Harleyville- Ridgeville Middle School Home of the Panther’s Pride “Where Students Enter to Learn and Leave to Achieve” 2015- 2016 Curriculum and Instruction Panthers’ Blueprint Josephine L. McNeil Instructional Coach and TAP Master Teacher Reviewed and Approved by TAP Leadership Team Principal: Lashawna Rivers Assistant Principal: Ruth Mims Mentors: Melisa Hiuser and Carmen Ellis
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Curriculum and Instruction Panthers’ Blueprint
Josephine L. McNeil Instructional Coach and TAP Master Teacher
Reviewed and Approved by TAP Leadership Team
Principal: Lashawna Rivers
Assistant Principal: Ruth Mims
Mentors: Melisa Hiuser and Carmen Ellis
2015-2016Harleyville- Ridgeville Middle School
Home of the Panther’s Pride“Where Students Enter to Learn and Leave to Achieve”
Harleyville- Ridgeville Middle School
Home of the Panther“Where Students Enter to Learn, and Leave to Achieve”
Background: Harleyville-Ridgeville Middle School is a unique school with a diverse background of teachers and students. Taking pride in developing resources for teachers, parents, and students, this instructional handbook will be a guide that will be used to bring uniformity and provide teacher friendly material that will be used to assist in planning.
Dorchester County School District Four Mission Statement
The mission of Dorchester School District Four is to develop life-long learners who will have a positive impact on our global world.
Vision Statement
The Vision of Dorchester School District Four is to be an exemplary District where all students reach their maximum potential with the support of the District, home, and community.
Harleyville Ridgeville Motto
“Where Students Enter to Learn, and Leave to Achieve”
Harleyville-Ridgeville School PRIDE Pledge
Use POSITIVE words and actions
Show RESPECT to myself and others
Exhibit INTEGRITY and honor
Display SELF-CONTROL and
Model EXCELLENCE in everything I do
Today I will show my Panther P.R.I.D.E!
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Purpose: To provide teachers with a collection of resources to plan lessons, in order to improve students’ academic growth.
South Carolina Department of Education Documents (ed.sc.gov) State Content Area Blueprint Standards and Support Documents
Curriculum Binder Content Classroom must have an Observer’s Chair with the Curriculum binder
clearly identified. This area should be clutter free State Department Content Area Blueprint Curriculum Maps (Understanding by Design Template) (Training provided
as necessary for new staff) Pacing Guide with current year calendar dates and Benchmark dates Lesson Plans optional in binder. Lesson Plans, Powerpoints, assessments,
and any essential resources must be loaded on the Google Drive by 8 A.M. Monday morning. Folders should be created according to your unit.
Standards and Support Documents
Additional Required Documents (electronic copies available) Course Syllabus Long Range Plan State Assessment Schedule and Content Area Benchmark Dates Emergency Plans (Placed in separate binder in office with Mrs. Cobbs) Professional Development Plan TAP Information
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Table of Content
South Carolina Department of Education
Purpose: To provide support for districts and schools by creating Standards and Support Documents to assist with curriculum planning.
Resources: SC Standards SC Crosswalk Documents Support Documents (assist with planning and understanding the
standards) Content Area Blueprint (PASS Testing Categories) All listed documents can be found at this website under
Standards and Support Document: www.ed.sc.gov
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Purpose: To assist teachers with a structured format for designing units for classroom instruction and assisting other teachers with integration across the curriculum.
Procedures: Units will be developed using the Understanding by Designing Unit Template and placed on the Google Drive. (Share with Mrs. Rivers, Ms. Mims, Mrs. McNeil, Miss Huiser, Mrs. Ellis (TAP Leadership Team)
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School Level:
Curriculum Maps
STAGE 1 – DESIRED RESULTSUnit Title: ___________________________________________________
Established Goals:
Understandings: Students will understand that…•
Essential Questions:
•
Students will know: Students will be able to:
•
STAGE 2 – ASSESSMENT EVIDENCEPerformance Tasks: Other Evidence:
Key Criteria:
STAGE 3 – LEARNING PLANSummary of Learning Activities:
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Pacing GuideHow will I teach all of these Standards in a school year?
Purpose: To provide a plan that schedules adequate time for teaching standards.
Procedures: Using your personal preference format or table, you will develop a guide using specific calendar days to map out your plan. A month -by -month calendar is also available for your convenience with Early Release Days and holidays entered.
Section III: Instructional Units (Key Element 1.C)
Describe the instruction units, in sequence, for this course.
Unit Number Unit Topic Indicators Days Calendar Dates
Course Syllabus
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Purpose: To provide a description of course work for students and parents. All teachers will provide a course syllabus that defines expectations for student learning.
