p. j. jacobs junior high 2020-2021 academic guide€¦ · p j jacobs junior high school, which is...

P. J. Jacobs Junior High2020-2021 Academic Guide

Grades 7 - 8

Jenna Muenchow, Grade 9

1

P. J. Jacobs Academic GuideTable of Contents

Tabl

e of

Con

tent

s

Introduction ��2 Welcome to P� J� Jacobs from the Principal ��3 School Profile ��4 School Facts ��5 Student School Day ��6 District/School Contacts ��7 Who Do I Contact For�� 8General Information ��9 Registration Timeline ��10 School Counseling Program ��12 Student Assessment Matrix ��13 Advanced Classes ��14 World Languages FAQ ��15 Response to Intervention (RTI) ��16 Grading Scale/Point Charts ��18 Grading Information ��19 School Procedures ��20Department & Course Offerings ��22 Agriculture/Natural Resources ��23 Art ��24 Business Information Technology ��26 Computer Science ��27 English (ELA)��28 Reading ��30 Family Consumer Science/Health ��32 Mathematics ��33 Music - Instrumental ��36 Music - Vocal ��39 Music - General ��40 Physical Education ��41 Science ��42 Social Studies ��44 Special Education ��46 Technology & Engineering ��49 World Languages ��50

2

Welcome Letter

SchoolProfile/Facts

DailyBuildingSchedule

District/SchoolContacts

WhodoIcontactto...

Introduction

Introduction

3

WELCOME TOP. J. JACOBS JUNIOR HIGH SCHOOL

2020 - 2021 SCHOOL YEAR

Welcome to P� J� Jacobs from the Principal

Dear Parents:

Welcome to the registration process for the 2020-21 school year� We are very excited to have your child enrolled at P� J� Jacobs Junior High School� The following pages will serve as a guide to assist you in selecting your child’s classes for the next school year� Please take time to read the guide carefully and review it with your child� Our school counselors have already met or will soon meet with students to explain the registration and scheduling process� There are several opportunities within each subject area for students at our school�

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

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

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

Yours in Education,

Dan DobratzPrincipalP�J� Jacobs Junior High School

4

P� J� Jacobs Junior High SchoolStevens Point Area School District

“Home of the Patriots”

P.J. Jacobs Junior High School Profile

(2400 Main Street Stevens Point, WI 54481)

Administration: Student Services:

Dan Dobratz, Principal Julia Her, School CounselorSteve Strasman, Assistant Principal Lora Schultz, School CounselorMary Baird-Barnes, School Psychologist Dave Hauser, Athletic Director

Profile:

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

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

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

Location

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

Scho

ol P

rofil

eSchool Profile

5

School Name The school is named for former Sentry insurance executive, Mr� P� J� Jacobs�

Nickname PatriotsSchool Colors Scarlet, Royal Blue, WhiteMascot Revolutionary SoldierYear Built 1936Year it became a Junior High School

1971

Remodeled 1995-1996Grades 7th, 8th, and 9th

Current Enrollment

Total: 672 7th Grade: 213 8th Grade: 229 9th Grade: 230

Scho

ol F

acts

P. J. JACOBS FACTS

School Facts

6

• The school opens at 7:15 AM when the first bell rings. All students should report to their holding areas; 7th grade, third floor; 8th grade, second floor; 9th grade, first floor. The LMC is open for any student to study from 7:15 to 7:45 AM and the cafeteria serves breakfast to students who request it from 7:15 to 7:35 AM�

• A second bell rings at 7:35 AM, and students are free to leave their holding areas and report to their first hour class.

• If a student arrives late, he/she should report to the main office to obtain a pass to class.

Closed Campus:

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

After School:

• School ends at 2:55 PM, and all students should prepare to depart from school unless they are in a school-sponsored activity or supervised by a staff member.

• The LMC is open from 2:55 PM - 3:30 PM to all students�• At 3:05 PM, all students not in a supervised activity or the LMC should have departed�

Office Hours:

• The Main Office is open from 7:00 AM until 3:30 PM.• The Student Services Office is open from 7:00 AM until 3:30 PM.Sc

hool

Day

Sch

edul

es

STUDENT SCHOOL DAY

Student School Day

Period Regular Day1/Day 2 Advisory Day 1 7:45 – 8:32 47 mins. 7:45 – 8:28 43 mins.

Advisory/ Homeroom N/A N/A 8:32 – 9:02 30 mins.

2 8:36 – 9:23 47 mins. 9:06 – 9:48 42 mins. 3 9:28 – 10:14 46 mins. 9:53 – 10:35 42 mins. 4 10:18-11:04 46 mins. 10:39 – 11:21 42 mins.

5a 11:08 – 11:54 46 mins. 11:25 – 12:07 42 mins. 5b 11:37 – 12:23 46 mins. 11:54 – 12:36 42 mins. 6a 11:58 – 12:44 46 mins. 12:11 – 12:53 42 mins. 6b 12:27 – 1:13 46 mins. 12:40 – 1:22 42 mins. 7 1:18 – 2:04 46 mins. 1:27 – 2:09 42 mins. 8 2:08 – 2:55 47 mins. 2:13 – 2:55 42 mins.

