Pipkin Middle School Syllabus Template



|[pic] |Course Syllabus and Classroom Procedures |

| |Pipkin Middle School 7 / 8 Grade Direct Instruction |

| |Communication Arts |

| |Mrs. Garrison |

Course Description:

This course is designed to continue the development of English and communication skills necessary for a successful education. Students can expect to read novels, short stories and poems. We will also complete writing projects, speaking presentations and a research unit. Students will participate in the districts specialized reading program; Read 180 &/or Systems 44. Students will learn specific techniques to develop decoding skills, reading fluency, comprehension of grade-level text, spelling, and writing.

Major Instructional Goals:

The intent of Springfield R-12 Middle School Communication Arts Program is to explore and develop students’ critical language arts skills in the following areas: writing, reading, listening, speaking, and research. Students will develop skills necessary to become lifelong learners as they see the whole picture – the connections of reading, writing, listening, and responding in language arts as well as the connections of all the disciplines.

General Rules: Be on time, be prepared, be respectful and be responsible.

Preparation for Class: Students are required to bring a pencil, paper, completed homework and the textbook to each class unless otherwise directed. Students are required to bring the school handbook to every class.

Expectations for class:

Everyone has the right to, and should expect to, learn.

Each individual is worthy of respect.

Classroom orderliness is necessary for an effective classroom.

Hard work is necessary for learning.

Earned consequences: The teacher may: require a detention before or after school or during the first five minutes of the lunch period, a call to the parent, a team conference with the student, or hold a parent conference with the team of teachers. The District’s Student Handbook outlines the official progressive discipline policy which may be activated based on the student’s behavior and the judgment of an administrator. Additionally, a student may be required to successfully complete an educational program to learn and implement socially acceptable life skills. Some examples: how to introduce yourself, how to talk to others, how to accept no for an answer, how to take direction, and how to disagree appropriately.

Late Work:

a) Work turned in late and not associated with an absence will not earn full credit. Depending on the magnitude of the work being turned in late and the degree of lateness, teacher may reduce the credit given up to 40%. Regardless of how late work is turned in (within the current quarter), work that meets the quality standard used on the original due date will earn at least 60% of the original value.

Missed Work:

a) It is the student’s responsibility to obtain the homework assignments, notes & any other pertinent information that is missed during an absence.

b) Missed work due to an absence: Additional time (up to five school days) and full credit will be allowed for each day of a verifiable and excused absence. After five school days, credit will be reduced one letter grade for each additional day (grade earned on work less letter grade deduction for each day over due). Exceptions will be made in unique, deserving situations as determined by the teacher and/or administrator. Work missed during an unexcused absence must be completed for half credit. Work assigned and due while a student is in OSS may be made up at the option of the teacher. There is an exception. If the student has OSS during a long term assignment covering a length of time greater than assigned to OSS, teacher must allow the work to be made up. Any work submitted while a student is in suspension school will earn only 80% of the original value.

Grading:

a) The District grading scale as applied to points earned by the end of a grading period is as follows:

A = 100-94%, A- = 93-90%, B+ = 89-87%, B = 86-84%, B- = 83-80%, C+ = 79-77%, C = 76-74,

C- = 73-70%, D+ = 69-67%, D = 66-64%, D- = 63-60%, F = 59% and below.

Expectations of Pipkin students are consistent across subjects and grade levels. They have been established to: (1) align with what research teaches us about the development of middle school students and (2) motivate students to be successful learners.

b) Each grade recorded into the teacher’s grade book will be recorded on a point basis. A grade may count more than once depending on the length of time and importance of the work assessed. The final grade will be a percent of the total points possible and areas evaluated will be weighted as follows: tests and quizzes = 30% (not including open book work), any type of daily work or projects = 60%, participation = 10%. Daily participation will include preparation: having a textbook, materials and homework and arriving on time ready to be productive.

c) Failing to master essential core content is not an option. Students who do not demonstrate their ability to do master essential concepts through successful completion of the assigned class work will be assigned to a classroom or laboratory situations where he or she will be re-taught the specific material. These re-teaching settings may take place during school hours and involve the home-room teacher or the subject teaching partner. Students may be assigned temporarily to another classroom for re-teaching opportunity. Re-teaching situations may also take place outside of normal classroom time. Teacher will actively engage students that do not progress in re-teaching situations making every effort to ensure each student successfully masters essential core concepts.

d) All students do not learn the same way, or on the same day. Students will have the option, therefore, to petition the teacher for an additional opportunity to demonstrate their mastery of a concept previously evaluated. Re-testing will be before or after school as scheduled with the teacher. The test or quiz will not be the same as the original but it will evaluate the same skills or knowledge. If the student demonstrates a higher level of mastery, the higher grade will replace the original test or quiz grade.

Parent Teacher Conferences:

Teachers will contact parents/guardians to share good news concerning their student’s educational growth or to discuss behaviors or work habits that might cause the student difficulty in class. Students are to meet, outside of class time with the teacher to discuss questions or concerns related to class. If this contact does not resolve the issue, students are to contact the principal. Parents are encouraged to communicate with teachers through e-mail. Teacher’s e-mail address for this class: jegarrison@ . Formal conferences will be scheduled in November. This is a scheduled time for parents and teachers to plan to work as a team to enhance the student’s learning experience. Please plan to attend.

PRINTED STUDENT NAME: __________________________________

We have reviewed, read, and understand the course syllabus and classroom procedures for Mrs. Garrison’s Direct Instruction Communication Arts class. Return this signed page to school no later than Aug. 17, 2012 for credit. Signing this document states you have read and understand the course expectations and requirements for your child to be successful this school year. If you have any questions please do not hesitate to contact me.

Parent/Guardian Signature Student Signature Date

Phone numbers where parent/guardian can be reached.

______________________ ________________

(Name) (number)

________________ alternate number

Parent Email Address: _______________________________

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