# SIXTH GRADE PLT INFORMATION Math

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```					The Professional Learning Community Process:

Teachers work together to review the state curriculum and determine what is most essential. These are called
essential outcomes. Essential outcomes are skills and knowledge in one discipline, that are transferable across
disciplines. Each year the team reviews the past year and sets a new goal for success. That goal is called a
SMART goal. It is Strategic, or based on data and considering the schools strategic plans.. It is measurable,
again based on data. It is attainable. It is results-oriented. And it is time-bound. Teachers then work together to
plan lessons and assess student learning in order to meet their goals. Below we have listed for each subject area,
the SMART goal, the grading practices, and the essential outcomes. Some groups have listed how they plan to
assess and review data as well.

Professional Learning Teams.

6th Math

Norms
Begin and end on time
Be open and honest

SMART Goals
Long term
By June 2011, 60% of current Level I and II 6ht grade students will move up one level as measured by NC
EOG Scores.
By June 2001, 50% of high Level III 6th grade students (having a scale score of 359-363) will move up to a
Level IV as measured by 2011 NC EOG Scores.
Short Term
60% of 6th grade students will have a minimum Blue Diamond score of 65% by the end of each quarter.
70% of 6th grade students will have a minimum quarterly exam grade of 70%.

10% Homework
25% Classwork
25% Quizzes and Projects (10 – 15 multiple choice word problems for a 50/50 grade)
40% Tests and Quarterly Exam (minimum failing grade of 60% entered at the end of the grading period)

Common Assessments
Unit Tests
Quarterly Exams
Quizzes
Blue Diamond
Pre-Assessment

Data Analysis
Use Blue Diamond system to scan quarter exams and degenerate data.
Essential Outcomes
Develop meaning for rational numbers
Develop meaning for percents
Solve problems involving perimeter/circumference and area of plane figures
Develop meaning for the radius, diameter, chord, center, and circumference of a circle.
Determine and compare experimental and theoretical probabilities for simple compound, independent, and
dependent events.
Develop fluency with permutations and combinations using lists tree diagrams, Fundamental Counting
Principal, and Permutation Theorem.
Solve one- and two-step equations and inequalities.
Develop flexibility in solving problems by selecting appropriate strategies.

6th Language Arts

Norms
Be on time
Be open and honest
Don’t bring a problem unless you have a solution

SMART Goals
By the end of the 2010-2011 school year, we will increase the mean percent from 78.8% to 81.8 of 6th grade
students scoring Level III or IV on the NC Reading Comprehension EOG.

By the end of the 2010-2011 School year, 85% of sixth graders will understand the writing process and score
a Level III or IV on the standard writing rubric.

Common Assessments

Data Analysis

Essential Outcomes

6th Science PLT

Norms
Begin/end on time
Be prepared with necessary materials
Utilize written agenda
Positive climate

SMART Goals
By the end of each quarter, 6th grade Science students will average 80% efficiency on quarter exams.

Homework 10%
Tests 25%
Labs 20%
Quiz 30%
Quarter exam 15%

Common Assessments
Quarter Exam
Blue Diamond
Quiz

Data Analysis
Used Blue Diamond scores from 2009-2010 school year to set establish Smart Goal.

Essential Outcomes
Understanding how student health can be impacted by science safety.
Scientific method and literacy
Transfer of energy through systems
Forces in the earth cause seismic activity
Have an understanding of the solar system

6th Social Studies PLT

Norms
Be on time
Be open and honest
Don’t bring a problem unless you have a solution

SMART Goals
By the end of the 2010-2011 school year, 80% of 6th grade Social Studies students will demonstrate
proficiency on Blue Diamond assessments and Quarter exams.

Common Grading Practice established with two of the three Social Studies teachers.

