Sixth Grade Mathematics Syllabus



2020-2021 School Year

|Course Information|English Language Arts |Teacher Information |Mr. Reygan Reed-Team 8D |

| |23.0130001, 23.9130001C, & 23.2130001G | |Ms. Tony Magness (Co-Teacher/7th period) |

|School Information|Henderson Middle School |Teacher Email |Reygan_J_Reed@ |

| |2830 Henderson Mill Road | |Tony_Magness@ |

| |Chamblee, Georgia 30341-5799 | | |

|School Number |678-874-2902 (Office) |Teacher |404-436-0918 (Home Office) |

| | |Direct Line |678-874-2980 (Classroom) |

|School Website | |Class/Teacher | (class website) |

| | |Website | (district-issued|

| | | |teacher website) |

Course Description: All courses (23.0130001, 23.9130001C, & 23.2130001G) are taught in a blended learning environment. Each day, students will be exposed to a demanding curriculum in which they will work towards gaining an enduring understanding through skills and strategies. Students will also prepare rigorously for standardized tests, read supplemental books, and complete a variety of exploration activities/projects. The main implementation tool used for instruction will be the McDougal Littell Literature (MLL) textbook. This textbook is aligned with the Georgia Standards of Excellence and is inclusive of the necessary performance elements needed for student mastery. For additional information about the Georgia Standards of Excellence, see

In addition to the McDougal Littell Literature (MLL) textbook, I will use an assortment of supplemental sources, instructional technologies, as well as teacher-made materials to differentiate instruction, and provide a well-rounded learning experience that explores literature’s global connections. Classwork along with homework will be assigned to teach/reinforce comprehension of the standards and measure the students’ level of mastery. I encourage, if not demand, active participation in class, completion of assignments on time, and that my students turn in their best product every time. I am a strong advocate for making learning fun, memorable, and interactive; however, my learners should be prepared to work as well as take responsibility for their academic progress. All course resources are aligned with the Georgia Standards of Excellence in addition to the Instructional Technology Standards created by the Georgia Professional Standards Commission. For additional information about the Instructional Technology Standards, see .

We will use the following resources in my class:

❖ McDougal Littell Literature (Georgia 8th Grade Interactive Online Edition)

❖ McDougal Littell-Grammar for Writing (consumable workbook)

❖ McDougal Littell-InterActive Reader & Writer for Critical Analysis (consumable workbook)

❖ Holt-The Elements of Language (8th Grade Level-Interactive Online Edition)

❖ Holt-African American Literature (workbook)

❖ Weebly (online class website)

❖ VERGE/CourseSites (Learning Management System)

❖ Acer Chromebook (mouse recommended, stylus optional)

❖ The Illustrated Man (a novel by Ray Bradbury)

❖ Independent reading sources from recommended novels

Note: This class will use/read a variety of novels that will be announced at a later date.

Curriculum Overview

The following academic concepts will be covered. THIS IS ONLY A GUIDE AND IS SUBJECT TO CHANGE.

|CURRICULUM OVERVIEW |

|UNIT 1: PERSERVERANCE Approximate Duration: 9 weeks |

|The purpose of this unit is for students to understand the theme and central idea of a short story, novel, passage, or poem; increase student |

|awareness of analyzing Elements of a Story and its development of the course of a text. Student will develop narrative writing techniques based on |

|real or imagined experiences. |

|UNIT 2: FREEDOM, OBSTACLES, AND CHALLENGES Approximate Duration: 9 weeks |

|The purpose of this unit is to expose students to first-person and third-person Point of View and analyze conflicting evidence and viewpoints. In |

|written presentations, students will be exposed to informative text where each student is expected to develop at topic and support the information |

|with well-chosen facts. |

|UNIT 3: POETRY AND PROSE Approximate Duration: 9 weeks |

|The purpose of this unit is to understand the basic principles of poetry and student Greek myths, Japanese folktale, and a variety of plays. Student |

|will be exposed to argumentative and persuasive writing techniques where students will be required to defend a claim and support that claim with |

|logical reasoning and relevant evidence. |

|UNIT 4: NARRATIVE Approximate Duration: 9 weeks |

|The purpose of this unit is to expose students to modern works of fiction. Students will be re-introduced to narrative writing techniques. |

|LEARNING OUTCOMES/OBJECTIVES |

|Upon completion of this course, students should be able to: |• Analyze how particular lines of dialogue or incidents in a story or drama|