Lunch Lunch 5a 11:08 – 11:33 25 mins. 11:25 – 11:50 25 mins. 6a 11:58 – 12:23 25 mins. 12:11 – 12:36 25 mins. 6c 12:48 – 1:13 25 mins. 12:57 – 1:22 25 mins.

7

Dis

trict

/Sch

ool C

onta

cts

DISTRICT / SCHOOL CONTACTSBoard of Education:

Trish Baker pbaker@pointschools�netJeff Ebel jebel@pointschools�netMeg Erler merler@pointschools�netEd Morganroth, Jr� emorganr@pointschools�netBarb Portzen bportzen@pointschools�netJudy Rannow jrannow@pointschools�netChristina Scott cscott@pointschools�netAnn Vang avang@pointschools�netMike Wade mwade@pointschools�net

District Administrators:

Craig Gerlach 715-345-5444District SuperintendentE-mail: cgerlach@pointschools�net

Caleb Feidt 715-345-5454Director of Student ServicesE-mail: cfeidt@pointschools�net

Connie Negaard 715-345-5445Director of Secondary EducationE-mail: cnegaard@pointschools�net

Cory Hirsbrunner 715-345-5466Director of Elementary EducationE-Mail: chirsbru@pointschools�net

Beth Bakunowicz 715-345-5512Director of Human ResourcesE-Mail: bbakunow@pointschools�net

Tom Owens 715-345-5432Director of Business ServicesE-mail: towens@pointschools�net

Brian Casey 715-345-5511Director of TechnologyE-mail: bcasey@pointschools�net

P. J. Jacobs:

Dan Dobratz 715-345-5422, x55555PrincipalE-mail: ddobratz@pointschools�net

Steve Strasman 715-345-5422, x55552Assistant PrincipalE-mail: sstrasma@pointschools�net

Mary Baird-Barnes 715-345-5661School PsychologistE-mail: mbaird@pointschools�net

Nancy Smith 715-345-5422Head SecretaryE-mail: nsmith@pointschools�net

Jan Slowinski 715-345-5423Student Services SecretaryE-Mail: jslowins@pointschools�net

Julia Her 715-345-5422, x70598School CounselorE-Mail: jher@pointschools�net

Lora Schultz 715-345-5422, x70412School CounselorE-mail: lschultz@pointschools�net

Joe Quisler 715-345-5657Police LiaisonE-mail: jquisler@pointschools�net

Mike DeMarco 715-345-5422Head CustodianE-mail: mdemarco@pointschools�net

Dave Hauser 715-345-5422, x70209Athletic DirectorE-mail: dhauser@pointschools�net

District/School Contacts

8

Main Office: (715)345-5422

• Attendance• General information questions• Emergency situations or a need to contact someone immediately at the school• Emergency messages to students• Delivery of items to students during the school day• Payment of school fees

- Student fees- Fee refunds- Fee waivers

- Participation fees• Skyward Family Access passwords and related issues• Curriculum questions and concerns (Administration)• Discipline• Facility usage• Personnel questions

Student Services Office: (715)345-5423

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

Athletic Director: (715)345-5422, x70209

• Athletic information

Teachers: (715)345-5422

• Grades• Instruction and curriculum• Classroom behavior

Who

Do

I Con

tact

to��

WHO DO I CONTACT FOR...

Who Do I Contact For��

9

RegistrationTimeline

SchoolCounselingProgram

StudentAssessment&Grading

AssessmentProgram

AdvancedClasses

WorldLanguageFAQs

ResponsetoIntervention(RtI)

GradingScale/Points

SchoolProcedures

General Information

General Information

10

REGISTRATION TIMELINE

Registration TimelineR

egis

tratio

n Ti

mel

ine

STEVENS POINT AREA PUBLIC SCHOOL DISTRICT2020-2021 REGISTRATION TIMELINE

Date Sixth to Seventh Grade:Elementary to Junior High Seventh to Eighth Grade Eight to Ninth Grade

Starting High School

December

• Registration preparations and communication to 6th grade teachers, students, and parents.

• Communication with teachers, students, and parents about registration process.

• Communication with teachers, students, and parents about registration and academic planning

• Eighth grade conferencing starts: counselors, parents and students meet to ediscuss academic, career, and social/emotional development. The hight school component of Academic & Career Planning (ACP) is introduced to parents.