Common Assessments

Data Analysis

Essential Outcomes
The learner will use the five themes of geography to answer geographic questions and analyze geographic
concepts.
The learner will assess the relationship between physical environment and cultural characteristics.
The learner will analyze the impact of interactions between humans and their physical environments.
The learner will identify significant patterns in the movement of people, goods, and ideas over time and place.
The learner will evaluate the way that people make decisions about the allocation and use of economic
resources.
The learner will recognize the relationship between economic activity and the quality of life.
The learner will assess connections between historical events and contemporary issues.
The learner will assess the influence and contributions of individual and cultural groups in South America and
Europe.
The learner will analyze different forms of government.
The learner will recognize the common characteristics of different cultures.
The learner will assess the influence of major religions, ethical beliefs, and values on cultures in different
societies.

SMART Goals
1. By the end of the 2010-2011 school year, we will increase the mean percent from 73.2 to 78 of seventh grade
students scoring a level 3 or 4 on the NC reading Comprehension EOG.
2. All students, with the exception of perfect scorers, will score higher on the mid-year practice EOG than on the
diagnostic pre-test administered at the start of the year.

Quizzes 30%
Tests/projects 35%
Class work 25%
Homework 10%

Tests include Quarter Exams, Tests, Project, and final writing assignments
Any student who fails will receive no less than a 65% as their quarter average
Failing grades will either be entered as a 50 or tweaked in the final average
We will allow retests
We will do everything in our power to avoid students having zeroes (working lunch, blue day, harbor day, etc.)
Late work will have 15 points deducted
No extra credit projects will be given, although extra credit points on quizzes are tests may be used

Essential Outcomes

Language Arts Essential Standards – 7th Grade
Standard                                                              Prior               Common
Standard               Example                                                                  When taught?
#                                                                     Skills/Vocab.       Assessment
Argumentative          Write an organized five-           Essay               State-mandated    Throughout
Writing / Persuasion   paragraph essay either solving a   organization,       writing           year
problem or defending an            thesis statement,   assignments (4)
opinion. The essay should          RAFT, FEEDCATS
include a hook, thesis
statement, elaboration, and a
persuasive conclusion.
Grammar: Parts of a    In the following sentence,         Parts of speech,    Grammar Blue      Throughout
Sentence               identify the antecedent. Correct   simple subject,     Diamonds          year
(direct/indirect       the verb tense error in the        simple predicate,
objects, predicate     following sentence.                subject-verb
words, verb tense,                                        agreement,
antecedents,                                              sentence types
compound
clauses/phrases)
Vocabulary: Greek      Identify the meanings of the       Prefixes and        Weekly            Throughout
and Latin word roots   parts of this word:                suffixes            vocabulary        year
metacognition.                                         quizzes
Inference /            Why did the main character …?                          Blue Diamonds,    Fiction
Prediction             What would the author most                             Buckle Down       Nonfiction
likely say about …? Based on the                       Forms A&B, Q1
last paragraph, what is most                    Exam, Q2 Exam
likely to happen next?
Main idea and         Which of the following best                     Blue Diamonds,     Nonfiction
supporting details    represents the main idea of the                 Buckle Down
selection? Which statement                      Forms A&B, Q2
would best be supported by the                  Exam
details found in …?
Author’s purpose      What was the main purpose of                    Blue Diamonds,     Fiction
this selection (more specific                   Buckle Down        Nonfiction
than entertain, persuade, or                    Forms A&B          Poetry
inform)?
Text Structure        What was the author’s purpose                   Blue Diamonds,     Nonfiction
in starting the selection with the              Buckle Down        Poetry
line …? Why are the words … in                  Forms A&B, Q2
italics?                                        Exam, Q3 Exam
Comparison            Complete the following analogy                  Blue Diamonds,     Fiction
…. How did the main character’s                 Buckle Down        Nonfiction
mood change from the                            Forms A&B, Q1      Poetry
beginning to the end of the                     Exam, Q2 Exam,
story?                                          Q3 Exam
Literary Genres and   What details show the reader                    Blue Diamonds,     Fiction
Elements              that this is a science fiction                  Buckle Down        Poetry
selection? What is the effect of                Forms A&B
the setting on the mood of the                  Q1 Exam
story? Which of the following
would be a good example of
allusion?