| |propel the action, reveal aspects of a character, or provoke a decision. |

| |• Analyze how differences in the points of view of characters and the |

| |audience or reader create such effects as suspense or humor. |

| |• Analyze how a modern work of fiction draws on themes, patterns of events,|

| |or character types from myths, traditional stories, or religious works such|

| |as the Bible, including describing how the material is rendered new. |

| |• Determine a central idea of a text and analyze its development over the |

| |course of the text, including its relationship to supporting ideas; provide|

| |an objective summary of the text. |

| |• Determine an author’s point of view or purpose in a text and analyze how |

| |the author acknowledges and responds to conflicting evidence or viewpoints.|

| | |

| |• Analyze a case in which two or more texts provide conflicting information|

| |on the same topic and identify where the texts disagree on matters of fact |

| |or interpretation. |

| |• Delineate a speaker’s argument and specific claims, evaluating the |

| |soundness of the reasoning and relevance and sufficiency of the evidence |

| |and identifying when irrelevant evidence is introduced. |

| |• Acquire and accurately use grade-appropriate general academic and |

| |domain-specific words and phrases; gather vocabulary knowledge when |

| |considering a word or phrase important to comprehension or expression. |

| |• Write arguments to support claims with clear reasons and relevant |

| |evidence. |

| |• Write informative/explanatory texts to examine a topic and convey ideas, |

| |concepts, and information through the selection, organization, and analysis|

| |of relevant content. |

| |• Write narratives to develop real or imagined experiences or events using |

| |effective technique, relevant descriptive details, and well-structured |

| |event sequences. |

|COURSE SCHEDULE |

|TOPICS BY WEEK FOR COURSES 23.0130001 & 23.9130001C |Fall Semester Begins |

| |Weeks 1-3: Elements of a Story |

| |Weeks 4-6: Theme |

| |Weeks 7-9: Narrative Writing (personal narrative due) |

| |Weeks 10-12: Point of View (first person) |

| |Weeks 13-15: Point of View (third person) |

| |Week 16: Explanatory Writing |

| |Week 17: Informational Writing |

| |Week 18: Explanatory and Informational Writing (explanatory or |

| |informational essay due) |

| |Fall Semester Ends |

| | |

| |Spring Semester Begins |

| |Weeks 19-21: Greek Mythology |

| |Weeks 22-23: Japanese Folktales |

| |Weeks 24-25: Plays |

| |Week 26: Argumentative Writing (argumentative essay due) |

| |Week 27: Persuasive Writing |

| |Weeks 28-33: Fictional Works |

| |Weeks 34-36: Narrative Writing (reflective personal narrative due) |

| |Spring Semester Ends |

|TOPICS BY WEEK FOR COURSE 23.2130001G |Fall Semester Begins |

| |Weeks 1-3: Elements of a Story |

| |Weeks 4-6: Theme & Narrative Writing (personal narrative due) |

| |Weeks 7-9: Point of View (first person) & Point of View (third person) |

| |Weeks 10-13: Explanatory and Informational Writing (explanatory or |

| |informational essay due) |

| |Weeks 14-15: Greek Mythology & Japanese Folktales |

| |Week 16: Plays |

| |Week 17-18: Argumentative Writing & Persuasive Writing (argumentative or |

| |persuasive essay due) |

| |Fall Semester Ends |

| | |

| |Spring Semester Begins |

| |Note: This semester, students will use several web-based programs in the |

| |online unit: Walking Through Freedom. The teacher will teach and |

| |demonstrate (in class) how each program works as well as how the students |

| |can submit their assignments. Students can also follow the instructions |

| |included of the Orientation Module (in CourseSites) or the online tutorials|

| |hosted on the class website. The orientation module walks students through |

| |the process of submitting assignments in CourseSites. The online tutorials |

| |on the class website also explain how students can submit work through |

| |specific programs and share viewable/editable links on a Class Google Doc. |

| |If you need assistance, please do not hesitate to use any of my points of |

| |contact to reach me. I’m here to help. |

| | |

| |Week 19: Introduction to the Walking Through Freedom Unit (Students in |

| |Course 23.213001G (Gifted) will begin the Orientation Learning Module in |

| |the Walking Through Freedom Unit. This unit will be hosted on CourseSites, |

| |an web-based learning management system. Week 19 should occur around |

