year.

Counselors will provide information about the course selection process, graduation plans, and class choices, through classroom guidance. Students will be given a Course Selection Guide and a course selection sheet. Students will be told the due dates and instructions for completing course selections with a request for signatures of parents as a sign of approval. Parents will have the opportunity to attend scheduled parent information meetings and student orientations as students participate in the course selection process. Counselors will also see each student individually regarding course selections. In addition, each student will be provided verification of course requests along with a deadline for change requests. Students are reminded that some course offerings are tentative and dependent upon sufficient enrollment. It is very important that students provide alternate course choices for elective courses on the registration/course selection form.

Important Reminder: Course Selection is a very important process upon which the Master Schedule is built, teachers are hired, and classroom assignments made; please make your selections with seriousness of mind.

If a chosen class does not fit into a student’s schedule, the alternate selections will be used by counselors, and if students fail to provide the required alternate selections, counselors will use their judgment in scheduling the student.

When a student selects a course, it is assumed that the student will be eligible and prepared for the course by having passed the course in progress. However, if a student fails a course(s), the student should plan to make up the course during the up-coming summer and avoid getting behind, especially with the increased graduation requirements. A student jeopardizes his/her progress toward “reclassification” to the next grade level and graduation requirements.

Students should contact his/her counselor if there is a concern about having failed a course and attending summer school.

If a particular course requires the teacher’s approval, students are responsible for obtaining that approval prior to submitting course requests.

E PEDULE CHANGE POLICY After the development of the Master Schedule, student schedule changes will only be made for the following reasons (unless the campus principal gives approval for the schedule change):

       

A student is placed in a course in error.

A student fails a required course making a schedule adjustment necessary for graduation.

Additional credit was earned making a schedule adjustment necessary.

The student has a schedule that is not educationally defensible; i.e., does not have the pre-requisites or not having courses needed for graduation.

Change is needed as a result of a student’s being elected or administratively assigned to or taken out of a program within the school; i.e., band, athletics, work program, or other classes requiring instructor approval.

Change is needed to enable a student to graduate in the particular year.

Class sizes must be balanced.

Courses are cancelled.

Level changes:

Research shows that students who take challenging courses in high school are more likely to enroll in and complete college degree programs. Students are encouraged to choose academic rigor over GPA when making choices about classes.

Before requesting approval from a campus administrator to move from an advanced course to a lower level course (English I AP to English I, for example), a student should demonstrate effort to meet academic standards of the course, seek assistance by attending tutorials, participate in class, and ensure conferences—via phone or in person—have occurred between the teacher, parent, and student.

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SEMESTER SYSTEM

DEFINITION OF TERMS for Grade 6 through Grade 8

UNIT:

A unit is course work consisting of two semesters or one year.

SEMESTER:

A semester is half of the school year, or three six-weeks grading periods.

SEMESTER GRADE:

A semester grade is an average of three Six - Weeks grades. Semester grades are recorded twice a year--in January and in May.

REQUIRED SUBJECT:

A required subject is a subject/course that is designated by the state or local school board to be taken by each student.

ELECTIVE SUBJECT:

An elective subject is one chosen by the student, but not designated as a state requirement.

PREREQUISITE:

A prerequisite is a condition that must be met before enrollment in a course. For example, Social Studies 6 is a prerequisite for enrollment in Social Studies 7. Other courses may require teacher approval as a prerequisite.

TEKS:

The Texas Essential Knowledge and Skills (TEKS)is the state mandated curriculum.

The Texas Essential Knowledge and Skills (TEKS) are the state standards for Texas public schools that detail the requirements for every course.

STAAR:

The State of Texas Assessment of Academic Readiness is the state-mandated test beginning in 2011-2012. The STAAR measures the statewide curriculum (TEKS) in Reading at Grades 6-8; at Grades 6-8; Science and Social Studies and Algebra at Grade 8.

Writing at Grade 7; Mathematics

EOC:

End of Course Exams - The purpose of the end-of-course (EOC) assessments is to measure students’ academic performance in core high school courses and to become part of the graduation requirements beginning with the freshman class of 2011–2012.

STAAR COURSES:

STAAR courses have been designed to prepare students for mastering the objectives measured on the STAAR and to attain satisfactory skills in basic academic subjects. The appropriate STAAR courses are highly required for students who are STAAR nonmasters.

VEGA/GT

Varied Experiences for the Gifted in Academics & Gifted/Talented (VEGA/GT) is the district’s name for State mandated programs for gifted students. The VEGA/GT Program is offered to eligible students through differentiated instruction. At the senior high level, advanced classes in the four core academic subjects provide VEGA/GT opportunities.

ESL:

English as a Second Language (ESL) is the instructional program offered to eligible students at a level commensurate with their English proficiency as determined by the Language Proficiency Assessment Committee (LPAC). Limited English Proficient (LEP) and English Language Learners (ELL) students receive academic support for success.

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SHELTERED INSTRUCTION:

Sheltered-Instruction Courses are academic content classes designed specifically for ESL learner. Content is presented in a way that makes the information more comprehensible to students learning English.

Pre-AP:

Pre-AP courses are offered in the core area subjects: English Language Arts, Math, Science, and Social Studies. Pre-AP courses will help prepare students for advanced courses in high school. The Pre-AP courses are more challenging than regular courses.

STUDENT SUCCESS INITIATIVE (SSI)

Student Success Initiative requires that all 8th grade students who are not successful on their STAAR Math and/or Reading assessment must complete SSI requirements or potentially be retained based on the determination of the Grade Placement Committee (GPC).

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Becoming Familiar with Academic Terminology GENERAL INFORMATION: Students should become familiar with information and criteria presented in these next sections. 

Four Year Plan

Each student is required to develop a 4-6-Year Plan upon entering high school (during the second semester of Grade 8) as required by the Texas Education Agency. Students, parents, and counselors plan for all four years so that students may make the most of their time in high school.

The plan is designed to assist students in meeting graduation requirements and in planning post-secondary education and/or work.

Students are advised to consult college catalogs to determine post-secondary requirements.

To choose classes for the plan, students should work with their parents and assigned school counselor. Later, the plan should be reevaluated to insure that the student’s graduation goals and requirements are being met successfully or need to be adjusted to meet changed goals. Students should review their plan each year and make revisions as needed. Each year, the student, parent, and counselor are to sign and date the Plan.

1.

Each student’s 4-Year Plan has a required number of courses necessary to graduate and the required number of credits specified by his graduation plan.

2.

The student must earn credit in all required courses specified by his/her graduation plan.

3.

In addition to course credit requirements, the student must meet state performance standards for State Accountability Exams, and attendance requirements for graduation.

Course Offerings Information

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All courses designated I, II, III and IV refer to the number of years of experience in the course, rather than the grade levels 9, 10, 11 and 12 respectively.

Self-management courses may only be chosen by students who are approved for such courses by the Admissions, Review, and Dismissal (ARD) Committee Accelerated instruction will be provided for all students who do not maintain mastery on the respective sections of STAAR – EOC Exams as appropriate and in agreement with State Accountability.

Sheltered Instruction (SI) classes are assigned to eligible LEP/ELL students at a level commensurate with their English proficiency. Instructors for these classes are SI trained to provide linguistic accommodations. Both LEP/ELL and regular education students can be assigned to sheltered instruction classes.INF Regular courses provide grade-level instruction in all Texas Essential Knowledge and Skills (TEKS). These courses are designed for the college-bound as well as the career-bound student.