SMART Goals
1. At the end of each quarter, 80% of students will pass the quarterly exam.
2. At the end of each unit, 90% of students will pass the common unit test.
3. By June 2011, 60% of current level 1 and 2 seventh graders, will move up a level.
4. By June 2011, 50% of high level 3 7th grade students will move up to level 4 as measured by the EOG.

1) HW, CW,. Quizzes and tests will be graded.
2) HW is graded based on completion, not accuracy.

Syllabus
Unit 1: Integers
Unit 2: Number Theory and algebraic reasoning
Unit 3: Decimals and equations
Unit 4: Fractions and equations
Unit 5: ratios and Proportions and percents
Unit 6: Similar figures
Unit 7: geometry
Unit 8: data and statistics
Unit 9: Linear Equations and inequalities
SMART Goal
The number of students passing end of quarter exams will improve from 77% in 2009-2010 to 80% in 2010-2011.

Essential Outcomes
The nature of science: lab safety, metric system & the scientific method
o Essential Outcome: Using the scientific method students will be able to solve problems that apply to
real world situations.
Earth: Atmosphere/Weather
o Essential Outcome: Students will understand how humans impact air quality and how to be
environmental stewards.
o Essential Outcome: Students will be able to predict weather patterns and understand how the use of
technology helps man to predict weather.
Life: Human body systems
o Essential Outcome: Students will understand the interdependence of the different systems of the
human body and how lifestyle choices contribute to health and longevity.
Life: Genetics – The science of heredity
o Essential Outcome: Students should understand their inheritance of traits from parents and how this is
common in all living things.
o Essential Outcome: Students will understand the implications of current and future genetic research
and development.
Physical: Motion, forces, work and simple motions
o Essential Outcome: Students will understand the effects of force and motion in their physical
environment with an appreciation for those extensions from the subatomic to the cosmos.

Classwork = 20%
Homework = 10%
Tests/Projects = 30%
Labs = 20%
Quizzes = 15%
Notebooks = 5%

SMART Goal
1) To identify key physical map characteristics with 80% accuracy by the completion of the 3rd quarter.
2) To identify ways people impact and develop cultures and regions with an 80% accuracy by the completion of
the 3rd quarter.
3) To identify historical events and evaluate their relationship to current issues with 80% accuracy by the
completion of the 3rd quarter.

7th Grade Social Studies PLT Essential Outcomes:

Nine Essential Learning Outcomes for entire year (ELOs):
1) Read, create and analyze maps, globes, charts, databases, and other geographic tools.
2) Evaluate different cultural regions and the relation of the physical environment to their development.
3) Evaluate the human impact of the European slave trade and colonization on Africa.
4) Analyze the effects of war and health problems on population and agricultural production.
5) Discuss how Islam has been a significant force in the lives of the people, their culture, history and government
from past to the present.
6) Analyze the significance of oil and the role it plays in the current political, economic, and religious conflicts in
the region today.
7) Evaluate the specific political and economic systems of the India and how the area is dealing with
modernization and globalization.
8) Describe the different types of government in East Asia and how these governments have affected the
country’s economy.
9) Evaluate the impact of volcanoes, earthquakes, and tsunamis on the region.

SMART Goal
82 % of 8th grade reading students will show proficiency in the EOG exam.

Essential Outcomes
Students will be able to...
1. Grammar: Understand and apply grammatical concepts, punctuation, and sentence structure.
2. Writing: Write an essay using proper structure and transitional phrases, and write a variety of papers using a thesis
statement, elaboration and detail, examples and experiences, fluency, and logic through the research process and peer
editing.
3. Poetry: Identify and appreciate the elements of poetry and types of poetry
4. Reading: Compare, analyze, and synthesize text. Read and comprehend a variety of genres. Apply structural
analysis to increase vocabulary and improve reading skills.