| |January 20-24, 2020. The Orientation Learning Module contains reading |

| |material, a discussion forum, a faux assignment, and an assessment. |

| |Students are allowed to work at their own pace, but all items should be |

| |completed by 11:59 p.m. on January 26, 2020. |

| | |

| |Week 20: Walking Through Freedom-Diversity and Discrimination. Week 20 |

| |should occur around January 27-31, 2021. (This unit contains: learning |

| |activities, an assessment, and a discussion forum. Students are allowed to |

| |work at their own pace, but all items should be completed by 11:59 p.m. on |

| |February 2, 2021.) |

| | |

| |Week 21: Walking Through Freedom-Discrimination Long Ago. Week 21 should |

| |occur around February 3-7, 2021. (This unit contains: learning activities, |

| |an assessment, and a discussion forum. Students are allowed to work at |

| |their own pace, but all items should be completed by 11:59 p.m. on February|

| |9, 2021.) |

| | |

| |Week 22: Walking Through Freedom-Mahatma Gandhi. Week 22 should occur |

| |around February 10-14, 2021. (This unit contains: learning activities, an |

| |assessment, and a discussion forum. Students are allowed to work at their |

| |own pace, but all items should be completed by 11:59 p.m. on February 16, |

| |2021.) |

| | |

| |Week 23: Walking Through Freedom-The Fight for Civil Rights. Week 23 should|

| |occur around February 17-21, 2021. (This unit contains: learning |

| |activities, an assessment, and a discussion forum. Students are allowed to |

| |work at their own pace, but all items should be completed by 11:59 p.m. on |

| |February 23, 2021.) |

| | |

| |Week 24: Walking Through Freedom-Helen Joseph and Rosa Parks. Week 24 |

| |should occur around February 24-28, 2021. (This unit contains: learning |

| |activities, an assessment, and a discussion forum. Students are allowed to |

| |work at their own pace, but all items should be completed by 11:59 p.m. on |

| |March 1, 2021.) |

| | |

| |Week 25: Walking Through Freedom-Walking to Freedom. Week 25 should occur |

| |around March 2-6, 2021. (This unit contains: learning activities, an |

| |assessment, and a discussion forum. Students are allowed to work at their |

| |own pace, but all items should be completed by 11:59 p.m. on March 8, |

| |2021.) |

| | |

| |Week 26: Walking Through Freedom-Reflection. Week 26 should occur around |

| |March 9-13, 2021. (This unit contains: learning activities, an assessment, |

| |a discussion forum, and a final project. Students are allowed to work at |

| |their own pace, but learning activities, assessment, and discussion post |

| |should be completed by 11:59 p.m. on March 15, 2021. The final project will|

| |be due on March 27, 2021.) |

| | |

| |Resource: The alignment chart for Walking Through Freedom presents how all |

| |of the unit’s assignments are connected to the learning goals/objectives |

| |and supported by the eighth grade ELA Georgia Standards of Excellence. |

| | |

| |Spring Break: March 30-April 3, 2021 |

| | |

| |Week 27: Persuasive Writing/Georgia Milestone Boot Camp |

| |Weeks 28-33: Fictional Works |

| |Weeks 34-36: Narrative Writing (reflective personal narrative due) |

| |Spring Semester Ends |

BOARD-APPROVED INSTRUCTIONAL MATERIALS

|Issued Textbook | McDougal Littell-McDougal Littell Literature (ISBN 978-0-547-07526-6) |

|Additional Textbook Information |If the textbook is lost, stolen, or damaged (including missing the barcode), it is the |

| |student’s responsibility to pay for the book ($77.19) before a replacement book is issued. In |

| |the event that the lost book is found, please retain all receipts so that a refund can be |

| |issued. |

|Online Resources |Students can access the online edition of their MLL textbooks at . If applicable,|

| |each student will need to set up an account on the textbook’s website and provide the teacher |

| |with his/her user name and password. The activation code is 5671648-70. (Please wait for the |

| |course instructor’s permission before setting up a student textbook account. Your teacher may |

| |create a general username and password for student usage.) |

|Recommendations |It is essential that your literature textbook is returned in excellent condition or charges |

| |will be levied. All textbooks must be covered with a book cover. Do not let your |

| |classmates/friends use or borrow your textbook. |

TEACHER-SELECTED INSTRUCTIONAL RESOURCES/MATERIALS

|Learning Management System |Google Classroom and/or CourseSites by Blackboard will be used to complete |