Pre-Advanced Placement (Pre-AP)

Pre-Advancement Placement courses have specific curriculum goals and objectives designed to prepare all students who take the class for the rigors of the Advanced Placement course. In addition to all Texas Essential Knowledge and Skills, a wider range and greater depth of the subject matter is taught. There is an emphasis on higher level and critical thinking skills. Provisions for creative and productive thinking are included in the courses.

Pre-AP courses will help prepare students for advanced courses. Pre-AP courses will be more challenging than regular courses and are offered in the core area subjects: English, math, social studies and science. The Texas Essential Knowledge and Skills (TEKS) of the required academic subjects in Pre-AP classes are the same as the TEKS in the regular program. The learning experiences in the Pre-AP classes are enhanced with higher level thinking skill activities. The Pre-AP courses will prepare students for the Advanced Placement courses in high school, as the skills taught in Pre-AP are aligned with the objectives needed to succeed in the AP course.  Advanced Placement (AP) Courses

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The Advanced Placement Program, sponsored by the College Board, offers high school students an opportunity to take college-level courses at the local high school. Advanced Placement (AP) courses, designed to expand educational opportunities for qualified students, are developed by the College Board. AP courses usually require more work outside of class time on the part of the students than do other courses. AP courses earn one extra grade point per course.

Upon successful completion of an AP course, the student receives high school credit. College credit can be earned by a student who passes the AP course exam (earn 3.0 on the exam). In applying to a college of choice, the student should contact the college admissions department and review credit policies for advanced placement courses and determine if the awarded AP course credit is accepted. The cost of the AP Exam is the responsibility of the student.

P Advanced Placement courses are offered in English, Mathematics, Social Studies, and Science. The subject matter in advanced placement courses offered is similar to that taught in college freshmen courses. If a student earns a score in a designated range on the Advanced Placement Test at the end of the year, some college credit may be received. 

Advanced Placement Tests

AP courses prepare students to take AP examinations. As a result of scoring at a designated level on an AP exam, students may earn college credit or participate in the AP program. The College Board Advanced Placement (AP) tests are offered in the spring semester.

The College Level Examination Program (CLEP) tests are given monthly at various testing centers. Both tests are voluntary.

Participating colleges may award Advanced Placement, credit, or both, for satisfactory performance on these examinations. Students should consult college bulletins and counselors for additional College credit which may also be given for the SAT II or departmental examinations. 

Gifted and Talented Students

Gifted and talented students are served through differentiation of instruction, the Pre-Advanced Placement and Advanced Placement classes, academic competitions, the Distinguished Achievement Program, dual credit, co-enrollment, opportunities for acceleration, and early high school graduation (approved 3-Year Graduation Plan).GRAM I NFORMATI  Credit by Exam—If a Student Has Taken the Course A student who has previously taken a course or subject—but did not receive credit for it—may, in circumstances determined by the teacher, counselor, attendance committee, and/or principal, be permitted to earn credit by passing an exam on the Texas Essential Knowledge and Skills (TEKS) defined for that course or subject. Prior instruction may include, for example, incomplete coursework due to a failed course or excessive absences, home-schooling, correspondence courses, or independent study supervised by a teacher.

The counselor or principal would determine if the student could take an exam for this purpose. If approval is granted, the student must score at least 70 on the exam to receive credit for the course or subject.

The attendance review committee may also offer a student with excessive absences an opportunity to earn credit for a course by passing an exam.

A student may not use this exam, however, to regain eligibility to participate in extracurricular activities.

[For further information, see the counselor and policies EEJA.] 

Credit by Examination—If a Student Has Not Taken the Course

A student will be permitted to take an exam to earn credit for an academic course for which the student has had no prior instruction.

The dates of the tests may be obtained from the Department of Curriculum and Instruction and the Guidance and Counseling Department at the high school.

A student will earn credit with a passing score of at least 90 on the exam.

If a student plans to take an exam, the student (or parent) must register with the principal no later than 30 days prior to the scheduled testing date. If the district agrees to administer a test other than the one chosen by the one chosen by the district, the parent must purchase a test from a university approved by the State Board of Education. [For further information, see EEJB (LOCAL). 

Summer School

9

Summer School is provided each summer for students who may need to make up credits. Only a few courses are offered for “new credit”. The student must pay the assessed fee for any new credit course taken in summer school.

The district does not charge for summer school when a student is making up a course credit that he/she failed. 

Career and Technology Education

Enrollment in career and technology education courses is open to all qualified students without regard to race, color, creed, religious affiliation, sex, or handicapping conditions. 

Section 504 Services

Section 504 of the Rehabilitation Act prohibits discrimination and assures that disabled students have educational opportunities and benefits equal to those provided to non-disabled students. Eligible students have a record of, or are regarded as having a physical or mental impairment which substantially limits one or more major life activities including functions such as learning, self-care, walking, seeing, hearing, speaking, breathing, working, eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, communicating and performing manual tasks. In order to receive services, even if the students have physical or mental impairment, there must be substantial limitation on a major life activity; i.e. a serious problem requiring accommodations within the school. If a student has or is suspected of having a disability or requires special services, parents, teachers, administrators or any other district employee should contact the building administrator or counselor for information concerning available programs, assessments, and services. 

English Language Learners

Students who have been identified as English Language Learners (ELLs) have the opportunity to receive language arts instruction from an ESL trained teacher. These teachers will present the curriculum in such a way to help ELLs acquire the English language in a comprehensible and meaningful manner. Furthermore, Sheltered Instruction is provided for ESL students scheduled in content area classes for mathematics, science, and social studies.

In the Port Arthur Independent school District, the ESL program in grades 6-12 consists of content- based ESL program where an ESL certified teacher instructs English Language Arts and Reading to recent immigrant students. Recent immigrant students who are at the beginning levels of English language proficiency and students who for several years have been at beginning or intermediate levels of English language proficiency in TELPAS are eligible for these courses.

All other content areas such as math, science, social studies and electives can be taught by general education teachers who are certified in their subject areas, but who have also received sheltered instruction (SI) training. Sheltered instruction training, and ELPS training (English Language Proficiency Standards) are required trainings for teachers of English language learners (ELLs). The trainings enable teachers to provide the linguistic accommodation ELLs need to be successful in learning the content area skills and knowledge, and English reading and writing. Sheltered instruction class offerings have SI as part of the class name (e.g. Algebra I SI). The SI simply indicates that the teacher for that class has received sheltered instruction training.

The Language Proficiency Assessment Committee (LPAC) acts on behalf of the school district to identify, to test for English language proficiency, and to recommend placement of ELLs in the appropriate instructional setting with parent approval. Consultation with LPAC is required to place ELL students appropriately. 

Special Education Services and Programs

Students experiencing difficulties in school and have unsuccessfully gone through the three tiers of Response to Intervention (RtI), may be referred for services in special education. After the referral is completed, signed and approved by the members of an Intervention team, an evaluation will be conducted to determine whether a student meets the eligibility criteria for special education.

An Individual Education Plan (IEP) Committee or Acceptance, Review or Dismissal (ARD) Committee makes decisions regarding the provisions of special education services. If a student is determined to be eligible for services in accordance with the Texas Education Agency guidelines, an individualized education plan is developed. Instruction that is designed to meet a student's unique educational needs may be provided in a variety of settings. Instructional settings may include (a) general education classroom with accommodations, (b) general education classroom with in class support, (c) general education and content mastery support, or (d) selfcontained classroom. Related services necessary for the student to benefit from special education may also be provided.

10

College Timeline Checklist The following timeline lists just a few of the things you should do at each grade level as you prepare for college. Be sure to consult with your school counselor all along the way to ensure that you are on track. The first step is to, of course, take required courses and proper number of electives for graduation; develop good study habits; prepare for success on State Assessments; take college entrance exams; and stay focused.