Homework 10%
Class work 20%
Quiz/ Projects/ Minor Assessments 30%
Test/ Major Assessment - 40%

Major projects and formal essays will be reduced a letter grade each day late.
Homework assignments are worth half credit if not handed in on the assigned date.

SMART Goals
To increase the passing rate for Hispanic math students.
To increase the proficiency of all students on goal 5 from % to %.
90% of all algebra students will show expected growth on the EOG and Algebra.

Essential Outcomes

Math 8
Students will
1) Have number sense for real numbers.
2) Be able to solve problems using appropriate methods and technology.
3) Apply and use concepts of direct & indirect measurement.
4) Use geometric properties & relationships to solve problems.
5) Collect, organize, analyze, and display data to solve problems.
6) Recognize relationships among verbal, tabular, graphic and algebraic representations of functions.
7) Have an understanding of linear functions.
8) Solve problems using linear functions.

Algebra I
Students will
1) Perform operations with numbers and expressions to solve problems.
2) Describe geometric figures in the coordinate plane algebraically.
3) Will use matrices to display and interpret data.
4) Perform operations with matrices.
5) Create linear models for sets of data to solve problems.
6) Use linear functions or inequalities to model and solve problems; justify results
7) Graph, factor, and evaluate quadratic functions to solve problems.
8) Use systems of linear equations or inequalities in two variables to solve problems.
9) Graph and evaluate exponential functions to solve problems.

All classes - Tests        50%
Quizzes                    35%
Practice (HW/CW)           15%

Math 8
Tests and Quizzes will be graded on a 100-point scale, with the lowest grade being 60%
Retests will be done when necessary & after consulting with PLT.

Algebra
Grades for Tests and Quizzes will range from 0% to 100%, with zeros being changed to 60s at the end of the
quarter.
Straight percentages will be used, with points distributed evenly between 0 and 100.
Retests will be done when necessary & after consulting with PLT.

SMART Goal:
1) 80% of 8th grade students will show proficiency on blue diamond assessments.
2) 80% of 8th grade SS students will score a 77% or above on each of the common quarter assessments.

Essential outcomes

By the end of 8th Grade Social Studies, Students will
1. Explain how North Carolina has progressed from colonization to present time.
a. Example or Rigor: Create a timeline of North Carolina history showing developments from 1492 until
present time. (This can be created throughout the course, or at the end of the year as a culminating
activity).
b. Prior Skills Needed: Education concerning European Societies in the 1400s, and the migration of
groups in the United States prior to 1492. Students will also need an understanding of North Carolina
Geography.
c. Common Assessment: Timeline activity, Cumulative Exam
d. When Taught: Colonization will be taught in September, while other events will be taught throughout
the school year.
2.   Explain how North Carolina’s diversity influences the development of its culture, and political and
economic systems.
a. Example or Rigor: Study of the various immigrant groups in North Carolina and their impact on the
state. Students will fill out graphic organizers concerning these groups and their impact. Important
groups in North Carolina include: Native Americans, African Americans, Moravians, European groups
(Scots-Irish, Germans, English Quakers), Asian Americans, Latin Americans.
b. Prior Skills Needed: Knowledge of North Carolina Geography, understanding of reasons for
immigration and emigration.
c. Common Assessment: Trimester Exam and Blue Diamond
d. When Taught: Native Americans: September, Other major groups: Throughout the curriculum.
3.   Explain North Carolina’s Role in a Global Society.
a. Example or Rigor: Debates of current issues in North Carolina including technology, immigration,
changing economy, and environmental concerns.
b. Prior Skills Needed: Geography, overall knowledge of NC and US history.
c. Common Assessment: Blue Diamonds, debates, trimester exam.
d. When Taught: May and June
4.   Explain how North Carolina has influenced the development of American society.
a. Example or Rigor: Essay concerning North Carolina’s involvement in national affairs throughout
history.
b. Prior Skills Needed: North Carolina Geography, United States history.
c. Common Assessment: Essay, Final Exam.
d. When Taught: Throughout Curriculum.
5.   Explain how do individuals make a difference
a. Example or Rigor: Chose a person in history, or in personal life to research. Why are they important to
you, or to history in general.
b. Prior Skills Needed: Ability to summarize and research.
c. Common Assessment: Paper about impact of individual’s in history or in personal life.
d. When Taught: Throughout Social Studies Curriculum, and through reading and personal experiences.
6.   Explain how geography influences history.
a. Example or Rigor: Map activities throughout the curriculum. Special focus on the differences of the
regions in North Carolina.
b. Prior Skills Needed: Map skills, including knowledge of the different types of maps, how to read a
key, and how to correctly use a Map.
c. Common Assessment: North Carolina Roadmap activity, “scrapbook” of maps throughout NC history-
including major time periods. Graphic Organizers of different roles of each major region in North
Carolina.
d. When Taught: General Map skills are taught throughout the year. Roadmap activity is done in August.
Regions of NC are taught in August and September.
7.   Explain how the cultural identity of North Carolina has changed over time.
a. Example of Rigor: Analyze the major time period of North Carolina and how people interacted with
one another, and their communities.
b. Prior Skills Needed: Understanding of Immigration and Emigration.
c. Common Assessment: Final Exam, timeline, Blue Diamonds.
d. When Taught: Throughout the School year.