| |online learning modules. |

|Online Resources |Students will utilize a class website powered by Weebly to obtain |

| |classwork/homework assignments, access tools/resources, and complete |

| |virtual learning assignments. Learners will also use Microsoft Office |

| |Suite, Google Suite, a variety of presentation software programs, and |

| |numerous instructional technology tools to support content learning. |

|Novel(s) |The Illustrated Man by Ray Bradbury |

|Recommendations |Mouse and earbuds (for your Chromebook) |

GRADING SYSTEM: The DeKalb County School District believes that the most important assessment of student learning shall be conducted by the teachers as they observe and evaluate students in the context of ongoing classroom instruction. A variety of approaches, methodologies, and resources shall be used to deliver educational services and to maximize each student’s opportunity to succeed. Teachers shall evaluate student progress, report grades that represent the student’s academic achievement, and communicate official academic progress to students and parents in a timely manner through the electronic grading portal (Infinite Campus). For additional information: See Board Policy IHA.

|GRADING CATEGORIES |*GRADE PROTOCOL |

|Formative Assessment (Pre-Assessment) – 0% |A 90 – 100 ~P (pass) |

|Assessment During Learning – 25% |B 80 – 89 ~F (fail) |

|Guided, Independent, or Group Practice – 45% |C 71 – 79 |

|Summative Assessment or Assessment of Learning– 30% |D 70 |

| |F Below 70 |

Note: English Learners (ELs) will not receive numerical or letter grades for the core content areas in elementary and middle school during their first year of language development. A grade of CS or CU will be assigned. This rule may be extended beyond the first year with approval from the EL Studies Program. English Learners will also receive a grade for their ESOL courses.

|DISTRICT EXPECTATIONS FOR SUCCESS |

|STUDENT PROGRESS |Semester progress reports shall be issued the four and a half, nine, and thirteen and a half weeks’ mark of |

| |every semester.  The progress of students shall be evaluated frequently and plans shall be generated to |

| |remediate deficiencies as they are discovered. Plans shall include appropriate interventions designed to meet |

| |the needs of the students. (See Board Policy IH.) |

|ACADEMIC INTEGRITY |Students will not engage in an act of academic dishonesty including, but not limited to, cheating, providing |

| |false information, falsifying school records, forging signatures, or using an unauthorized computer user ID or |

| |password. (See the Code of Student Conduct - Student Rights and Responsibilities and Character Development |

| |Handbook.) |

|HOMEWORK |Homework assignments should be meaningful and a representation of the classroom expectation.  Homework is at all|

| |times an extension of the teaching/learning experience.  It should be considered the possession of the student |

| |and should be collected, evaluated and returned to the students. (See Board Policy IHB.) |

|MAKE-UP WORK |When a student is absent because of a legal reason as defined by Georgia law or when the absence is apparently |

|DUE TO ABSENCES |beyond the control of the student, the student shall be given an opportunity to earn grade(s) for those days |

| |absent. Make-up work must be completed within the designated time allotted. (See Board Policy IHEA.) |

|SCHOOL EXPECTATIONS FOR SUCCESS |

|CLASSROOM EXPECTATIONS |1. Treat people the way that YOU would want to be treated. |

| |2. Be on time and prepared for class. |

| |3. Listen carefully, follow directions, be respectful, and get ready to learn. |

| |4. Obey all rules established in the Student Code of Conduct Handbook. |

| | |

| |(See the Code of Student Conduct - Student Rights and Responsibilities and Character Development Handbook.) |

|STUDENT EXPECTATIONS |As stated previously: I encourage, if not demand, active participation in class discussions, completion of |

| |assignments on time, and that my students turn in their best product every time. I am a strong advocate for |

| |making learning fun, memorable, and interactive; however, my learners should be prepared to work as well as take|

| |responsibility for their academic progress. |

| | |

| |Students will need to log in daily on all school days when they are working on online learning modules in |

| |CourseSites. It is encouraged that students also attend all four synchronous sessions for each unit. They will |

| |be held at the beginning of each nine weeks grading period. Please plan for a 55 minute lesson each day. |

| |Homework will be assigned as needed. It is important that learners frequently check their emails and read all |

| |announcements posted in the online classroom. You will have assignments that include student participation. |

| |Failure to participate in class will result in low grades or no credit being awarded. Students are expected to |

| |collaborate and work together in a professional manner to complete all group projects. |