8th Grade  Take the Career Interest and College Readiness Test.  Develop the 4-Year Plan  With your Counselor, develop your Personal Graduation Plan.  Select your Graduation Plan and Endorsement as required by House Bill 5  Develop good study habits.  Participate in extra-curricular activities.  Participate in community service activities.

9th Grade Freshman Year  Review your high school program of studies with your school counselor and parents.  Check your course selection and be sure you are in the correct courses.  Begin researching your career choices and educational requirements for your career of interest.  Begin keeping a personal record of your achievements, honors, and awards, as well as activities in which you participate.  Develop good study habits.  Participate in extra-curricular and community service activities.

10th Grade Sophomore Year  In August, check credits to make sure you are on schedule for graduation.  Check with your school counselor to make sure that your courses meet college entrance requirements.  Student athletes should check NCAA requirements (www.ncaaclearinghouse.net).  In September, register to take the PSAT.  In October, prepare to take the PSAT; it is only offered in October of each year.  Throughout the year, ensure that you are enrolled in appropriate courses.  Maintain good grades.  Review colleges of interest to you and costs.

11th Grade Junior Year  In August, check credits to make sure you are on schedule for graduation.  Check with your guidance counselor to ensure your courses meet college entrance requirements.  In September, register to take the PSAT for the National Merit Scholar (NMSQT) recognition.  In October, take the PSAT/NMSQT; only 11th Graders may qualify for the NMSQT  Take ASVAB Test for United States Military Service considerations.  In December, review college information entrance requirements.  Review financial aid and scholarship information.  Update your record book of high school activities, accomplishments, and awards.  May/June—Take SAT/ACT; Take SAT Achievement test(s).

Summer Before Senior Year       

Select the top 5 to 7 colleges you feel best meet your needs.

Plan to trim your list to 3 or 4 by August. Narrowing your choices to your “sure bet” choices…

Be sure to contact your primary choice colleges for applications, scholarships…etc.

Student athletes should register with the NCAA Clearinghouse. A student athlete should check the current NCAA eligibility criteria. Be aware of the NCAA (National Collegiate Athletic Association) Eligibility Requirements (www.ncaaclearinghouse.net).

Plan college visits and arrange for interviews, if possible. Attempt to see colleges while classes are in session.

Request College catalogs, applications, financial aid information, and specific information about your proposed major area of study.

Take the approved college assessment, unless you are exempted based on the Texas Accountability Performance Standards applicable, SAT, or ACT scores.

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12th Grade Year  August—Research scholarships and loan possibilities.  Choose a minimum of 3 colleges to which you will apply. Keep your counselor and parents informed about your interests.  Match your records with selected college entrance requirements.  Check your credits for graduation. Consult your counselor to ensure that you are scheduled properly in courses so that you meet graduation requirements.  Texas offers a common application for all public universities. (www.applytexas.org)  September—Check college deadline dates for application for admissions, housing, financial aid, and required entrance exam (SAT/ACT), and acceptable financial aid form (FAFSA OR FFS).  Register to take the SAT or ACT.  Schedule college tours.  October/November/December—Solicit application and recommendation forms from guidance counselor and teachers for completion of their sections. Allow at least 2 weeks in consideration of the demands on teachers and counselors.  Follow up on letters of recommendation. Request transcripts as needed. Make copies of all forms before you mail them.  Check with your counselor to make sure mid-year reports are completed and returned to colleges which request them.  Request that SAT/ACT scores be sent to all colleges to which you have applied.  Ask parents to begin gathering their financial information.  January—Complete financial aid forms (FAFSA and/or FFS)  February/March—Keep grades up and stay focused in pursuit of your goals and successful college enrollment in the fall.  April—Expect college acceptance notices by April 15.  Keep your guidance counselor informed of your situation. Share your records of high school activities, awards and accomplishments, also.  Do not panic if a college rejects your application; stay focused, and consider your other options. Seek guidance from your school counselor and your parents.  Check college/university catalogs for deadlines. Finalize plans for financial aid, housing and scholarships.  May—Make final choice of college or university and complete whatever is required for college admission.  Inform your school counselor of college acceptance and scholarships.  May--For AP courses, take the corresponding Advance Placement Exams. Have scores sent to selected college. Most US colleges and universities have an AP Policy for granting incoming students credits and placement on the basis of their AP Exam grades (up to a whole year, equating to sophomore status and a financial savings in college costs) if qualifying grades are earned.

The cost of each AP Exam is $86.00. Reductions of $22.00 are available from the College Board for students with a financial need. Schools may forgo their $8.00 rebate, making the final fee $56.00. Check with your school counselor for possible additional reductions.

Advanced Placement credit policies vary. Individual college and university AP Credit Policies may accessed through the College Board website at: http://collegesearch.collegeboard.com/apcreditpolicy/index.isp

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LEVELS OF COURSES Different instructional levels of courses are offered at middle school, each designed to promote student learning. The levels include: Pre-AP, Regular, VEGA, and ESL. Courses in these levels are offered in the sixth, seventh, and eighth grades in the following subject areas: English/Language Arts, Reading, Mathematics, Science and Social Studies. Enrollment in these levels is based upon teacher recommendations, parent request, previous grades earned in subjects, STAAR results, student desire to participate, and parent approval.

VEGA (Varied Experiences for the Gifted in Academics) is the district's name for state-mandated programs for gifted students and is offered at all middle school campuses. More information about the VEGA program can be obtained from the school principal or counselors.

Enrollment in Adaptive Behavior, Self-Management and Living Skills courses are based on results of a comprehensive individual educational assessment/or psychological evaluation. The recommendation of an Admissions, Review, and Dismissal (ARD) Committee, as well as parent approval is also required.

13

COURSES OFFERED AND INSTRUCTIONS FOR MAKING COURSE CHOICES

The required and elective courses for each grade in middle school are listed in each grade's section of this guide. Also indicated are instructions for making course choices at each grade level and a sample choice card.

General Explanatory Notes: 1.

Counselors will input the appropriate course numbers.

2.

Courses for Pre-AP are available on both middle school campuses. Pre-AP courses are offered in the core area subjects: Language Arts, Math, Science, and Social Studies. Pre-AP courses help prepare students for advanced courses in high school. Pre-AP courses are more challenging than regular courses.

3.

Students may receive 1 ½ credits toward high school graduation in the 8th grade. Students may take a ½ semester of Touch Systems Data Entry (1/2 credit). They may take Algebra I (1 credit for Math).

4.

STAAR Enrichment Courses  Reading Enrichment course is required for students who did not meet the standard on the STAAR test.  Math Enrichment course is required for students who did not meet the standard on the STAAR test.

5.

Adaptive Behavior, Self-Management and Living Skills classes may only be assigned to students who are approved for such classes by an Admissions, Review, and Dismissal (ARD) Committee.

6.

Physical Education, Adapted is available to students with physical impairments upon written requests of a physician. A physician’s written request must be submitted to the school nurse.

7.

Sheltered Instruction (SI) classes may be assigned to eligible ESL students at level commensurate with their English proficiency.

8.

The VEGA/GT program is offered for gifted students. Students or parents should check with the counselor for further information.

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6th GRADE COURSE REQUIREMENTS The Texas Essential Knowledge of Skills (TEKS) for each course is identified by the general concepts and skills to be taught. The course descriptions follow the list of courses for each grade level.