Classwork: 25%
Homework: 10%
Major Assessments: 40%
Minor Assessments: 25%
Students will have five school days to turn in assessments. Point deductions are possible. On assignments that
fall in this category, students will be made aware via school notes or blackboard, as well as in class.
Extra Credit will be available throughout the school year.

SMART Goals
1) Increase the mean percent correct on goal 5 from 65.3 to 70%.
2) Increase the mean percent correct on goal 7 from 57.3 to 60%.

Essential outcomes:

Standard                   Examples                Prior Skills             Common           When Taught
Assessment
Scientific Literacy –     Water quality issues       Understanding of        Final exam         Throughout year
the nature of science     with healthy water         scientific word         EOG
is dynamic and can be     systems                    origins, i.e. Photo –   BD all year
used and applied in                                  light
everyday life                                           Bio - life
Hydro - water

Scientific Method         Collect, communicate       Steps of the process  Unit 1 Test          Beginning of the
and analyze data           of the scientific     Trimester Exam 1     year and then used
scientifically             method                EOG                  throughout the year
BD all year
Elements form             Interpret data from        Structure of the atom Unit 2 Test          Fall
compounds that are        periodic table             – protons, neutrons,  Trimester Exam 1
found in all living and   C + O2      CO2            electrons, nucleus,   EOG
non-living substances     Na = sodium which has      electron cloud        BD 1 and 2
11 protons and neutrons
Matter can be neither
created or destroyed

Water has unique          Real world water quality   Water is a molecule     Unit 3 Test        Fall – Winter
properties and is a       issues                                             Trimester Exam 2
precious resource             - Where should         Water is the            EOG
you place a         necessary ingredient    BD 3, 4 and 5
landfill?           of life
- What is
eutrophication?     The difference
- What are the         between fresh and
indicators of       salt water
water quality?
Earth is unique
because of water
Understanding how        Given a cross section of    Rock cycle and the 3     Unit 4 Test             Winter - Spring
organisms and land       land, be able to use        types of rock            Trimester Exam 3
have changed over        Laws of Stratigraphy                                 EOG
time                                                 Earth processes,         BD 6
How chemical and            such as the theory of
physical weathering         plate tectonics
impacts land
Impact of chemicals      Biological                  Clear                    Unit 5 Test             Spring
on health and the        magnification of            misconceptions           Trimester Exam 3
environment              mercury and DDT             about chemicals          EOG
BD 7
Understanding dosage
and body weight with
medicines

Elements can be both
necessary and harmful
to life
Cells are building       Why is a cell the           What is a                Unit 6 Test             spring
blocks of life           building block of life?     plant/animal cell        Trimester Exam 3
EOG
Microorganisms can       What is the difference      Organelles of cells      BD 8
impact human health      between infectious and
non-infectious?             Difference between
atoms and cells
What is the difference
between bacteria, virus     Photosynthesis and
and protists?               respiration