|LATE WORK |It is the student’s responsibility to turn in all assignments on the due date. Ten points will be deducted every|

| |day that the assignment has not been turned in. After three days, a permanent zero will be entered for the |

| |assignment. Note: You may work ahead and complete some classwork before the due date. However, please complete |

| |your work in chronological order. If you are unable to complete an assignment due to extenuating circumstances, |

| |please email me. I will work with you through illnesses, funerals, and emergencies. |

|MATERIALS AND SUPPLIES |Composition notebook, literature textbook, folder/binder, notebook paper, writing utensils (pencils, dark |

| |blue/black ink pen), highlighters, The Illustrated Man (by Ray Bradbury). |

|EXTRA HELP |Tutoring is held by appointment only (mornings, lunch, ELT, & afternoons). |

|CONSEQUENCES |Students are governed by the District’s Code of Conduct-Student Rights and Responsibilities and Character |

| |Development Handbook. All students must read this handbook and pass an assessment over the content with 100%. |

| |This will ensure that the students fully understand all rules, regulations, policies, and procedures. |

| |Consequences for breaking classroom rules; along with violating policies regarding academic honesty, copyright, |

| |and Student Right to Privacy, will be handled according to the Code of Conduct Handbook. |

|A PARTNERSHIP WITH PARENTS |Parents may support the team by contacting the teacher, Team Leader, and/or Team Parent Representative regarding|

| |volunteering or needed supplies. |

|ONLINE LEARNING EXPECTATIONS FOR SUCCESS |

|BEHAVIOR |Students are expected to follow the established classroom rules in all online learning environments. Students |

| |will complete an online learning course on Digital Citizenship in VERGE. This course will ensure that students |

| |are aware of all expectations and responsibilities for using online platforms for learning. |

|SYNCHRONOUS ACTIVITIES |This course is taught using a blended learning environment. Students are expected to attend and be prepared for |

| |all synchronous activities. An alternative assignment will be offered to students who are absent or miss a |

| |synchronous activity. |

| | |

| |Note: Synchronous activities are lectures, assignments, and tasks that occur in real time at the same time |

| |within the classroom. Due to our digital equity policy of ensuring that all students have access to the |

| |resources needed to complete an instructional technology assignment, all synchronous activities will be |

| |assigned/performed during the scheduled outside of the classroom. Please see Student Expectations for additional|

| |information. |

|ASYNCHRONOUS ACTIVITIES |This course will also utilize asynchronous activities. These assignments do not have to occur or be completed at|

| |the same time. This allows students the flexibility to learn and work at their own pace within the established |

| |time frames. Despite the freedom to work and learn at your own space, students must complete the work by the |

| |assigned deadline. The District’s late work policy also applies to asynchronous activities. |

|COMMUNICATION |

|STUDENT COMMUNICATION |When communicating in class, with peers, and/or your teacher, please |

| |remember to do the following: |

| | |

| |Be polite (interactions, communication, responses, etc.) |

| |Proofread your correspondence and your work |

| |Reply to emails, messages, and calls promptly (within 24 hours) |

| | |

| |Communication is key. If you need help or assistance, please do not |

| |hesitate to let me know. |

|STUDENT/PARENT COMMUNICATION |Students as well as parents may use any of the teacher’s listed points of |

| |contact for communication purposes. |

|TEACHER COMMUNICATION |The teacher will use a variety of tools to communicate with students as |

| |well as parents. A class website has been created to increase the |

| |transparency of our classroom learning. On this site, classwork/homework |

| |will be itemized. The site will also host tools, resources, learning |

| |modules, etc. For individual concerns, student and parents may email or |

| |call the teacher. Please allow the teacher 48 business hours to respond, |

| |Monday-Friday. All emails and calls received after 4 p.m. on Friday will be|

| |returned by Tuesday of the following week. Grades for assignments are |

| |typically entered within a week (depending on the size of the task). |

|HELP & SUPPORT |

|INSTRUCTIONAL HELP |Tutoring is available by appointment only. Appointments can be made before,|

| |during (Academic Lunch/ELT), and after school. Please see your teacher to |

| |availabilities and time frames. |

|TECHNICAL ASSISTANCE/SUPPORT |In this course, you will use a variety of technological resources. Students|