Required Courses

Units

English Language Arts Mathematics Science World Cultures Physical Education Health

1 1 1 1 1 ½ -1

Instructions for Making Sixth Grade Course Selection 1. All 6th grade students are required to enroll in the following academic courses: English Language Arts and Reading, Mathematics, Science, World Cultures, and Physical Education. Eligible students will be assigned to the appropriate English as a Second Language (ESL) or sheltered instruction (SI) courses.

2. All students are required to enroll in Physical Education for one unit.

3. All students are required to enroll in Health for one-half or one unit.

4. All 6th grade students are required to choose at least one fine art elective from Art, Theater Arts, Band, Dance, STEM, or Choir.

5. Students will be scheduled for State of Texas Assessment of Academic Readiness Enrichment courses if qualifying criteria are not met, in accordance to Texas Education Code §101.11.

6. Students must select alternate courses that could be used when the first selections are not available due to scheduling problems.

COURSE SELECTIONS WILL NOT BE CHANGED AFTER THE COURSE SELECTION CARD HAS BEEN RETURNED, SIGNED BY BOTH STUDENT AND PARENT, UNLESS CAMPUS ADMINISTRATORS IDENTIFT THE STUDENT FOR ENRICHMENT CLASSES OR IF THERE IS A SCHEDULING CONFLICT.

15

COMPLETE LIST OF 6th GRADE COURSES Course Title

Units

Pre-requisites or Special Notes

ENGLISH LANGUAGE ARTS (1 Unit Required) Eng. Lang. Arts 6 1 Eng. Lang. Arts 6 Pre-AP 1 Eng. Lang. Arts 6 ABU 1 ARD Comm. Approval Eng. Lang. Arts/ESL 6 1 LPAC Approval READING Reading 6 Dyslexia Reading 6 Enrichment Reading 6 ESL

1 1 1

MATHEMATICS (1 Unit Required) Math 6 1 Math 6 Enrichment 1 Math 6 Pre-AP 1 Math 6 ABU 1 Math 6 (SI) 1 WORLD CULTURES (1 Unit Required) World Cultures 6 1 World Cultures 6 Pre-AP 1 World Cultures 6 ABU 1 World Cultures 6 (SI) 1 SCIENCE (1 Unit Required) Science 6 1 Science 6 Pre-AP 1 Science 6 ABU 1 Science 6 (SI) 1

504 Approval required 5th Grade. STAAR non-mastery in reading (TEC §101.11) LPAC Approval

5th Grade STAAR Non-Mastery in math (TEC §101.11) ARD Comm. Approval LPAC Approval

ARD Comm. Approval LPAC Approval

ARD Comm. Approval LPAC Approval

PHYSICAL EDUCATION (1 Unit Required) Phys. Ed. 6 1 Phys. Ed. 6-8, Adapted 1 Physician statement required FINE ARTS (1/2 Unit Required: 1 Unit may be scheduled) Art 6-8 1 None Beginning Band 6 1 5th Grade Band Band 6-8, Intro.

1 None Choral Music 6 1 None Theater Arts 1 None Dance (Beg.) 1 None STEM 1 None Health ½ -1 None **Students are required to enroll in a “fine arts course” in Grades 6, 7, or 8.

16

COURSE DESCRIPTIONS FOR GRADE 6 English Language Arts 6

1 Unit

Students will apply Texas Essential Knowledge and Skills (TEKS) to the areas of listening, speaking, viewing, representing, reading, and writing. They will develop vocabulary and comprehension skills and complete research reports in response to literature.

English Language Arts 6 Pre-AP

1 Unit

Pre-AP English targets the same Texas Essential Knowledge and Skills as the regular program. The learning experiences in the Pre-AP English classes are enhanced with higher level thinking skill activities. In addition, writing assignments and other projects will correlate with the required reading list from the Pre-AP Reading Course.

English Language Arts/ESL 6

1 Unit

ESL approved students will apply Texas Essential Knowledge and Skills (TEKS) to the areas of listening, speaking, viewing, representing, reading, and writing. They will develop vocabulary and comprehension skills and complete research reports in response to literature.

Reading 6 Dyslexia

1 Unit

The PAISD Dyslexia Program includes the components of phonemic awareness, graph phonemic knowledge, language structure and linguistic patterns and processes. Instructional strategies utilize explicit, individualized, intensive, multisensory phonetic methods and a variety of writing and spelling components to meet the specific learning needs of each individual student.

Enrichment Reading 6

1 Unit

Students work to strengthen the areas of vocabulary development, reading comprehension, and word attack skills, then they are able to apply these skills to a variety of practical situations. STAAR mastery is the main goal.

Reading 6 ESL

1 Unit

ESL approved students work to strengthen the areas of vocabulary development, reading comprehension, and word attack skills, then they are able to apply these skills to a variety of practical situations.

Mathematics 6

1 Unit

Mathematics 6 primary focal areas are number and operations, proportionality, algebraic expressions and equations and relationships, and measurement and data. Students will use concepts, algorithms, and properties of rational numbers to explore and concepts of proportionality to develop and communicate mathematical relationships.

17

Mathematics 6 Pre-AP

1 Unit

Pre-AP mathematics classes target the same Texas Essential Knowledge and Skills as Mathematics 6 but apply higher-level thinking skills. Students will complete projects incorporating mathematical tools and processes.

Enrichment Mathematics 6

1 Unit

Enrichment Math is a local course designed for students who have a history of failure in mathematics, and/or failure on STAAR. This course will focus on strategies for success in math. Students will be involved in problem-solving and concept development through the use of models, manipulatives, projects, and technology. Test-taking skills and reading strategies will be targeted for individual students.

Mathematics 6, SI

1 Unit

Mathematics 6 Sheltered Instruction focal areas are number and operations, proportionality, algebraic expressions and equations and relationships, and measurement and data. Students will use concepts, algorithms, and properties of rational numbers to explore and concepts of proportionality to develop and communicate mathematical relationships presented in a way that makes the information more comprehensible to students learning English.

World Cultures 6

1 Unit

In Grade 6, students study people and places of the contemporary world. Societies selected for study are chosen from the following regions of the world: Europe, Russia and the Eurasian republics, North America, Middle America, South America, Southwest Asia-North Africa, SubSaharan Africa, South Asia, East Asia, Southeast Asia, Australia, and the Pacific Rim. World Cultures 6 Pre-AP

1 Unit

Pre-AP World Culture targets the same Texas Essential Knowledge and Skills as the regular program. The learning experiences in the Honors Social Studies classes are enhanced with higher level thinking skill activities.

World Cultures 6, SI

1 Unit

In Grade 6, students study people and places of the contemporary world. Societies selected for study are chosen from the following regions of the world: Europe, Russia and the Eurasian republics, North America, Middle America, South America, Southwest Asia-North Africa, SubSaharan Africa, South Asia, East Asia, Southeast Asia, Australia, and the Pacific Rim presented in a way that makes the information more comprehensible to students learning English.

18

Science 6

1 Unit

In Science 6, students study life, earth, and physical sciences. They practice manipulative laboratory skills, scientific observations, and classification. Students conduct research and write descriptive reports. Applications of science to daily life and health concepts are emphasized.

Science 6 Pre-AP

1 Unit

Pre-AP Science targets the same Texas Essential Knowledge and Skills as the regular program. The learning experiences in the Pre-AP Science classes are enhanced with higher level thinking skill activities.

Science 6, SI

1 Unit

In Science 6, students study life, earth, and physical sciences. They practice manipulative laboratory skills, scientific observations, and classification. Students conduct research and write descriptive reports. Applications of science to daily life and health concepts are emphasized presented in a way that makes the information more comprehensible to students learning English.

Physical Education 6

1 Unit

Students participate in health-related fitness activities to improve quality of life; motor skills to develop positive body image and confidence; rhythmic activities to develop coordination, self-expression, creativity, and endurance skills in games and sports, sequential gymnastics and tumbling skills.