January

• Classroom visits to elementary schools with distribution of registration materials

• Students complete 7th grade course registration selection form

• Parent orientation

• Classroom visits with distribution of 8th grade registration materials


• Parent orientation

• Counselors present to 8th grade classes on 9th grade registration form, SPASH Academic Guide, and gradution requirements. ○ Standard requirements ○ Electives and graduation requirements ○ Student Academic & Career Planning (ACP)


• Parent orientation• Eighth grade conferencing

continues

February• 7th grade course

selections inputted into Skyward

• Students input 8th grade course selections into Skyward

• Students input 9th grade course selections into Skyward

• Eighth grade conferencing continues

11

REGISTRATION TIMELINE

Reg

istra

tion

Tim

elin

e

STEVENS POINT AREA PUBLIC SCHOOL DISTRICT 2020‐21 Registration Timeline

Date Sixth to Seventh Grade: Elementary to Junior High

Seventh to Eighth Grade

Eighth to Ninth Grade: Starting High School

March ● Eighth grade conferencing continues

April ● Eighth grade conferencing continues

May ● Transition meetings with 6th grade teachers

● 6th grade students tour Junior High

● 7th grade course verification forms mailed to parents


● Eighth grade conferencing continues


Summer ● 7th grade schedule creation in Skyward based on course requests

● 7th grade/New Student Orientation in late summer

● 8th grade schedule creation in Skyward based on course requests

● 9th grade schedule creation in Skyward based on course requests

Seventh Grade & New Student Orientation

Incoming 7th grade and new students will be invited to a New Student Orientation. This Orientation will be held just before the school year begins and is designed to introduce students to the academic, behavioral, and procedural expectations at P.J. Jacobs. Students will receive their schedules and practice opening their lockers.

Before, during, and after the Orientation, parents may pay school fees and complete important forms: acceptable use policy (for technology), email consent/permission, media release, and over‐the‐counter medication. Money may be deposited into the family lunch account for use on the first day of school. Fees may also be paid online through Skyward Family Access.

A welcome letter and schedule for the New Student Orientation will be mailed to all new students in early August. Although student attendance is not required, we strongly encourage all students new to P.J. Jacobs to attend.

12

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

• Counseling Curriculum: content delivered to all students through classroom activities, interdisciplinary curriculum development, group activities, parent/student workshops

• Individual Planning: assist students in educational and career planning, decision making, and goal setting

• Responsive Services: prevention and intervention, consultation, individual and small group counseling, crisis counseling, referrals

• System Support: program delivery and support, professional development, consultation, collaboration, and teaming School Counseling Program

The comprehensive counseling program also includes:

• A “By ALL for ALL” Philosophy, meaning school counselors create partnerships with all stakeholders in order to deliver services to every student

• Preparation of students for challenges of 21st Century through academic, career and enhanced social/emotional development with direct services to all students

• Counseling based on American School Counselor Association Standards for School Counseling and is aligned with the Wisconsin Counseling State Standards and Benchmarks

• Strong emphasis on student & parent educational/career conferencing, including Academic & Career Planning

• Student development focus • Delivery to “Give Purpose to Learning” • Relating educational programs to future success and answering the student question, “Why do I

have to learn this stuff?” • A system for student long-range planning and learning • Assistance to parents in accessing school and community resources • A program which has structure-specific content for an interdisciplinary team effort • Delivery to “Prepare Each Student to be Successful”, integrating school counseling with the

academic mission of the school district • Providing increased opportunity for collaboration among counselors, parents and the community• Facilitation by DPI-Licensed School Counselors

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

Ms� Julia HerSchool CounselorPhone: 715-345-5422, x70598E-mail: jher@pointschools�net Caseload: All 7th graders and 8th graders with the last name starting with M-Z

Ms� Lora SchultzSchool Counselor Phone: 715-345-5422, x70412E-mail: lschultz@pointschools�netCaseload: All freshmen and 8th graders with the last name starting with A-L

SCHOOL COUNSELING PROGRAM

School Counseling Program

Scho

ol C

ouns

elin

g Pr

ogra

m

13

Student Assessment and Grading

Stevens Point Area Public School DistrictStudent Assessment Matrix

Formative Assessments Screeners Summative Assessments• Quickly inform instruction.• Providespecificandimmediate

feedback.• Includedaily,ongoing

instructionalstrategiesthatarestudent-andclassroom-centered.

• Helpeducatorsanswer“whatcomesnextforstudentlearning?”

• Areonemeasurethatshowsstudentstartingpointandgrowththroughouttheyear.

• Provideaninstructionalstartingpointthatmatchesstudentneed.

• Aredesignedtobeeasyandrepeatable.• Helpwithstudentgrouping.

• Evaluatelearningbyprovidingcumulativesnapshots.

• Includestandardizedassessments.• Gaugehowwellstudentsare

doinginrelationtotheWisconsinAcademicStandards.

• Showwhatstudentsshouldknowandbeabletodoinordertobecollegeandcareerready.