| |will be taught in class how to use each resource directly by their teacher.|

| |The teacher will also place tutorials and helpful resources on the class |

| |website. (Note: Each tool will have a dedicated menu page on the class’ |

| |website.) |

|HELPFUL WEBSITES AND RESOURCES |Textbook website: (Activation Code: TBA) |

| |Georgia Department of Education: doe.k12.ga.us |

|STUDENTS WITH DISABILITIES |It is my personal goal, as well as the mission of DeKalb County Schools to |

| |ensure that all students receive an equal education regardless of |

| |impairments and/or disabilities. If you require educational assistance due|

| |to a disability, please contact me immediately. I’m here to help and |

| |willing to adjust and modify assignments. In some cases, I can also |

| |recommend the use of specific assistive technology and productivity tools. |

| | |

| |If you have an active 504 Plan/Individualized Education Plan (IEP), please |

| |inform me of that information. DeKalb County Schools adheres to the |

| |requirements of Section 504 of the Rehabilitation Act of 1973, the |

| |Americans with Disabilities Act of 1990, as well as the Americans with |

| |Disabilities Act Amendments of 2008 (Amendments Act) effective January 1, |

| |2009. |

| | |

| |Section 504 of the Rehabilitation Act of 1973—Public Law 93-112 of the |

| |Social Security Act—is a comprehensive law that addresses the rights of |

| |handicapped persons and applies to all agencies receiving federal financial|

| |assistance. Compliance with Section 504 eradicates discrimination against |

| |individuals with disabilities while opening doors to a broader range of |

| |opportunities for them. |

| | |

| |Eliminating barriers to educational programs and services, increasing |

| |building accessibility, and establishing equitable employment practices are|

| |thoroughly and specifically addressed in Section 504 regulations. The law |

| |is based on the same principles underlying the Civil Rights Act of 1964 |

| |(which prohibits discrimination based on race, color, and national origin) |

| |and Title IX of the Education Amendments of 1972 (which prohibits |

| |discrimination based on sex). |

| | |

| |For further information regarding Section 504 eligibility and |

| |accommodations for students, please contact the Office of Section 504/ADA |

| |Services for Students at 678.676.1980. |

| | |

| |In collaboration with students, schools, families, and the community, the |

| |district’s Department of Special Education assists students with |

| |disabilities in increasing academic performance and enhancing postsecondary|

| |options. Click here for more information about IEPs and special education |

| |services. |

|ACCEPTABLE USE POLICY |

|ACCEPTABLE USE POLICY |DeKalb County Schools provide various technology devices, network, and |

| |Internet access to support the educational mission of the District. The |

| |technology resources may only be used to support the education and research|

| |consistent with the educational objectives of the District. |

| |  |

| |Please be aware of the following policies as you use DCSD technology tools:|

| |Policy IFBG:  Internet Acceptable Use |

| |Policy IFBG-R(1):  Intranet Acceptable Use |

| | |

| |In the 21st Century, students use technology more than ever before. They |

| |grow up with mobile devices at their fingertips, and the Internet has |

| |become a social playground. Because social media is instant, easy, and a |

| |common way of sharing information today, it is imperative that we practice |

| |safe social networking. |

| | |

| |The DeKalb County School District (DCSD) is providing guidelines for |

| |students and employees on the use of social media inside and outside of the|

| |classroom. |

| | |

| |Social Media Guidelines for Students |

| | |

| |For more information, please read the Acceptable Use Policy in full. |

|STUDENT RIGHT TO PRIVACY |

|STUDENT RIGHT TO PRIVACY |A. The Family Educational Rights and Privacy Act (FERPA) affords “parents" |