Procedure: Each course syllabi will include: Course Title Location Teacher Contact Information Textbook and Materials Course Objectives/Calendar Attendance Policies Grade Policies Available Support Course syllabi will be stored with the Instructional Coach Samples available upon request
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Long Range Plan
Purpose: To provide a plan that outlines the goals and expectations for students’ learning throughout the year.
Samples available upon request
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School Name
TT1: Long-Range Plan
Teacher’s name Contract level
District School
Academic year
Course
Section I: Student Information (Key Element 1.A)
AN UNDERSTANDING OF STUDENTS
BACKGROUND DESCRIPTION OF STUDENTS:
There are students in my homeroom
These students are __students in my __period class.
There are __ students in my __ period class.
There are ____ students in my __ period class.
There are __ students in my __ period class.
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There are __ students in my ___ period class.
RACE / ETHNICITY & GENDER:
Period Gender African American Hispanic Native American Caucasian
Grade
LevelMale Female Male Female
Male FemaleMale Female Male Female
Period_
Period
Period
Period
Period
ACADEMIC CONSIDERATIONS:
Gifted ResourceReading 180
Program
Period _
Period _
Period
10
Period
Period
LEARNING STYLES:
Visual Auditory Kinesthetic
Period _
Period _
Period _
Period _
Period _
__ _ student was expelled last year
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MEDICAL CONSIDERATIONS
AsthmaGlasses/Contacts Diabetes
Hearing Aids
ADD/ ADHD Diagnosed with
Medication
Period _
Period _
Period _
Period _
Period _
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CURRENT EDUCATIONAL PERFORMANCE LEVELS / STANDARDIZED TEST RESULTS:
Subject / Course:
PASS 2013Students who scored Students who scored Students who scored
NOT MET MET EXEMPLARY
Period _
Period
Period _
Period
Period
Personal Interests
Special Needs / Services:
SOURCES OF INFORMATION FOR THE DESCRIPTION OF STUDENTS
The following sources were used to compile this information…
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Reflect on the student information (Key Element 1.A): (1) Why do you feel that this student information is of primary importance, and (2) how did and will you use this student information to guide the development of your long- and short-range plans?
Section II: Long-Range Learning and/or Developmental Goals (Key Element 1.B)
Describe the long-range learning/developmental goals that you have established for your students in the subject/course.
Long-Range Learning and/or Developmental Goals __Grade
(Key Element 1.B)
Reflect on the long-range learning and/or developmental goals (Key Element 1.B): Of the long-range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?
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Section III: Instructional Units (Key Element 1.C)
Describe the instruction units, in sequence, for this course.
Unit Number Unit Topic Indicators Days Dates
Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?
Section IV: Assessment of Student Performance (Key Element 1.D)
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Describe (1) the major course assessments, (2) the evaluation criteria for the course, (3) the way(s) in which you will report overall student progress and achievement, and (4) your system for maintaining records of student progress and achievement for this course.
Major Course Assessments
Reporting of Student Progress and Achievement
System for Maintaining Records
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Reflect on student performance (Key Element 1.D): (1) How did you determine that your major assessments are appropriate for evaluating student progress and achievement, and (2) What did or will you do to help your students and their parents understand (a) the evaluation criteria you have established for the course as well as (b) the reports they receive regarding the student’s overall progress and achievement in the course?
Section V: Classroom Management (Key Element I.E)
Describe your expectations for student behavior during instruction and during non-instructional routines. Write your description as though you were explaining these expectations to your students and their parents.
Rules:
Consequences:
Incentives:
Process used to communicate and clarify rules & procedures:
MANAGEMENT PROCEDURES
Procedures for non-instructional routines: (Delete if not applicable)
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Attendance:
Entering / Leaving the classroom
Emergency drills:
Beginning of day / class activities:.
Distributing / collecting papers & materials:
Sharpening pencils:
Throwing trash away:
Make-up work:
Early finishers:
Cleaning up:
Walking in hallways:
Restroom procedures:
Lunchroom procedures:
Computer work:
Dismissal:
Reflect on classroom management (Key Element 1.E): What are the most important considerations in managing the classroom to maximize instructional time, and why do you believe them to be important?
Section VI: Additional Teacher Comments
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Lesson PlansOptional Lesson Plan Format: Attachment A
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Emergency Plans
Purpose: To provide detailed information and instructional needs in case of an emergency. This plan will assist a substitute teacher with transitioning during the day.