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

• AimswebProgressMonitoring• AnecdotalRecords/

Observations• AttitudeSurveys• Class/IndividualProfile• ClassRecords/Charts• ClassroomDiscussion• ConstructedResponse• DoubleEntryJournals• GraphicOrganizers• InformalReadingAssessments• Journals/ResponseLogs• LiteratureCircles• MindMaps• PerformanceAssessment• Portfolio(working)• Questionnaires• Reading/LearningLogs• Rubrics• RunningRecords• SelectedResponse• StudentSelf-Assessment• Unit Tests• WritingAcrosstheCurriculum

• 4KLiteracyScreener• B.E.S.TScreener(2x)

SemesterI• NextSteptoGuidedReading

Assessment• ACCESSforELLS:Limited

EnglishProficient(LEP)SemesterII• PALS:GradeK• WisconsinForwardExamor

DynamicLearningMaps EnglishandMath:Grades3-8 Science:Grades4&8 SocialStudies:Grades4,8&10

• WisconsinCivicsExam 9thGrade

• ACTSuite ACTAspire9thand10thgrades ACTPlusWriting,11thGrade ACTWorkKeys,11thGrade

Kindergarten• NextSteptoGuidedReading

Assessment(3x)• BridgesNumberCornerAssessment

(3x)• B.E.S.TScreener(2x)

1st - 2nd Grades• NextSteptoGuidedReading

Assessment(3x)• BridgesNumberCornerAssessment

(3x)• B.E.S.TScreener(2x)• Aimswebforselectedstudents

3rd-6th Grades 7th-9th Grades• DistrictWritingAssessment(1x)• MAPTestinginReading,Languageand

Math(3x)• B.E.S.TScreener(2x)• Aimswebforselectedstudents

• ContentAreaCommonAssessments(i.e.finalexams,projects,essays,labs,etc.)

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

• MAPTestinginReadingandMath(3x)• DistrictWritingAssessment(2x)• QualitativeReadingInventoryand

Aimswebforselectedstudents

• AdvancedPlacementTesting• ArmedServicesVocational

AptitudeBattery(ASVAB)• NationalMeritScholarship

QualificationTest(NMSQT)• Pre-ScholasticAptitudeTest

(PSAT)

10th-12th Grades• DistrictWritingAssessment(2x)• MAPTestinginReadingandMathfor

selectedstudents(2x)• QualitativeReadingInventoryand

Aimswebforselectedstudents Stud

ent A

sses

smen

t Mat

rix

14

Adva

nced

Cla

sses

ADVANCED CLASSESAccelerated Advanced Classes

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

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

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

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

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

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

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

rigorous academic expectation of the class

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

Is a grade issued in an advanced course weighted? No� The grade received in an advanced class is equal in value to all other classes at the junior high level�

Is an advanced class at the junior high level a prerequisite for Advanced Placement (AP) classes?

15

Adva

nced

Cla

sses

; Wor

ld L

angu

ages

FAQ

ADVANCED CLASSES

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

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

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

Will world language classes taken in grades seven and eight be reflected on my student’s high school transcript?

The course(s) will be listed along with the grade received for each semester� Seventh and eighth grade courses will not be counted toward the student’s high school GPA and no high school credit will be received�

Will my student have to take more world language at the college level? • If a student does not take World Language before attending a college, he/she may have to take it in

college� • If a student takes World Language before attending college, he/she still may have to take more language

classes in college� Parents will want to check with each college to learn about its requirements�

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

Please see your child’s school counselor if you have any additional questions or concerns.

WORLD LANGUAGES FAQ

World Languages FAQ

There are no enrollment prerequisites for Advanced Placement (AP) classes except for math and world languages�

Does my child need to take advanced courses to be admitted to college? No� Seventh and eighth grade courses do not appear on a high school transcript with the exception of world languages and high school level algebra classes and beyond�

16

RESPONSE TO INTERVENTION (RTI)

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

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

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

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

ACHIEVING IN MATH (731/831)Academic Support: MathRequired/Teacher RecommendationEvery day all yearNo fee

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

READER’S WORKSHOP (180)Academic Support: ReadingRequired/Teacher RecommendationEvery other day all yearNo fee

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

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

Response to Intervention (RTI)

Res

pons

e to

Inte

rven

tion

(RtI)

17

RESPONSE TO INTERVENTION (RTI)

Res

pons

e to

Inte

rven

tion

(RtI)

WRITING CENTERAcademic Support: WritingRequired/Teacher RecommendationOne day per week during Study CenterNo fee

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

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

MATH STUDY CENTER SUPPORTAcademic Support: MathRequired/Teacher Recommendation1 - 5 days per weekNo fee

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

There is no extra work assigned, but the teacher may work on the student’s current assignment or other work as needed�

18

GRADING SCALE CHARTGRADE LOW HIGH

A 93�0 100A- 90�0 92�99B+ 87�0 89�99B 83�0 86�99B- 80�0 82�99C+ 77�0 79�99C 73�0 76�99C- 70�0 72�99D+ 67�0 69�99D 63�0 66�99D- 60�0 62�99F 0 59�99

GRADING POINT CHART

GRADE LOWA 4�000A- 3�700B+ 3�300B 3�000B- 2�700C+ 2�300C 2�000C- 1�700D+ 1�300D 1�000D- 0�700F 0�000I 0�000

W 0�000

HONORS GRADE POINT AVERAGE3�2-3�599 GPA: HONORS3�6 - 4�0+: HIGH HONORS

Gra

ding

Sca

le/P

oint

Cha

rtsGRADING SCALE/POINT CHARTS

Grading Scale/Point Charts

19

GRADING INFORMATION

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

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

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

What is the difference between formative and summative assessment?