| |and eligible students”) certain rights with respect to the student’s |

| |education records. For the purposes of this Notification of Rights, a |

| |“parent” is defined as a natural parent, a guardian, or an individual |

| |acting as a parent in the absence of a parent or guardian. An “eligible |

| |student” is defined as a student who has reached 18 years of age or is |

| |attending a postsecondary institution. |

| | |

| |These rights are: |

| | |

| |(1) The right to inspect and review the student’s education records within |

| |45 days of the day the DeKalb County School District receives a request for|

| |access. Parents or eligible students should submit to the school principal |

| |a written request that identifies the record(s) they wish to inspect. The |

| |principal will make arrangements for access and notify the parent or |

| |eligible student of the time and place where the records may be inspected. |

| | |

| |(2) The right to request the amendment of the student’s education records |

| |that the parent or eligible student believes are inaccurate, misleading, or|

| |otherwise in violation of the student’s privacy rights under FERPA. Parents|

| |or eligible students who wish to ask the District to amend a record should |

| |write the school principal, clearly identify the part of the record they |

| |want changed, and specify why it should be changed. If the District decides|

| |not to amend the record as requested by the parent or eligible student, the|

| |District will notify the parent or eligible student of the decision and |

| |advise them of their right to a hearing regarding the request for |

| |amendment. Additional information regarding the hearing procedures will be |

| |provided to the parent or eligible student when notified of the right to a |

| |hearing. |

| | |

| |(3) The right to provide written consent before the privacy of personally |

| |identifiable information (PII) in the student’s education records is |

| |disclosed, except to the extent that FERPA authorizes disclosure without |

| |consent. |

| | |

| |(4) The right to file a complaint with the U.S. Department of Education |

| |concerning alleged failures by the District to comply with the requirements|

| |of FERPA. The name and address of the Office that administers FERPA are: |

| | |

| |400 Maryland Avenue, SW |

| |Washington, DC 20202-8520 |

| | |

| | |

|STUDENT RIGHT TO PRIVACY (CONTIUNUED) |B. The Georgia Student Data Privacy, Accessibility, and Transparency Act |

| |affords parents and eligible students the right to file a complaint with |

| |their local school system regarding a possible violation of rights under |

| |O.C.G.A. 20-2-667 or under other federal or state student privacy and |

| |security laws. |

| | |

| |Gary Brantley, CIO |

| |DeKalb County School District |

| |2652 Lawrenceville Hwy |

| |Decatur, Georgia 30033 |

| | |

| |C. FERPA permits the disclosure of PII from students’ education records, |

| |without consent of the parent or eligible student, if the disclosure meets |

| |certain conditions found in §99.31 of the FERPA regulations. The following |

| |exceptions are times when a school may disclose PII from the education |

| |records of a student without obtaining prior written consent of the parents|

| |or the eligible student – |

| | |

| |1. To other school officials, including teachers within the District whom |

| |the school determines to have a legitimate educational interests. This |

| |includes contractors, consultants, volunteers, or other parties to whom the|

| |school or District has outsourced institutional services or functions, |

| |provided that the conditions listed in § |

| |99.31(a)(1)(i)(B)(1)-(a)(1)(i)(B)(2) are met. (§99.31 (a)(1)) |

| | |

| |2. To officials of another school, school system, or institution of |

| |postsecondary education where the student seeks or intends to enroll, or |

| |where the student is already enrolled if the disclosure is for purposes |

| |related to the student’s enrollment or transfer, subject to the |

| |requirements of §99.34. (§99.31(a)(2)) |

| | |

|STUDENT RIGHT TO PRIVACY (CONTIUNUED) |3. To authorized representatives of the U. S. Comptroller General, the U. |

| |S. Attorney General, the U.S. Secretary of Education, or State and local |

| |educational authorities, such as the State educational agency in the parent|

| |or eligible student’s State (SEA). Disclosures under this provision may be |

| |made, subject to the requirements of §99.35, in connection with an audit or|

| |evaluation of Federal- or State-supported education programs, or for the |

| |enforcement of or compliance with Federal legal requirements that relate to|

| |those programs. These entities may make further disclosures of PII to |

| |outside entities that are designated by them as their authorized |

| |representatives to conduct any audit, evaluation, or enforcement or |

| |compliance activity on their behalf. (§§99.31(a)(3) and 99.35) |

| | |

| |4. In connection with financial aid for which the student has applied or |

| |which the student has received, if the information is necessary to |

| |determine eligibility for the aid, determine the amount of the aid, |

| |determine the conditions of the aid, or enforce the terms and conditions of|

| |the aid. (§99.31(a)(4)) |

| | |

| |5. To State and local officials or authorities to whom information is |

| |specifically allowed to be reported or disclosed by a State statute that |

| |concerns the juvenile justice system and the system’s ability to |

| |effectively serve, prior to adjudication, the student whose records were |

| |released, subject to §99.38. (§99.31(a)(5)) |

| | |

| |6. To organizations conducting studies for, or on behalf of, the school, in|

| |order to: (a) develop, validate, or administer predictive tests; (b) |

| |administer student aid programs; or (c) improve instruction. (§99.31(a)(6))|

| | |

| | |

| |7. To accrediting organizations to carry out their accrediting functions. |

| |(§99.31(a)(7)) |

| | |

| |8. To parents of an eligible student if the student is a dependent for IRS |

| |tax purposes. (§99.31(a)(8)) |

| | |

| |9. To comply with a judicial order or lawfully issued subpoena. |

| |(§99.31(a)(9)) |

|STUDENT RIGHT TO PRIVACY (CONTIUNUED) |10. To appropriate officials in connection with a health or safety |