Students will be assessed through tests, quizzes, projects, labs, journal reflections, and homework. Each category
carries a separate weight. Labs, journal reflections and labs will be assessed using a holistic IB assessment rubric.
Quiz 20%
Classwork: 20%
Tests/Projects: 30%
Labs: 20%
Homework: 10%

Electives:
Arts PLT:
Visual Arts:

Major tests 45%
Artistic work habits 45%
Quiz, tests, EC 10%
Performing Arts (Teacher - Ms. Parrish):

Tests 20%
Classwork 40%
Quizzes 10%
Student Portfolio 25%
Homework 5%
_______________________________________________________________________________________
CTE PLT:
SMART Goals

BCT: 80% of BCT students will show proficiency on the state keyboarding exam.

Keyboarding: At the end of each semester, 78% of the CTE Keyboarding students will show proficiency on the state
keyboarding post assessment exam by scoring a 65 or higher.

ESL PLT:
SMART Goal

40% of all ESL students will make an improvement of one level on the reading portion of the ACCESS exam for LEP
students. This will be an increase of 10% over last year.

ESL 1:

Students in ESL 1 will learn to read, to write, to speak, and to listen to the English language. Our primary text is the
Inside textbook, level A.
Reading: Our reading program includes fiction (fantasy, historical fiction, and realistic fiction) and nonfiction
(informational texts, journals, magazine and newspaper articles, personal narratives, photo essays, science
articles, and travel articles.) We will practice phonics and decoding skills and utilize sight word lists.
Writing: We will write a variety of texts, including journals, reading logs, and personal narratives.
Speaking and listening: We will practice phonemic awareness, phonics, and decoding skills.
Grammar: We will study a variety of topics including: pronouns; present tense verbs; action verbs; negative
sentences; Yes-or-No questions; regular Past Tense Verbs, There is – and – There are statements;
Contractions; Plural Nouns; Helping Verbs; Capitalization Rules; Possessive Nouns; Infinitives.
ESL 2:
Students in ESL 2 will read, write, speak, and listen to the English language. Our primary text is the Inside
textbook, level C.
include planning, monitoring, making connections, and visualizing.
Writing: We will write a variety of texts, including journals, reading logs, and personal narratives.
Grammar: We will study a variety of topics including: sentence types; nouns; subject-verb agreement; subject

Homework 10%
Quizzes 20%
Tests and Projects 30%
Class Work 30%
Healthful Living PLT:

NORMS
Sharing and focusing on the best teaching practices and ideas
Positive attitudes
Stick to the agenda

PHYSICAL EDUCATION SMART GOALS
By the end of the 6th grade physical education program, 90% of students will be able to describe the 3
components to improving cardiovascular fitness. Students will display this knowledge by scoring at least an
80% on the quarter test. Also, at least 85% of students will demonstrate cardiovascular fitness by reaching
level 15 on the PACER test.
By the end of the 7th grade physical education program, 80% of students will be able to describe the four
components of physical fitness and give examples of each.
By the end of the 8th grade physical education program, 90% of students will be able to complete at least one
mile in the Cooper’s 12 minute run.
By the end of the 8th grade physical education program, 80% of students will be able to describe the 4 ways
muscular strength and endurance can be improved according to the overload principle.
By the end of the 7th grade physical education program, 80% of students will be able to describe the frequency
and duration needed to have a high level of cardiovascular fitness. Students will also be able to identify how to
make flexible the essential muscle groups in the body. Students will demonstrate mastery of the knowledge by
scoring at least 80% on the PE quarter test.