FINE ARTS ELECTIVES

Art 6-8

1 Unit

Students will develop awareness and sensitivity to natural and man-made environments, inventive and imaginative expression through art materials and tools, understanding and appreciation of self and others through art culture and heritage, and aesthetic growth through visual discrimination and judgment.

Beginning Band 6

1 Unit

Students will enhance previously developed mental and physical discipline learned in the 5 th grade Band class.

19

Band 6, Introductory

1 Unit

Students will develop mental and physical discipline in learning music, citizenship through group endeavors, physical conditioning for musical performance, cultural growth through the study of music history and band literature; critical listening in music; music theory, proper instrumental techniques, and creative self-expression.

Choral Music 6

1 Unit

Students will develop singing concepts and skills, music listening, and will respond to music through moving and playing of folk instruments.

Theater Arts 6

1 Unit

Students will develop expressive use of the body and voice, aesthetic growth through appreciation of theatrical events, improvisation, dramatic storytelling, basic acting techniques, creative drama, pantomime, and participate on a voluntary basis in UIL competition.

Dance Beginning

1 Unit

Students will learn the basic elements of dance composition, with emphasis on skilled use of space, dynamics, and rhythm. Students will perform various types of dance, including ballet, tap, jazz, and modern dance. Historical and cultural background of various dances will be discussed.

STEM 6

1 Unit

Students will be introduced to 21st century learning through Science, Technology, Engineering and Math through hands-on experiences and learning that will foster further interest in career related fields.

Health 6

1 Unit

Students will obtain accurate information, developing lifelong positive attitudes and behaviors, and making wise decisions related to their personal health. This course will include the acceptance of personal responsibility for lifelong health, respect for and promotion of the health of others, an understanding of the process of growth and development, and informed use of health-related information, products, and services.

**Students are required to enroll in a “fine arts course� in Grades 6, 7, or 8. Students will also be required to take Health in Grades 6, 7, or 8.

20

Place Label Here Grade 6 Course Selection Card For Counselors use only.

I.D. #

__ Present School

______

Level  Regular  Content  ABU  ESL  VEGA/GT  Pre AP  Dyslexia  504  STAAR  Reading  Math

___________________________ ______________________ ______________ Last First Middle

____ _____________ Address

_______ Zip

__ Phone

______

_____________ Date of Birth

____ Sex

A. From the Complete List of Required 6th Grade Courses, list the level for each required course. List the course title and units of elective(s) chosen. One unit of Physical Education is required.

COURSE TITLE

LEVEL

UNITS

English Lang. Arts

1

Mathematics

1

Science

1

World Cultures

1

Physical Education

1

Health

1

Fine Arts Elective: 1. _______________________________

___1___

Fine Arts Elective: 2. _______________________________

___1___

Alternate Fine Arts Elective: __________________________

B. Approval for Courses Selected. (Course selections will not be changed after the course selection card has been returned, signed by both student and parent, unless a student is identified as a STAAR non-master or there is a scheduling conflict.)

It is the policy of Port Arthur ISD not to discriminate based on age, sex, race, religion, handicap, or national origin in its education program activities. Due to student interest, funding, and scheduling, course offerings may vary from year to year. The signatures below attest to your approval of the course selections on this card. It is understood that the selection of courses will not be changed during the school year nor will a choice of teachers be allowed. Scheduling will be by computer according to these selections.

21

____________________________________

_____________________________________

_____________

Student Signature

Parent Signature

Date

Required Courses

Units

English Language Arts Mathematics Science Texas History Technology Applications Physical Education Elective (s) Health

1 1 1 1 1 ½ -1 1 ½

Instructions for Making Seventh Grade Course Choices 1. All 7th grade students are required to enroll in the following academic courses: English Language Arts, Mathematics, Science, Texas History and Technology Applications for a total of five units. Eligible students will be assigned to the appropriate English as a Second Language (ESL) or Sheltered (SI) courses.

2. All students are required to enroll in Physical Education and Health for one half (1/2) unit; however, one (1) unit may be scheduled.

3. Students will be scheduled for the State of Texas Assessment of Academic Readiness (STAAR) courses if qualifying criteria are not met, in accordance to Texas Education Code §101.11.

4. Students must select alternate courses that could be used when the first choices are not available due to scheduling problems.

COURSE SELECTIONS WILL NOT BE CHANGED AFTER THE COURSE SELECTION CARD HAS BEEN RETURNED, SIGNED BY BOTH STUDENT AND PARENT, UNLESS CAMPUS ADMINISTRATORS IDENTIFT THE STUDENT FOR ENRICHMENT CLASSES OR IF THERE IS A SCHEDULING CONFLICT.

22

COMPLETE LIST OF 7th GRADE COURSES Course Title

Units

Pre-requisites or Special Notes

ENGLISH LANGUAGE ARTS (1 Unit Required) Eng. Lang. Arts 7 1 Eng. Lang. Arts 7 Pre-AP 1 Eng. Lang. Arts 7 ABU 1 Eng. Lang. Arts/ESL 7 1

ARD Comm. Approval LPAC Approval

READING Reading 7 DYSLEXIA Enrichment Reading 7 Reading 7 ABU Reading/ESL 7

504 Approval Required 6th Grade STAAR Non-Mastery (TEC §101.11) ARD Comm. Approval LPAC Approval

1 1 1 1

MATHEMATICS (1 Unit Required) Math 7 1 Math 7 Pre-AP 1 Enrichment Math 7 1 Math 7 SI 1 Math 7 ABU 1 SCIENCE 7 (1 Unit Required) Science 7 Science 7 Pre-AP Science 7 ABU Science 7 (SI)

None 6th Grade STAAR Non-Mastery (§101.11) LPAC Comm. Approval ARD Approval

1 1 1 1

ARD Comm. Approval LPAC Approval

TEXAS HISTORY 7 (1 Unit Required) Texas History 7 1 Texas History 7 Pre-AP 1 Texas History 7 ABU 1 Texas History 7 (SI) 1

ARD Comm. Approval LPAC Approval

PHYSICAL EDUCATION (1/2 Unit Required - 1 unit may be scheduled) Physical Education 7 ½-1 None Phys. Ed. 7, Athletics 1 Coach Approval Phys. Ed. 6-8, Adapted ½-1 Physician statement required TECHNOLOGY APPLICATIONS (1 Unit Required) Technology Applications 1 Regular Program

23

ELECTIVE COURSES Course Title

Units

Pre-requisites or Special Notes

FINE ARTS Art 6-8 Band 6-8 Intro.

Band 7-8 Concert (Exp.) Band 7-8 Symph. (Adv.) Choral Music 7-8 Theater Arts 6-8 Dance (Beg.) Dance (Int.) Dance (Adv.) STEM Health

1 1 1 1 1 1 1 1 1 1 ½-1

None None Band 6 Band 6 None None None Beginning Dance Intermediate Dance None None

GENERAL ELECTIVES Exploring Careers 7-8 Career Portals 7-8

½ ½

None None

**Students are required to enroll in a “fine arts course” in Grades 6, 7, or 8.

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COURSE DESCRIPTIONS FOR GRADE 7 English Language Arts 7

1 Unit

Students will apply State of Texas Assessment of Academic Readiness (TEKS) to the areas of listening, speaking, viewing, representing, reading, and writing. They will continue developing vocabulary and comprehension skills and complete research reports in response to literature.