Procedure: Use Table of Content
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Harleyville Ridgeville Middle School
Emergency Plans Table of Content
Teacher’s Name______________________________________
TAB 1: Welcome Letter to Substitute Teacher (Outlining where to find all policies and procedures to make his/her day a successful experience)TAB 2: Duty Roster (Make sure your duty is highlighted on the Duty Roster)TAB 3: Emergency Drills and ExistsTAB 4: School and Classroom Behavior Policy (PRIDE card procedures)TAB 5: Classroom Schedule/Class RosterTAB 6: Seating Chart for each ClassTAB 7: Helpful Students/Teachers and Buddy Room Teacher for Disruptive StudentsTAB 8: 5 days of Lesson Plans with specific instructions and handouts copied. (Activities should be Standards based. Update as needed according to Standards being covered.
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Assessments
Purpose: To measure student growth in content area throughout the year.
Procedures: MAP Testing: Fall and Spring Quarterly Benchmark according to Pacing Guide days
(ELA, Math, Science, and SS) Benchmark assessments given on scheduled day Scantron sheets used to give students practice with bubbling
answers Required: Pre- and -Post Test assessments (Personal Preference)
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Assessments
Progress Monitoring
MAP: Fall and Spring
Benchmarks
Science, SS, Math, ELA
3 times a year (4th optional)
Study Island
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MAP Testing Schedule
TBA
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Harleyville-Ridgeville Middle School
Benchmark Test Schedule6th Grade
Content 1st Qtr.Date
2nd Qtr.Date
3rd Qtr.Date
4th Qtr.Date
ELA Oct 21-22 Jan 13-14 Mar 23-24 optionalMath Oct 22-23 Jan 8 Mar 11 optional
Science Nov 6-7 Dec 17-18 Mar 3-4 optionalSocial Studies Oct. 14-15 Dec 19-20 Feb 25-26 optional
7th Grade
Content 1st Qtr.Date
2nd Qtr.Date
3rd Qtr.Date
4th Qtr.Date
ELA Oct 21-22 Jan 12-13 Mar 23-24 optionalMath Oct 26-27 Jan 14-15 Mar 24-25 optional
Science Nov 19-20 Jan 28-29 April 11-12 optionalSocial Studies Oct. 28-29 Dec 17-18 April 7-8 optional
8th Grade
Content 1st Qtr.Date
2nd Qtr.Date
3rd Qtr.Date
4th Qtr.Date
ELA Oct 21-22 Jan 13-14 Mar 22-24 optionalMath Oct 26-27 Jan 21-22 Mar 25-26 optional
Science Oct. 28-29 Feb 25-26 Mar 28-29 optionalSocial Studies Oct. 11-15 Dec 9-10 April 7-8 optional
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Student Portfolios
Purpose: To provide a tool for the collection of student work throughout the school year.
Procedure: (See Table of Content)
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Student PortfolioTable of Contents
MAP Individual Goal Setting Sheet
MAP Student Growth Graph
Interim Report(s)
Quarterly Report Card(s)
AIMSWEB
READ 180/ MATH 180 Individual Diagnostic Report
READ 180/ MATH 180 Growth Report
Any Other Pertinent Artifacts: (Student Inventory, Quizzes, Tests, Projects & Rubrics, Writing Samples, etc.)____________________________________________________________________________________________________________________________________________________________
Professional Development Plan27
(Attachment B)Purpose: To provide an opportunity for teachers and staff to grow professionally in classroom Practices.
Procedures: Throughout the school year, data will be collected through MAP testing, pre/post tests, benchmark
assessments, Cluster Meetings, teacher feedback, etc. to identify the needs of students. After the needs are identified, a Professional Development Plan will be developed to support teachers’ growth in Best Practices, thus resulting in increased students’ academic performance.
TAP Cluster Cycle Long Range Plan28
(Provided at the beginning of each cycle)
Purpose: To provide a designated cluster time to share strategies for increasing students’ academic performance.
Procedures: Identify student needs based on PASS, ACT ASPIRE, MAP
benchmarks, and/or classroom assessments. A Cluster Long Range Plan for the year will be developed and
reviewed by the TAP Leadership Team to support the needs in the classroom.
Master and Mentor teachers will model those strategies during Cluster Meeting as well as following the TAP Cluster protocol.
Career Teachers will attend Cluster Meeting every Thursday.
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Cluster ScheduleMaster Teacher: J. McNeil
Fine Arts 1 st period: Mentor: Ellis (Music/Band) Members: Glen: ArtSummers: PE/HealthLindsay: SpanishLemon: Keyboarding
Science and Math 3 rd period: Mentor: Hiuser (Science) Members: Barry: 6th MathManongdo: 7th MathAlston: 8th MathGreen: 6th ScienceTilly: 8th ScienceTBA: Self-Contained
Social Studies and ELA 6 th period: Mentor: McNeil Members: Keitt: 6th ELASluman: 7th ELASnell: 8th ELARife: 6th Social StudiesAntoine: 7th Social StudiesSimmons: 8th Social StudiesAdkins: Resource
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