HEALTH EDUCATION SMART GOALS
By the end of the 6th grade Health Education unit of 30 days of instruction, 80% of all students will be able to
identify the components of the new Food Guide Pyramid, six essential categories of nutrition, and the four
components of physical fitness. The students will display this by scoring at least 80% on the final test and 80%
on the Health quarter exam.
By the end of the 7th grade Health Education unit of 30 days of instruction, 80% of all students will be able to
identify the benefits of avoiding destructive behavior with regards to smoking, alcohol, other drug abuse, and
risky behaviors. The students will display this by scoring at least 80% on the final test and 80% on the Health
quarter exam.
By the end of the 8th grade Health unit of 30 days of instruction, 80% of all students will be able to identify
and sign or symptom of at least five communicable and five non-communicable diseases including
mental/emotional disorders. The students will display this by scoring at least 80% on the final Health test and
80% on the quarter exam.

ESSENTIAL OUTCOMES FOR PHYSICAL EDUCATION
COMPETENCY GOAL 6: The learner will demonstrate competency in a variety of movement forms and
proficiency in a few to gain competence towards lifetime physical activities (NASPE Standard 1).
COMPETENCY GOAL 7: Demonstrates understanding of movement concepts, principles, strategies, and
tactics as they apply to the learning and performance of physical activities (NASPE Standard 2).
COMPETENCY GOAL 8: The learner will exhibit a physically active lifestyle (NASPE Standard 3).
COMPETENCY GOAL 9: The learner will show evidence of an acceptable level of health-related fitness and
be familiar with factors that benefit performance (NASPE Standard 4).
COMPETENCY GOAL 10: Exhibits responsible personal and social behavior that respects self and others at
the same time as values physical activity for health, enjoyment, challenge, self-expression and/or social
interaction (NASPE Standard 5 & 6).

ESSENTIAL OUTCOMES FOR HEALTH EDUCATION
COMPETENCY GOAL 1: The learner will develop knowledge and skills to enhance mental and emotional
well-being.
COMPETENCY GOAL2: The learner will develop knowledge and skills to enhance personal and consumer
health.
COMPETENCY GOAL 3: The learner will develop healthy and effective interpersonal communication and
relationship skills.
COMPETENCY GOAL 4: The learner will apply knowledge and behavior self-management skills to areas of
nutrition and physical activity for healthy growth, development, and maintenance.
COMPETENCY GOAL 5: The learner will choose not to participate in substance abuse.

For the entire semester of Healthful Living, grading will be as follows:
Physical Education Participation 17%
Physical Education Classwork 15%
Coach Schmalfeld’s Class for Dressing Out 11%
Coach Miller Class for Dressing Out 11%
Physical Education Quarter exam
Health test 10%
Creative Health Project 10%
Health Notebook of all work 9%
Health Quarter Exam 5%

Special Programs PLT:
SMART Goals
By the end of the 2010-2011 School Year, all students with identified disabilities with IEP’s will show growth
by an average of 5 points in the area of reading comprehension as measured by the EOG.
By June 2011, The EasiIEP system will be used 100% of the time to maintain student records, increase
compliance, and conduct all relative meetings.
Norms
Be On Time
Listen To Others
Stay On Topic.

6th grade CA’s use the weekly progress chart to determine weekly grades.
7th & 8th grade CA’s use a weekly point system to determine weekly grades.

Common Assessments:
All Special Ed. CA’s will have a common exam at the end of every quarter.

Foreign Language PLT:
Minutes from county wide FL meeting.

Student Services PLT
PLT Goals and Objectives:

o   The number of students with 10 + unexcused absences from 2009-2010 will decrease by 5% by the
end of the year.
o   Reduce the number of discipline referrals for physical aggression/fighting/harassment so that 50% of
first-time offenders do not become repeat offenders by the end of the year.

Essential Outcomes:
o Apply the Study Skills necessary for academic success at each level.
o Seek information and support from faculty, staff, family, and peers.
o Recognize, accept, respect and appreciate individual differences.
o Demonstrate dependability, productivity, and initiative.
o Demonstrate a respect and appreciation for individual and cultural differences
o Develop an awareness of personal abilities, skills, interests, and motivations
o Develop and implement an annual plan of study to maximize academic ability and
achievement.

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