English Language Arts 7 Pre-AP

1 Unit

Pre-AP English targets the same State of Texas Assessment of Academic Readiness as the regular program. The learning experiences in the Pre-AP English classes are enhanced with higher level thinking skill activities. In addition, writing assignments and other projects will correlate with the required reading list from the Pre-AP Reading Course.

English Language Arts 7 ESL

1 Unit

ESL approved students will apply Texas Essential Knowledge and Skills (TEKS) to the areas of listening, speaking, viewing, representing, reading, and writing. They will develop vocabulary and comprehension skills and complete research reports in response to literature Reading 7 Dyslexia

1 Unit

The PAISD Dyslexia Program includes the components of phonemic awareness, graph phonemic knowledge, language structure and linguistic patterns and processes. Instructional strategies utilize explicit, individualized, intensive, multisensory phonetic methods and a variety of writing and spelling components to meet the specific learning needs of each individual student.

Enrichment Reading 7

1 Unit

Students work to strengthen the areas of vocabulary development, reading comprehension, and word attack skills and apply these skills to a variety of practical situations. Reading objectives are stressed in the STAAR lab.

Reading 7 ESL

1 Unit

ESL approved students work to strengthen the areas of vocabulary development, reading comprehension, and word attack skills, then they are able to apply these skills to a variety of practical situations.

Mathematics 7

1 Unit

Mathematics 7 primary focal areas are number and operations, proportionality, algebraic expressions and equations, and relationships, and measurement and data. Students will use concepts, algorithms, and properties of rational numbers to explore and concepts of proportionality to develop and communicate mathematical relationships.

25

Mathematics 7 Pre-AP

1 Unit

The Pre-AP mathematics classes target the same Texas Essential Knowledge and Skills as Mathematics 7 but apply higher-level thinking skills. Students will complete projects incorporating mathematical tools and processes.

Enrichment Mathematics 7

1 Unit

Enrichment Math is a local course designed for students who have a history of failure in mathematics, and/or failure on STAAR. This course will focus on strategies for success in math. Students will be involved in problem-solving and concept development through the use of models, manipulatives, projects, and technology. Test-taking skills and reading strategies will be targeted for individual students.

Mathematics 7 (SI)

1 Unit

Mathematics 7 primary focal areas are number and operations, proportionality, algebraic expressions and equations, and relationships, and measurement and data. Students will use concepts, algorithms, and properties of rational numbers to explore and concepts of proportionality to develop and communicate mathematical relationships presented in a way that makes the information more comprehensible to students learning English.

Science 7

1 Unit

Science 7 is the study of science with emphasis on field and laboratory investigations using the scientific method, critical-thinking, and problem-solving. Students use tools to collect and analyze information that explain a phenomenon. Gravity and the components of the solar system, the relationship between force and motion, chemical and physical properties of substances, types of energy, characteristics of systems, and investigation about the natural world will be studied in this course.

Science 7 Pre-AP

1 Unit

Pre-AP Science follows the same Texas Essential Knowledge and Skills as the regular program. The learning experiences in the Pre-AP Science classes are enhanced with higher level thinking skill activities.

Science 7, SI

1 Unit

Science 7 is the study of science with emphasis on field and laboratory investigations using the scientific method, critical-thinking, and problem-solving. Students use tools to collect and analyze information that explain a phenomenon. Gravity and the components of the solar system, the relationship between force and motion, chemical and physical properties of substances, types of energy, characteristics of systems, and investigation about the natural world will be studied in this course presented in a way that makes the information more comprehensible to students learning English.

26

Texas History 7

1 Unit

Students study the history of Texas from early times to the present. Through the study of Texas History, students learn about the cultures of Native Americans living in Texas prior to European exploration and the eras of mission-building, colonization, revolution, republic, and statehood.

Texas History 7 Pre-AP

1 Unit

Pre-AP Texas History follows the same Texas Essential Knowledge and Skills as the regular program. The learning experiences in the Pre-AP Texas History classes are enhanced with higher level thinking skill activities.

Texas History 7, SI

1 Unit

Students study the history of Texas from early times to the present. Through the study of Texas History, students learn about the cultures of Native Americans living in Texas prior to European exploration and the eras of mission-building, colonization, revolution, republic, and statehood presented in a way that makes the information more comprehensible to students learning English.

Physical Education 7

½ or 1 Unit

Students will develop the knowledge and motor skills basic to efficient movement, knowledge and skills basic to individual, dual, and team sports, development and maintenance of personal and physical fitness, knowledge and skills in leisure and lifetime sports activities.

Physical Education 7 Athletics

1 Unit

Athletic PE involves students desiring to participate in U.I.L. athletic team competitions.

Approval from coaches is required before schedule placement is made. Athletic PE is not a requirement for participation in afterschool sport activities.

Technology Applications 1 Unit In Technology Education, students gain knowledge and skills in the application, design, production, and assessment of products, services, and systems. It includes: keyboarding, word processing, databases, spreadsheets, multimedia, and desktop publishing, graphics, and telecommunication projects.

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ELECTIVE COURSES FINE ARTS Art 6-8 1 Unit Students will develop awareness and sensitivity to natural and man-made environments, inventive and imaginative expression through art materials and tools, understanding and appreciation of self and others through art culture and heritage, aesthetic growth through visual discrimination and judgment.

Band 1 Unit Students will develop mental and physical discipline in learning music, citizenship through group endeavors, physical conditioning for musical performance, cultural growth through the study of music history and band literature, critical listening in music, music theory, proper instrumental techniques, and creative self-expression.

Areas of special emphasis in Band include: Band 6-8, Introductory - for students with no band experience.

Band 7-8, Concert – for experienced band students.

Band 7-8, Symphonic – for advanced band students.

Choral Music

1 Unit

Students will develop vocal and choral techniques, music theory, sight singing skills; music history and literature, performance activities, and creative self-expression.

Areas of special emphasis in Choral Music include: Choral Music 7 Mixed - for beginning choral students.

Choral Music 7-8 for experienced choral students.

Theater Arts 7

1 Unit

Students discover expressive use of the body and voice; creative drama; aesthetic growth through appreciation of theatrical events, improvisation dramatic storytelling, basic acting techniques, and pantomime. Participation in UIL competition is on a voluntary basis.

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GENERAL ELECTIVES Exploring Careers 7-8

½ Unit

Students will develop self-awareness in relation to work, career options, assessment of career opportunities, career planning, and job seeking.

Career Portals 7-8

½ Unit

Students will develop skills to successfully live with peers, parents and others; achieving optimum personal health and appearance; caring for the home; successful management of resources; assisting with care of children.

Dance (Beginning, Intermediate, Advance)

1 Unit Each

Students will learn the basic elements of dance composition, with emphasis on skilled use of space, dynamics, and rhythm. Students will perform various types of dance including ballet, tap, jazz, and modern dance. Historical and cultural background of various dances will be discussed.

STEM (7-8)

1 Unit

Students will be introduced to 21st century learning through Science, Technology, Engineering and Math through hands-on experiences and learning that will foster further interest in career related fields.

Health (7-8)

1 Unit

Students will obtain accurate information, developing lifelong positive attitudes and behaviors, and making wise decisions related to their personal health. This course will include the acceptance of personal responsibility for lifelong health, respect for and promotion of the health of others, an understanding of the process of growth and development, and informed use of health-related information, products, and services **Students are required to enroll in a “fine arts course” in Grades 6, 7, or 8. Students will also be required to take Health in Grades 6, 7, or 8.

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Place Label Here Grade 7 Course Selection Card For Counselors use only.