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

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

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

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

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

Late Work and Test Retake Policies:

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

Grading Information

Gra

ding

Info

rmat

ion

20

Study Centers (SC)

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

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

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

Advisory

Advisory occurs each Wednesday. It will be held between first and second periods and lasts approximately 30 minutes� School periods throughout the day will be shortened to accommodate this program on advisory/homeroom days� Students will be assigned on a random basis by grade and the assigned homeroom will be listed on student schedules� Items to be covered during advisory/homeroom include: academic and career planning (ACP; state mandated), social/emotional instruction, digital citizenship for the 1:1 computer program, and other school-related matters�

Schedule Changes

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

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

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

School ProceduresSc

hool

Pro

cedu

res

SCHOOL PROCEDURES

21

Scho

ol P

roce

dure

s

SCHOOL PROCEDURESHigh School Courses and Credits

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

Student Failures

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

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

Policy of Retention

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

All student retentions will be determined on an individual basis. The principal makes the final decision.

22

Department & Course Offerings

Department & Course Offerings

23

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

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

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

AGRICULTURE /NATURAL RESOURCES

Agriculture/Natural Resources

Agric

ultu

re/N

atur

al R

esou

rces

24

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

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

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

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

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

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

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

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

Art

ART DEPARTMENT

Art

25

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

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

ART 8B (801)ElectiveEvery day for a semesterFee: $10

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

Art

ART DEPARTMENT

26

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

This is a required nine-week course. Students will apply the touch type method within the context of learning activities that introduce entrepreneurship/business skills and career awareness� This “blended curriculum” engages students in keyboarding and writing skills through future planning, team taught lessons and community involvement through Junior Achievement�

Activities include WIsCareers/E-portfolios, document development using Google Docs and Microsoft Word, Career Exploration, Financial Literacy, and Digital Literacy/Citizenship�

COLLEGE & CAREER READINESS 8 (822) ElectiveEvery day for a semesterFee: $3

This is an elective semester course� The course is designed to help 8th and 9th grade students prepare for high school and beyond� Students learn how to prepare for the future by identifying employability, reinforcing critical thinking skills, examining digital information literacy, and exploring career options. Students will work on financial literacy skills, interviewing skills, develop portfolios, and learn to promote one’s self through developing an online presence� This course includes community partnerships with PIE, CCCU and JA.

Busi

ness

& M

arke

ting

BUSINESS INFORMATION TECHNOLOGY

Business Information Technology

27

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

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

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

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

Com

pute

r Sci

ence

COMPUTER SCIENCE

Computer Science

28

ENGLISH 7 (711) Required Every day all yearNo fee

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

Quarter One: Friendship and FamilyQuarter Two: Who Am I: Decisions/Actions/ConsequencesQuarter Three: AcceptanceQuarter Four: Environment and Responsibility

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

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

ENGLISH 7A (711A) RequiredEvery day all yearNo fee

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

Engl

ish

(ELA

)

ENGLISH DEPARTMENT (ELA)

English

29

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

1� Establish and assess monthly goals related to self-selecting and reading a variety of literature2� Utilize Measures of Academic Progress (MAP) test data to improve reading comprehension3� Complete a variety of written assignments which involve the writing process (pre-write, draft, revise,

edit, and publish) and utilize peer and adult assessments4� Study and apply fundamental writing skills related to mechanics, grammar, and usage5� Communicate electronically in a variety of forms using Standard American English6� Improve public speaking skills by completing a variety of presentations and assessments7� Work collaboratively and communicate efficiently in shared learning projects8� Improve keyboarding skills9� Utilize a wide variety of web 2.0 tools and software applications independently—with minimal teacher

supervision10� Integrate and apply skills learned in ENGLISH 7A Hybrid (785A) to SCIENCE 7A Hybrid (785A)

ENGLISH 8/8A (811/811A)RequiredEvery day all yearNo fee

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

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

Lessons are rooted in the following unit themes:

Quarter One: Human NatureQuarter Two: Courage and DignityQuarter Three: ToleranceQuarter Four: Heroes, Fables, Tall Tales and Myths

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

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

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

Engl

ish

(ELA

)


30

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

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

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

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


Engl

ish

(ELA

)/Rea

ding

Reading

READING DEPARTMENT

CONTENT AREA READING - GRADE 7 (717)RequiredEvery other day all yearNo fee

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

The framework for Content Area Reading includes: vocabulary building, a focused mini lesson on a comprehension strategy, opportunities to practice and apply strategies with informational texts, and instruction in writing frames while utilizing differentiation techniques to help every level of reader improve.

