McCartha Middle School Home of the Mustangs
McCartha Middle SchoolOne Team, One Goal • Jenna Grissett, Elementary Education • Jamara Hill, Elementary Education • Brittany Johnson, Secondary Mathematics • Stephanie Miller, Elementary Education • Doug Norman, Secondary History • Samuel Valentine, Elementary Education • Gabe West, P-12 Physical Education
McCartha Middle School “The climate of a developmentally responsive middle level school is safe, inviting, and caring; it promotes a sense of community and encourages learning.” The National Middle School AssociationThis We Believe, 1995 http://www.galion-city.k12.oh.us/schoolbuildingprogram.htm
McCartha’s Mission The mission of McCartha Middle School is to ensure that all students leave eighth grade with the knowledge and skills to be successful without remediation in a college-preparatory curriculum and with plans for what to study to complete high school and prepare for future education and careers. • Southern Regional Education Board www.sreb.org
Goals That Support Our Mission • Increase the percentages of eighth graders who perform at the proficient levels in academic subjects. • Provide educational experiences that increase students’ knowledge and skills in reading, mathematics, language arts, science, and social studies. • Provide students with opportunities to apply their skills in the fine arts and to explore careers and new technology.
The Ideal Middle School The National Middle School Association defines the “purpose and functions of the middle schools” as those which “center on the intellectual, social, emotional, moral, and physical developmental needs of young adolescents… . The best middle level schools provide appropriate programs, policies, and practices that foster the development of these tasks in positive ways.”
The Model Middle School The NMSA identifies five key components for the successful middle school curriculum: 1. Interdisciplinary teaming 2. Advisory programs 3. Varied instruction 4. Exploratory programs 5. Transition programs
School Calendar October September November August December July June January May February April March
Testing Dates • Aug. 18-25, Dec. 11-15, Ap. 30-May 4 • Feb. 22-Mar. 1 • Ap. 9-13 • Ap. 2-13 • Ap. 16-20 • 3 days • 1 day • 5 days • 3 days • 1 day _______ 13 days • DIBELS • ADAW • OLSAT • ARMT • Science Assessment
August: School starts Parents’ meeting DIBELS assessment Teachers’ weekly breakfasts September: Labor Day holiday First report card Teachers’ weekly breakfasts October: Second report card Fall Break Parent conferences Teachers’ weekly breakfasts
November: Veteran’s Day holiday Thanksgiving holidays Teachers’ weekly breakfasts December: Third report card DIBELS assessment Teachers’ weekly breakfasts Christmas holidays January: Second semester begins King/Lee holiday Teachers’ weekly breakfasts
February: Black History Month Fourth report card ADAW Teachers’ weekly breakfasts March: ADAW DIBELS assessment Spring Break Parents’ conferences Teachers’ weekly breakfasts
April: Good Friday holiday OLSAT ARMT Science Assessment DIBELS Fifth report card Teachers’ weekly breakfasts May: DIBELS Sixth report card End of school
Pacing Guides • Serve as guides for our instruction • Help us plan effective lessons • Keep us on topic • Help us prevent disruptions due to off-task behaviors • Ensure that we cover all important information • Help us prepare materials for students
McCartha’s Movie Madness Rule 1: Be on time and prepared. Rule 2: Stay seated at all times. Rule 3: Be civil to others.
Consequences Consequences: #1 Warning #2 No Ticket #3 Silent Lunch #4 Note Home
Sixth Grade Alabama Course of Study Reference website www.alsde.edu
Mathematics Number and Operations • Demonstrate computational fluency with addition, subtraction, multiplication, and division of decimals and fractions. • Solve problems involving decimals, percents, fractions, and proportions. Algebra • Solve problems using numeric and geometric patterns.
Mathematics Geometry • Identify two-dimensional and three-dimensional figures based on attributes, properties, and component parts. • Plot coordinates on grids, graphs, and maps.
Mathematics Measurement • Classify angles as acute, obtuse, right, or straight. • Solve problems involving perimeter and area of parallelograms and rectangles. • Determine the distance between two points on a scale drawing or a map using proportional reasoning. • Convert units of length, weight, or capacity within the same system (customary or metric).
Mathematics Data Analysis and Probability • Interpret information from bar graphs, line graphs, and circle graphs. • Find the probability of a simple event.
Science • Identify global patterns of atmospheric movement, including El Niño, the Gulf Stream, the jet stream, the Coriolis effect, and global winds that influence local weather. • Describe factors that cause changes to Earth’s surface over time. • Describe water and carbon biogeochemical cycles and their effects on Earth. • Explain the plate tectonic theory.
Science • Describe layers of the oceanic hydrosphere, including the pelagic zone, benthic zone, abyssal zone, and intertidal zone. • Describe regions of the oceanic lithosphere, including the continental shelf, continental slope, and abyssal plain. • Describe Earth’s biomes. • Describe how Earth’s rotation, Earth’s axial tilt, and distance from the equator cause variations in the heating and cooling of various locations on Earth.
Science • Identify the moon’s phases. • Describe components of the universe and their relationships to each other, including stars, planets and their moons, solar systems, and galaxies. • Describe units used to measure distance in space, including astronomical units and light years.
English Language Arts • Interpret and construct meaning by applying appropriate strategies to materials across the curriculum. • Read with ease textual, functional, and recreational materials encountered in daily life. • Exhibit the habit of reading for a substantial amount of time daily, including assigned and self-selected materials at their independent and instructional levels. • Demonstrate reading improvement gained through substantial amounts of daily reading.