I.D. #

__ Present School

______

Level  Regular  Content  ABU  ESL  VEGA/GT  Pre AP  Dyslexia  504  STAAR  Reading  Math

___________________________ ______________________ ______________ Last First Middle

____ _____________ Address

_______ Zip

__ Phone

______

_____________ Date of Birth

____ Sex

A. From the Complete List of Required 6th Grade Courses, list the level for each required course. List the course title and units of elective(s) chosen. One unit of Physical Education is required.

COURSE TITLE

LEVEL

UNITS

English Lang. Arts

1

Mathematics

1

Science

1

Texas History

1 _½

Physical Education Technology Application

- 1_

1

Health (Optional if not taken already—1 Unit)

___ ___

Fine Arts Elective: 1. _______________________________

___1___

Fine Arts Elective: 2. _______________________________

___1____

Alternate Fine Arts Elective: _________________________

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B. Approval for Courses Selected. (Course selections will not be changed after the course selection card has been returned, signed by both student and parent, unless a student is identified as a STAAR non-master or there is a scheduling conflict.)

____________________________

Student Signature

____________________________

Parent Signature

__________________

Date

8th GRADE COURSE REQUIREMENTS Required Courses

Units

English Language Arts Mathematics Science American History Physical Education Elective (s) Health

1 1 1 1 ½-1 1 ½-1

Instructions for Making Eighth Grade Course Choices 1. All 8th grade students are required to enroll in the following academic courses: English Language Arts, Mathematics, Science, and American History for a total of four units. Eligible students will be assigned to the appropriate English as a Second Language (ESL) or sheltered instruction (SI).

2. Students are required to enroll in Physical Education and Health for one 1 and ½ unit in middle school.

3. Students will be recommended for State of Texas Assessment of Academic Readiness (STAAR) courses if qualifying criteria are not met, in accordance to Texas Education Code §101.11.

4. Students must select two alternate courses that could be used when the first choices are not available due to scheduling problems.

5. Algebra I and Touch Systems Data Entry may be offered on middle school campuses for high school credit.

COURSE SELECTIONS WILL NOT BE CHANGED AFTER THE COURSE SELECTION CARD HAS BEEN RETURNED, SIGNED BY BOTH STUDEN PARENT, UNLESS CAMPUS ADMINISTRATORS IDENTIFT THE STUDENT FOR ENRICHMENT CLASSES OR IF THERE IS A SCHEDULING CONFLICT.

PROMOTION REQUIREMENTS 31

The Student Success Initiative was created by the Texas Legislature to ensure that all students receive the instruction and support they need to be successful in reading and mathematics. In grade 5th or 8th, students must score at the Level II standard on the state assessment (STAAR) in both reading and math promotion requirements. Students not meeting the coursework requirements and/or passing standards established for the state-mandated assessment will be referred to a Grade Placement Committee (GPC).

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COMPLETE LIST OF 8th GRADE COURSES

Course Title

Units

Prerequisites or Special Notes

ENGLISH LANGUAGE ARTS (1 Unit Required) Eng. Lang. Arts 8 1 Eng. Lang. Arts 8 Pre-AP 1 Eng. Lang. Arts 8 ABU 1 Eng. Lang. Arts/ESL 8 1

ARD Comm. Approval LPAC Approval

READING (1 Unit Required) Reading 8 Dyslexia Enrichment Reading 8 Reading 8 ABU Reading/ESL 8

1 1 1 1

504 Approval Required STAAR Non-Mastering (TEC §101.11) ARD Comm. Approval LPAC Approval

MATHEMATICS (1 Unit Required) Math 8 Enrichment Math 8 Algebra I Pre-AP Math 8 ABU Math 8 (SI)

1 1 1 1 1

SCIENCE 8 (1 Unit Required) Science 8 Science 8 Pre-AP Science 8 ABU Science 8 (SI)

1 1 1 1

ARD Comm. Approval LPAC Approval

AMERICAN HISTORY (1 Unit Required) American History 8 American History 8 Pre-AP American History 8 ABU American History 8, SI

1 1 1 1

ARD Comm. Approval LPAC Approval

STAAR Non-Mastering (TEC §101.11) ARD Comm. Approval LPAC Approval

PHYSICAL EDUCATION (1/2 Unit Required - 1 unit may be scheduled) Physical Education 8 ½ None Physical Education 8 1 None Phys. Ed. 8 Athletics 1 Coach Approval Phys. Ed. 8 Adapted ½-1 Physician statement required

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Course Title

Units

Pre-requisites or Special Notes

FINE ARTS Art 6-8 Band 6-8, Intro.

Band 7-8, Concert (Exp.) Band 7-8, Symph. (Adv.) Choral 6-8, Intro Choral Music 7-8 Mixed Dance (Beg.) Dance (Int.) Dance (Adv.)

1 1 1 1 1 1 1 1 1

None None Beginning Band Beginning Band None Choral 6-7 None Beginning Dance Intermediate Dance

GENERAL ELECTIVES Theater Arts 6-8 Touch Data Systems Entry Exploring Careers 7-8 Career Portals 7-8 STEM Health

1 ½ ½ ½ 1 ½-1

None None None None None None

ELECTIVE COURSES

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COURSE DESCRIPTIONS FOR GRADE 8 REQUIRED COURSES English Language Arts 8

1 Unit

Students will apply Texas Essential Knowledge and Skills (TEKS) to the areas of listening, speaking, viewing, representing, reading, and writing. They will be able to identify characteristics of various literary forms and refine their vocabulary and comprehension skills and will complete research reports in response to literature.

English 8 Pre-AP

1 Unit

Pre-AP English targets the same Texas Essential Knowledge and Skills (TEKS). It is enhanced with higher level thinking skill activities. In addition, writing assignments and other projects will correlate with the required reading list from the Pre-AP Reading Course.

English Language Arts 8 ESL

1 Unit

ESL approved students will apply Texas Essential Knowledge and Skills (TEKS) to the areas of listening, speaking, viewing, representing, reading, and writing. They will develop vocabulary and comprehension skills and complete research reports in response to literature.

Enrichment Reading

1 Unit

Enrichment Reading has as its goal the remediation of objectives previously assessed but not mastered. Students work to strengthen the areas of vocabulary development, reading comprehension and word attack skills and apply these skills to a variety of practical situations.

Reading objectives are stressed in the STAAR lab.

Reading 8 Dyslexia

1 Unit

The PAISD Dyslexia Program includes the components of phonemic awareness, graph phonemic knowledge, language structure and linguistic patterns and processes. Instructional strategies utilize explicit, individualized, intensive, multisensory phonetic methods and a variety of writing and spelling components to meet the specific learning needs of each individual student.

Reading 8 ESL

1 Unit

ESL approved students work to strengthen the areas of vocabulary development, reading comprehension, and word attack skills. Then they are able to apply these skills to a variety of practical situations.

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Mathematics 8

1 Unit

Mathematics 8 primary focal areas are number and operations, proportionality, algebraic expressions and equations and relationships, and measurement and data. Students will use math concepts, algorithms, and properties of rational numbers to explore and concepts of proportionality to develop and communicate mathematical relationships. Students will use algebraic thinking and begin to develop an understanding of functional relationships. Beginning in the 2014-2015 school year, each student must have a handheld graphing calculator to use when taking the STAAR grade 8 math assessment and must have access to a calculator for routine class work.

Mathematics 8, SI

1 Unit

Mathematics 8 primary focal areas are number and operations, proportionality, algebraic expressions and equations and relationships, and measurement and data. Students will use math concepts, algorithms, and properties of rational numbers to explore and concepts of proportionality to develop and communicate mathematical relationships. Students will use algebraic thinking and begin to develop an understanding of functional relationships presented in a way that makes the information more comprehensible to students learning English.