| |emergency, subject to §99.36. (§99.31(a)(10) |

| | |

| |11. Information the school has designated as “directory information” under |

| |§99.37. (§99.31(a)(11)) |

| | |

| |Release of Directory Information |

| | |

| |FERPA requires that the District, with certain exceptions, obtain the |

| |written consent of a parent, guardian, or eligible student prior to the |

| |disclosure of personally identifiable information from a child’s education |

| |records. However, the District may disclose appropriately designated |

| |“directory information” without written consent, unless the parent, |

| |guardian, or eligible student has advised the District to the contrary in |

| |accordance with District procedures. The primary purpose of directory |

| |information is to allow the District to include this type of information |

| |from a child’s education records in certain school publications. Examples |

| |include: |

| | |

| |A playbill, showing a student’s role in a drama |

| |production; |

| |The annual yearbook; |

| |Honor roll or other recognition lists; |

| |Information posted on the school’s or the District’s website; |

| |Graduation programs; and |

| |Sports activity sheets, such as for wrestling, showing weight and height of|

| |team members. |

| | |

|STUDENT RIGHT TO PRIVACY (CONTIUNUED) |The District has designated the following information as directory |

| |information: student’s name, address, and telephone listing; e- mail |

| |address, date and place of birth; dates of attendance; grade level; major |

| |field of study; photograph; participation in officially recognized |

| |activities and sports; weight and height of members of athletic teams; |

| |degrees, honors, and awards received. Directory information, which is |

| |information that is generally not considered harmful or an invasion of |

| |privacy if released, can also be disclosed to outside organizations without|

| |the prior written consent of a parent, guardian, or eligible student. |

| |Outside organizations include, but are not limited to, companies that |

| |manufacture class rings or publish yearbooks. In addition, federal law |

| |requires the District to provide military recruiters, upon request, with |

| |the following information—names, addresses and telephone listings—unless |

| |the parent, guardian, or eligible student informed the District that they |

| |do not want their student’s information disclosed without their prior |

| |written consent. Such notification should be sent to the student’s |

| |principal. |

|COPYRIGHT STATEMENT |

|COPYRIGHT STATEMENT |This course is managed and maintained by Mr. Reygan Reed. It is owned by |

| |the DeKalb County Schools District (DCSD) with the exception of website |

| |links outside of DCSD. Unless permission has been granted by Mr. Reed, |

| |please do not copy, edit, or redistributed any of the course materials. If |

| |you have any questions, feel more than free to use any of my points of |

| |contact to reach me. |

Special Note: The teacher reserves the right to adjust the course work and/or differentiate instruction as needed to meet the needs of students and ensure academic success.

Mr. Reed’s 2019-2020 Syllabus

PLEASE COMPLETE AND RETURN BY: August 16, 2019

My child and I have read the syllabus carefully. By signing below, we agree to adhere to all School Expectations for Success as stated in the syllabus.

Student Name: ____________________________________________________

Student Signature: ____________________________________________________

Parent/Guardian Signature: ____________________________________________________

➢ We have internet access at home . YES______ NO__________

➢ My child has an agenda. YES_______NO__________

Date_____________________________

Additional information to support continued contact:

|Information |Parent/Guardian |

|Day Time Phone Number | |

|Cellular Phone Number | |

|Home Phone Number | |

|Email Address | |

If phone numbers and/or email address change during the semester, please let me know as soon as possible so that I can update my records. Also, I would greatly appreciate if you can identify your best point of contact.

Student Assignment-To ensure comprehension, please answer the following questions:

1. When are all assignments expected to be turned in? ________________________________________________________________________

2. What happens to assignments that are turned in after the due date?

________________________________________________________________________

3. What is Classroom Expectation #3? ___________________________________________

________________________________________________________________________

4. What items are you expected to bring to class every day? _________________________

________________________________________________________________________

________________________________________________________________________

5. Is there any additional information that I should know about you? __________________

________________________________________________________________________

________________________________________________________________________

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In order to avoid copyright disputes, this page is only a partial summary.

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