English Language Arts • Recognize various forms of literature according to characteristics. • Determine the author’s purpose. • Recognize the characteristics and cultural influences of works of literature representative of various eras. • Be aware of writing and speaking styles that incorporate dialects, idioms, and intonation patterns. • Become aware of the etymology of language.
English Language Arts • Recognize linguistic and cultural diversity. • Recognize the power of language as it evokes emotion; expands thinking; and influences problem solving, decision making, and action. • Develop general listening behaviors for different purposes and situations. • Select and indicate preference for sources of information. • Use study processes to manage information.
English Language Arts • Demonstrate an awareness of the research process. • Respond with understanding and empathy to information read, viewed, and heard. • Develop an extended vocabulary through reading, listening, viewing, writing, speaking, and presenting • Use available computer technology to enhance reading and writing skills. • Read aloud effectively from literature and personal compositions.
English Language Arts • Demonstrate effective listening and speaking behaviors for varied situations and purposes. • Use the writing process when composing various forms of written expression. • Know and apply principles of grammar and usage in writing, speaking, and presenting and apply mechanics in writing. • Compose using recognized literature as models. • Use self-monitoring and feedback from peers and teachers to evaluate reading, writing, listening, viewing, studying, and research skills.
Social Studies • Describe the Westward Expansion and its technological, economic, and social influence on the people of the United States prior to World War I. • Describe the impact of industrialization, free markets, urbanization, communication, and cultural changes in the United States prior to World War I. • Identify causes and consequences of the Spanish-American War. • Describe changing social conditions during the Progressive Period.
Social Studies • Identify causes of World War I and reasons for entry into the war by the United States. • Identify cultural and economic developments in the society of the United States from 1877 through the 1930s. • Identify causes of the Great Depression. • List key figures, significant events, and reasons for the involvement of the United States in World War II. • Identify changes in the American home front during World War II.
Social Studies • Identify major social and cultural changes in the United States from 1945 to 1960. • Identify critical events occurring in the United States and throughout the world from the Truman through the Johnson Administrations, including the Cold War, Berlin Airlift, Korean Conflict, space race, construction of Berlin Wall, Bay of Pigs invasion, Cuban Missile Crisis, and Vietnam War. • Identify components of John F. Kennedy’s New Frontier and Lyndon B. Johnson’s Great Society.
Social Studies • Describe the role of major civil rights leaders and significant events occurring during the modern Civil Rights Movement • Identify cultural and economic changes throughout the United States from 1960 to the present. • Explain major political events from the Nixon Administration to the present, including the Vietnam War; Watergate; the collapse of the Soviet Union; the Gulf War; the September 11, 2001, terrorist attacks; and the War on Terrorism.
Physical Education Goal: Motor Skill Development 1. Apply the critical elements of opposition, balance, weight transfer, and fluid movement patterns for all manipulative and nonlocomotor skills in game situations. 2. Engage in developmentally appropriate practices for fitness and motor skill development. • Describe similarities and differences between manipulative skills and nonlocomotor skills in a game or sport.
Physical Education • Identify offensive and defensive strategies as components of game objectives. • Design small-group activities involving offensive and defensive strategies in a cooperative setting. • Demonstrate rhythms that combine traveling, balancing, and weight transfer into smooth sequences with intentional changes in direction, speed, and flow.
Physical Education Goal: Health-Enhancing Activity 7. Identify factors that affect physical activity and exercise preferences of participants. 8. Contrast the differences between warm-up, conditioning, and cool-down. • Describe the critical aspects of a healthy lifestyle including, but not limited to, nutrition, exercise, and rest • Assess the body’s response to exercise including, but not limited to, heart rate monitoring, fitness testing, respiration rate, and body composition. • Utilize a fitness plan.
Physical Education Goal: Interactive Behavior • Describe positive interactions of group members in numerous activity settings. • Identify safety concerns for physical activities. • Present a cooperative game or activity to a group with a set goal or task to be completed. • Promote awareness of fitness benefits while working cooperatively with others in the school community.
Content • The content met local and national standards. • The language was appropriate for sixth grade students. • Content is accurate and up-to-date. • Questions and quizzes are provided at the end of each lesson to assess student learning. • The textbook can be used for many years.
Organization • The textbook provides a useful table of contents, glossary, and index. • Sufficient references, bibliographies, and resources are contained within the textbook. • Each chapter provides introductions and summaries that are comprehensive. • Each page is numbered so there is no confusion. • Each chapter is arranged logically for development of the subject.
Physical Aspects • The book’s font and style are age appropriate to the sixth grade. • The textbook will appeal to the students. • The textbook is tough and durable, which is needed for sixth grade students. • The use of tables, figures, graphs, charts, and illustrations is relevant to student learning. • The page layout is balanced and uncluttered.
Teacher’s Edition • Textbook provides a separate teacher’s edition and resource package. • The teacher’s edition is helpful, comprehensive, organized, and easy to use. • The teacher’s edition includes a student edition. • Objectives are clearly stated. • Sufficient assessment ideas are provided within the teacher’s edition. • The teacher’s edition is reasonably sized. • Exercises, tests, and handouts are provided within the teacher’s edition.
Accommodations for students with disabilities at McCartha Middle School