31

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

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

ESL WRITING & LANGUAGE 7 (500W7)Teacher RecommendationEvery other day all yearNo fee

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

ESL WRITING & LANGUAGE 8 (500W8)Teacher RecommendationEvery other day all yearNo fee

This elective course is available to English Language Learners to advance their writing and overall language skills� Students will engage in guided academic writing and language exercises� In addition, support will be offered parallel to the 8th grade English curriculum.

Engl

ish

as a

2nd

Lan

guag

e (E

LL)

ENGLISH AS A SECOND LANGUAGE

32

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

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

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

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

INTRODUCTION TO SEWING (210)ElectiveEvery day for a semesterFee: $15

This elective course for eighth grade students meets daily for one semester� The curriculum allows students to practice important life skills through the method of sewing projects and clothing construction� Some of the skills practiced include organization, patience, following technical step-by-step directions, time management and finishing techniques. Students will also learn about the history of fashion and how their clothing choices give an impression of themselves� Students will be responsible for purchasing some of their own patterns, fabric, and notions to complete their projects�

FAMILY CONSUMER SCIENCE/HEALTH

Fam

ily C

onsu

mer

Sci

ence

/Hea

lth;

FAC

SFamily Consumer Science/Health

33

Transitional Math (735)RequiredEvery day all yearNo fee

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

Advanced Transitional Math (736)RequiredEvery day all yearNo feePrerequisite: Teacher recommendation

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

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

Pre-Algebra (835)RequiredEvery day all yearNo feePrerequisite: Successful completion of Transitional Math and/or teacher recommendation�

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

Advanced Pre-Algebra (836)RequiredEvery day all yearNo Fee

This course is intended for the high ability grouping of 7th and 8th grade students intending to take Advanced Algebra the following year� The content includes those topics prescribed by the Common Core State Standards for an enriched 8th grade course� It is structured to give a rigorous and extensive background for algebra and other advanced mathematics� Teacher recommendation is required�

Mat

hem

atic

s

MATHEMATICSMathematics

34

Algebra 1 (237)RequiredEvery day all yearNo FeePrerequisite: Accelerated Transitional Math or Pre-Algebra

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

Advanced Algebra 1 (238)RequiredEvery day all yearNo feePrerequisite: Teacher recommendation and successful completion of Accelerated Transitional Math

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


Geometry (241)RequiredEvery day all yearNo FeePrerequisite: Algebra 1 or Accelerated Algebra 1

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

Advanced Geometry (242)RequiredEvery day all yearNo feePrerequisite: Teacher recommendation and successful completion of Accelerated Algebra 1

This course is designed for students who have successfully completed Accelerated Algebra 1� It follows the normal scope and sequence of Geometry but as an accelerated class, the curriculum is more rigorous and taught at a faster pace� Its goal is to guide students to a broader, deeper and more complex

Mat

hem

atic

sMATHEMATICS

35

MATHEMATICS

Mat

hem

atic

s

understanding of the curriculum beyond normal student expectations� Students in this class must be highly self-motivated, with strong critical thinking skills and the advanced language skills of: writing, reading, speaking and listening in the content area of math�


Achieving in Math – AIM 7, 8 (731, 831) RequiredEvery day all yearNo feePrerequisite: Teacher recommendation

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

Independent Math - ALEKSRequiredEvery day all yearNo FeePrerequisite: Teacher Recommendation

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

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

Math Study Center SupportAcademic Support: MathematicsRequired/Teacher recommendation1-5 days per weekNo Fee

The mathematics structured study center is a requirement for students who have difficulty in mathematics. The students work with a math teacher to understand their current and previous mathematics concepts� The teacher will check in with the student to go over work as an individual or as a small group� The goal is to help the student to understand and succeed in their mathematics class� No extra work is assigned�

36

BANDP. J. RED AND BLUE BAND (754)ElectiveEvery day all yearNo course fee, however, students using school instruments, including percussionists, will pay a rental fee to the school district�

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

PATRIOT BAND (254)ElectiveEvery day all yearNo course fee, however students using school instruments, including percussionists, will pay a rental fee to the school district�

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

CONCERT BAND (253)ElectiveEvery day all yearNo course fee, however, students using school instruments, including percussionists, will pay a rental fee to the school district�

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

ic -

Inst

rum

enta

lMUSIC - INSTRUMENTAL

Music - Instrumental

37

Mus

ic -

Inst

rum

enta

l

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

JAZZ BAND (256)ElectiveEvery other day all yearNo course fee, however, students using school instruments, including percussionists, will pay a rental fee to the school district�

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

ORCHESTRACONCERT ORCHESTRA (757)ElectiveEvery day all yearNo fee

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

CHAMBER ORCHESTRA (257) ElectiveEvery day all yearNo fee

Chamber Orchestra is a select performing ensemble primarily made up of 8th and 9th grade violin, viola, cello and double bass students� Students in 7th grade who are advanced may qualify to perform in this ensemble by audition� Please see the orchestra director for details� The primary purpose of this ensemble is to perform high quality literature at the middle to high school level� Individual practice outside

MUSIC - INSTRUMENTAL

38

MUSIC - INSTRUMENTAL

of rehearsal is required� Students not studying their primary orchestra instrument privately outside of school are required to attend individual lessons each quarter with the orchestra director� Skills listed in the Concert Orchestra course description are expanded upon in Chamber Orchestra� Students in Chamber Orchestra are strongly encouraged to audition for WSMA Middle Level Honors Orchestra (7th & 8th) or High School Honors (9th grade)� Solo and Ensemble (WSMA) participation is expected of students in the Chamber Orchestra but not required��

Mus

ic -

Inst

rum

enta

l

39

Mus

ic -

Voca

l

Music - Vocal

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

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

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

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

PATRIOT SINGERS (251A) Elective (no audition)Every other day all yearNo fee

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

CONCERT CHOIR (250) Elective (no audition)Every day all yearNo fee

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

MUSIC - VOCAL

40

Mus

ic -

Gen

eral

Music - General

MUSIC - GENERAL

MUSIC EXPLORATION - GRADE 7 (752) Elective Every other day all yearNo fee

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

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

MUSICAL KEYBOARDING AND GUITAR - GRADES 8 / 9 (852 / 252) ElectiveEvery other day all yearNo fee

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

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

Students studying guitar will play folk music of various countries and currently popular folk, country, blues, and rock songs as they progress� Guitars are provided for use in the classroom� Students will have the opportunity to record a CD, create compositions and play in ensembles which may include synthesizers or percussion�

41

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

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

Students participate in the following units�:

Badminton Team handball SwimmingBasketball Water polo TennisPhysical fitness Volleyball SoccerFlag football Adventure education SpeedballFloor hockey Softball Ultimate Frisbee

Students must wear clothing appropriate for physical activity, including tennis shoes� During inclement weather, a cold weather uniform (sweatshirt and sweat pants) is suggested� Boys may wear their gym shorts for swimming� Locks are issued to each student at the beginning of the school year and collected at the end of the year� Fines are levied for lost locks�

Phys

ical

Edu

catio

n

PHYSICAL EDUCATION

Physical Education

42

SCIENCE 7 (785)RequiredEvery day all yearNo fee

This is a general science course with emphasis on basic science concepts and laboratory skills as an orientation for future science study, with emphasis on introductory physics, introductory chemistry, and environmental science. One accelerated/differentiated class is available at this level for students based on district guidelines� Course objectives - Students will be able to:1� Observe and perceive by using the senses2� Use metric units and conversion3� Safely and correctly use lab equipment4� Work collaboratively and communicate scientific ideas and experimental results5� Know concepts of molecular and atomic theory of matter, states of matter, elements, compounds,

mixtures, density, chemical properties and changes; physical properties and changes; the periodic table; principles of thermodynamics, energy, and forces; and the electromagnetic spectrum

6� Know/understand the interactions of living things; cycles in nature; Earth’s Ecosystems; environmental problems and solutions; and energy resources; atmosphere; and climate

SCIENCE 7A (785A) RequiredEvery day all yearNo fee

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

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

Course objectives – Students will be able to:1� Observe and perceive by using the senses2� Use metric units and conversion3� Safely and correctly use lab equipment with minimal teacher supervision4� Work collaboratively and communicate scientific ideas and experimental results

Scie

nce

SCIENCE

Science

43

5� Know concepts of molecular and atomic theory of matter; states of matter; elements; density; chemical properties and changes; physical properties and changes; the periodic table; principles of thermodynamics, energy, and forces; and the electromagnetic spectrum

6� Know/understand the interactions of living things; cycles in nature; earth’s ecosystems; environmental problems and solutions; energy resources; atmosphere; and climate

7� Utilize a wide variety of web 2.0 tools and software applications independently with minimal teacher supervision�

SCIENCE 8/8A (885/885A) RequiredEvery day all yearNo fee

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

EARTH SCIENCE:

Course objectives - Students will be able to:1� Know concepts within astronomy history, stars, galaxies, solar system, moon, comets, and meteors2� Know principals of meteorology; instruments, atmosphere, weather and climate3� Know earth science, including: structure of the earth, rocks and minerals, rock cycle, Earth processes

and cycles; and energy in the earth system LIFE SCIENCE:

Course objectives - Students will be able to:1� Describe the six characteristics of living things2� Differentiate between single-celled and multiple-celled organisms3� Understand the structure and function of cells, organs, tissues, organ systems and whole organisms4� Show how organisms have adapted structures to match their function5� Investigate and explain that heredity is comprised of the characteristic traits found in genes within the

cells of an organism6� Identify and describe major changes that have evolved and occurred over time in conceptual models

and explanations in life science and identify the people, cultures, and conditions that led to these developments