Beginning in the 2014-2015 school year, each student must have a handheld graphing calculator to use when taking the STAAR grade 8 math assessment and must have access to a calculator for routine class work.

Enrichment Math 8

1 Unit

Enrichment Math is a local course designed for students who have a history of failure in mathematics, and/or failure on STAAR. This course will focus on strategies for success in math. Students will be involved in problem-solving and concept development through the use of models, manipulatives, projects, and technology. Test-taking skills and reading strategies will be targeted for individual students.

Algebra I Pre-AP

1 Credit

Pre-AP Algebra classes target the same Texas Essential Knowledge and Skills as the regular program but apply higher-level thinking skills. Students will complete projects incorporating mathematical tools and processes. Students develop algebraic thinking and symbolic reasoning skills as they study relationships among quantities. Students use a variety of representations (concrete, numerical, algorithmic, and graphical), tools, and technology, including, but not limited to, powerful and accessible hand-held calculators and computers with 36

graphing capabilities and model mathematical situations to solve meaningful problems.

Students use problem-solving skills, computation in problem-solving contexts, language and communication skills, connections within and outside mathematics, and reasoning, as well as multiple representations, applications modeling, and justification and proof.

Science 8

1 Unit

Science 8 is the study of science which includes planning and conducting field and laboratory investigations using the scientific method, analyzing data, critical-thinking, and scientific problem-solving. Students use tools to collect and analyze information. As students learn science skills, they identify the roles of human activities and natural events that alter the earth systems, examine information on the periodic table, predict outcomes from genetic combinations, study systems as a collection of interactive cycles, structures, and processes, and investigate questions about the natural world.

Science 8 Pre-AP

1 Unit

Pre-AP Science targets the same Texas Essential Knowledge and Skills as the regular program. The learning experiences in the Pre-AP Science classes are enhanced with higher level thinking skill activities.

Science 8, SI 1 Unit Science 8 is the study of science which includes planning and conducting field and laboratory investigations using the scientific method, analyzing data, critical-thinking, and scientific problem-solving. Students use tools to collect and analyze information. As students learn science skills, they identify the roles of human activities and natural events that alter the earth systems, examine information on the periodic table, predict outcomes from genetic combinations, study systems as a collection of interactive cycles, structures, and processes, and investigate questions about the natural world presented in a way that makes the information more comprehensible to students learning English.

American History 8

1 Unit

Students study the history of the United States from the early colonial period through Reconstruction. This is the first of a two-year study of American History. Included in this study are citizenship and the study of the free enterprise system.

American History 8 Pre-AP

1 Unit

Pre-AP American History Studies targets the same Texas Essential Knowledge and skills as the regular program. The learning experiences in the Pre-AP American History Studies classes are enhanced with higher level thinking skill activities.

American History 8, SI

1 Unit

Students study the history of the United States from the early colonial period through Reconstruction. This is the first of a two-year study of U.S. History. Included in this study are citizenship and the study of the free enterprise system presented in a way that makes the information more comprehensible to students learning English.

37

Physical Education 8

½ or 1 Unit

Students will develop the knowledge and motor skills basic to efficient movement, knowledge and skills basic to individual, dual, and team sports, development and maintenance of personal and physical fitness, knowledge and skills in leisure and lifetime sports activities.

Physical Education 8, Athletics

1 Unit

Athletics involves students desiring to participate in U.I.L. athletic team competitions.

ELECTIVE COURSES FINE ARTS Art 6-8

1 Unit

Students will develop awareness and sensitivity to natural and man-made environments, inventive and imaginative expression through art materials and tools, understanding and appreciation of self and others through art culture and heritage, aesthetic growth through visual discrimination and judgment.

Band

1 Unit Students will develop mental and physical discipline in learning music, citizenship through group endeavors, physical conditioning for musical performance, cultural growth through the study of music history and band literature, critical listening in music, music theory, proper instrumental techniques, creative self-expression.

Areas of special emphasis in Band include: Band 6-8 Introductory— for students with no band experience.

Band 7-8 Concert— Experienced band students.

Band 7-8 Symphonic— Experienced band students.

Choral Music

1 Unit

Students will develop vocal and choral techniques, music theory, sight singing; music history and literature, performance activities, and creative self-expression.

Areas of special emphasis in Choral Music include: Choral Music 8, Intro (Mixed)—for inexperienced choral students.

Choral Music 7-8,-- Experienced Choral Students

Theater Arts 8 1 Unit Students will develop expressive use of the body and voice, acting, theater production, and aesthetic growth through appreciation of theatrical events.

38

Touch Systems Data Entry

½ Credit

Students will master keyboarding, speed and accuracy in keyboarding, copy arrangement, communication skills, and application skills.

Exploring Careers 7- 8

½ Unit

Students will develop self-awareness in relation to work, career options, assessment of career opportunities, career planning, and job seeking.

Career Portals 7-8

½ Unit

Students will develop skills to successfully live with peers, parents and others, achieving optimum personal health and appearance, caring for the home, successful management of resources, and assisting with care of children.

Dance (Beginning, Intermediate and Advance)

1 Unit

Students will learn the basic elements of dance composition, with emphasis on skilled use of space, dynamics, and rhythm. Students will perform various types of dance including ballet, tap, jazz, and modern dance. Historical and cultural background of various dances will be discussed.

STEM (6-8)

1 Unit

Students will be introduced to 21st century learning through Science, Technology, Engineering and Math through hands-on experiences and learning that will foster further interest in career related fields.

Health (6-8)

1 Unit

Students will obtain accurate information, developing lifelong positive attitudes and behaviors, and making wise decisions related to their personal health. This course will include the acceptance of personal responsibility for lifelong health, respect for and promotion of the health of others, an understanding of the process of growth and development, and informed use of health-related information, products, and services

**Students are required to enroll in a “fine arts course” in Grades 6, 7, or 8. Students will also be required to take Health in Grades 6, 7, or 8.

39

Place Label Here

Grade 8 Course Selection Card For Counselors use only.

I.D. #

__ Present School

______

Level  Regular  Content  ABU  ESL  VEGA/GT  Pre AP  Dyslexia  504  STAAR  Reading  Math

___________________________ ______________________ ______________ Last First Middle

____ _____________ Address

_______ Zip

__ Phone

______

_____________ Date of Birth

____ Sex

A. From the Complete List of Required 6th Grade Courses, list the level for each required course. List the course title and units of elective(s) chosen. One unit of Physical Education is required.

COURSE TITLE

LEVEL

UNITS

English Lang. Arts

1

Mathematics

1

Science

1

American History

1

Physical Education

½ - 1_

Touch Systems Data Entry

½ - 1(HS Credit)

Health (Optional, if not taken already)

___1____

Fine Arts Elective: 1. _______________________________

___1____

Fine Arts Elective: 2. _______________________________

___1____

Alternate Fine Arts Elective: _________________________

B. Approval for Courses Selected. (Course selections will not be changed after the course selection card has been returned, signed by both student and parent, unless a student is identified as a STAAR non-master or there is a scheduling conflict.)

____________________________

____________________________

40

__________________

Student Signature

Parent Signature

Date

Appendix 2014-2015 Middle School Themes Thomas Jefferson Middle School (Health Professions & Industrial Technology Theme School) Abraham Lincoln Middle School (Technology and Engineering Theme School)

Career awareness is an elementary school focus; career exploration is a focus at each Middle Theme School. Middle school students are provided expanded experiences in the form of expert presentations, educational assemblies, and hands-on activities. They also have opportunity for science research, career investigation, and academic field trips; these rich experiences reinforce critical thinking and problem solving skills and career awareness.

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