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


Scie

nce

SCIENCE

44

Soci

al S

tudi

esSocial Studies

SOCIAL STUDIES 7 (761) RequiredEvery day all yearNo fee

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

Course objectives:1� To have the ability to read and use maps2� To have knowledge how ideas �� have moved from regions throughout history3� To have knowledge of the lifestyles of people on other cultures (Africa, Middle East, Asia, Oceania)4� To have knowledge of the physical features of an area and the effect of these features on the people5� To have knowledge of how the history of an area affects that area today6� To have knowledge of how the lives of people are affected by the government under which they live7� To have basic knowledge of macro economics

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

SOCIAL STUDIES 7A (761A)RequiredEvery day all yearNo fee

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

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

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

See Frequently Asked Questions Regarding Advanced Classes for more information�

SOCIAL STUDIES

45

SOCIAL STUDIES 8 (861)Required Every day all yearNo fee

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

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

SOCIAL STUDIES 8A (861A)RequiredEvery day all yearNo fee

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

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

See Frequently Asked Questions Regarding Advanced Classes for more information�

Soci

al S

tudi

es

SOCIAL STUDIES

46

Special education services and/or related services are available to students who have a special education need as defined by either Chapter 115, Wisconsin Statutes or the Individuals With Disabilities Act. The district assures delivery of a free appropriate public education in the least restrictive environment to all students who meet the established criteria� All special education classes and/or support services are only available through the recommendation(s) of the district's individual education plan (IEP) team� A special education evaluation may result in a student meeting criteria for one or more of the following impairments : specific learning disability; speech or language impairment; emotional/behavioral disability; autism; cognitive disability; visual impairment; orthopedically impaired; other health impairment; hearing impairment; traumatic brain injury. If a student has an identified impairment and is in need of special education services to assist in addressing or meeting the student’s need then an individual education plan (IEP) is developed�

LANGUAGE ARTS BLOCKIEP Team RecommendationEveryday all yearNo fee

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

READINGIEP Team RecommendationEvery day all yearNo fee

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

RESOURCE (Grades 7 & 8)

IEP Team RecommendationEvery day all year or every other day all yearNo fee

This course is designed as a structured study hall for students with special education needs that require

Spec

ial E

duca

tion

SPECIAL EDUCATION

Special Education

47

support for regular education classes� In resource students learn memory techniques, study skills, organizational skills and test taking strategies� ADAPTIVE PHYSICAL EDUCATION IEP Team RecommendationEvery other day all yearNo fee

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

MATH (Grades 7 & 8)

IEP Team RecommendationEvery day all yearNo fee

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

ENGLISH (Grades 7 & 8)

IEP Team RecommendationEvery day all yearNo fee

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

SPEECH/LANGUAGE IEP Team RecommendationAmount of time scheduled varies according to each student’s IEPNo fee

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

Spec

ial E

duca

tion

SPECIAL EDUCATION

48

Spec

ial E

duca

tion

SPECIAL EDUCATION

SOCIAL SKILLS (Grades 7 & 8)IEP Team RecommendationAmount of time scheduled varies according to each student’s IEPNo fee

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

GENERAL KNOWLEDGE / SCIENCE / SOCIAL STUDIESIEP Team RecommendationEvery day all yearNo Fee

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

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

OTHER

Based on a student’s individual needs additional programming may be determined by an IEP team and included in a student’s IEP�

49

GATEWAY TO TECHNOLOGY I (GTT I) - GRADE 8 (821B)RequiredEvery day for a semesterFee: $6

This course harnesses the enthusiasm and energy of junior high school students� The focus of the course is showing, not telling, students how to use engineering skills to solve everyday problems� Students won’t ask, “Will I ever use this in real life?” because they will be applying their skills as they learn them� The primary focus is on stronger math, science and technology inquiry skills� This includes the integration of the Gateway to Technology/GTT and Project Lead The Way/PLTW curriculum� Some of the areas covered will be: design and modeling, automation and robotics, magic of the electron and science of technology�

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

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

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

Tech

nolo

gy &

Eng

inee

ring

TECHNOLOGY & ENGINEERING

Technology & Engineering

50

FRENCH 1 (188)ElectiveEvery day all year No Fee

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

FRENCH 2 (189)ElectivePre-requisite: French 1Every day all yearNo Fee

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

SPANISH 1 (200)ElectiveEvery day all yearNo Fee

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

Wor

ld L

angu

ages

WORLD LANGUAGES

World Languages

51

WORLD LANGUAGES

Wor

ld L

angu

ages

SPANISH 2 (201) ElectivePre-requisite: Spanish 1Every day all yearNo Fee

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

See Frequently Asked Questions Regarding World Language for more information�

p. j. jacobs junior high 2020-2021 academic guide€¦ · p j jacobs junior high school, which is...

Documents