CORE CLASSES COURSE INFORMATION LEVELS OF INSTRUCTION

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1 CORE CLASSES COURSE INFORMATION LEVELS OF INSTRUCTION Regular Level: Regular level instruction is based on the expectation that students are capable of on-grade level work. (ESL) ENGLISH AS A SECOND LANGUAGE: Students whose native language is not English may enroll in this course and receive differentiated instruction. Students read and understand a wide variety of literary and informational texts and compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail. Students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information as well as listen and respond to the ideas of others while contributing their own ideas in conversations and in groups. Students will learn how to use the oral and written conventions of the English language in speaking and writing. Prerequisite: LPAC (Limited Proficiency Assessment Committee) Approval DYSLEXIA INSTRUCTION / MULTI-SENSORY READING: This course is a program for students meeting the dyslexia and related disorders requirements. This course includes a comprehensive and systematic multisensory approach to English Language Arts including reading, spelling, cursive handwriting, and the alphabet. A specially trained teacher delivers instruction through methods, strategies, and materials designed to address student learning styles, including visual, auditory, kinesthetic, and tactile. Students are also taught through guided discovery processes that help develop problem-solving techniques. This course meets all components of No Child Left Behind, which include phonemic awareness, phonics, fluency, vocabulary, and comprehension. Prerequisite: SST Team or 504 Committee Pre-AP Level: Pre-AP is a program for students capable of performing at an academic level above their grade placement. At this level, students move at a much faster pace in a more academically challenging environment to develop critical thinking and problem solving skills. Pre-AP students can expect more independent learning and more homework than a regular class. These courses provide students with opportunities to develop a strong foundation by exploring a subject in greater depth and developing the skills, habits of mind, and concepts needed to succeed in college preparatory coursework. Students may express an interest in taking a Pre-AP course to a teacher, counselor, or Advanced Academics Specialist. Prior grades, achievement test scores, and STAAR scores are evaluated by the Advanced Academics Specialist when a student is considering enrollment into a Pre-AP course. Students who enroll in Pre-AP will be required to sign and abide by the Pre-AP/AP Contract which outlines specific expectations of advanced academics courses. GIFTED AND TALENTED In order to enroll in a GT course, students must be identified as Gifted and Talented. Students are served in the four core academic areas according to their identified strengths. GT courses are appropriately differentiated to meet the needs of more advanced learners, enabling students to engage in more elaborate, complex, and in-depth studies of abstract ideas, problems, and themes. GT students are also given opportunities to develop professional quality products as they prepare for high school, college, and career choices. Nominations for the Gifted and Talented Program may be submitted at any time during the school year to a campus counselor or Advanced Academics Specialist. Students may be nominated by parents, teachers, counselors, administrators, or any other interested parties who are familiar with the student s abilities. In accordance with the Texas State Plan for the Education of the Gifted and Talented, students are screened using multiple criteria, which includes both quantitative and qualitative data. Placement decisions are made by a Campus Selection Committee, and policies for appeals, furloughs, and exit procedures are available upon request. Students who enroll in a GT class will be required to sign and abide by the Pre-AP/AP contract which outlines specific expectations of advanced academics courses. Profile of a successful Pre-AP/AP/GT Student:

2 Has scored at the advanced academic performance level on the prior year s STAAR test Highly motivated and professes an interest in the subject selected Develops and maintains excellent study skills and habits Carefully considers time commitments and balances academic load with family life and outside commitments Asks questions and participates in class Perseveres when faced with challenging material Asks for assistance when needed Plans and works ahead on long term projects SPECIAL EDUCATION Special Education and related services are a part of a free, appropriate public education designed to meet the unique needs of students with disabilities. The mission of Special Education Services in GPISD is to create a learning environment through a unified educational system that respects and values all students. Students receiving Special Education services are those whose identified disabilities are so limiting as to require the provision of special services in addition to, or in place of, instruction in the general education classroom. Students with disabilities have equal access to compensatory, remedial, tutorial, and other appropriate programs available to students without disabilities. Students responses to intervention are identified by special education services through the utilization of the child-centered process. Students are educated in a least restrictive environment as appropriate with their disabilities. Decisions on inclusion of special education students in the general education classroom are made on an individual student basis. Special Education services provide all students with disabilities full educational opportunities through the utilization of a wide range of instructional arrangements including extended year services as appropriate. Services are available for students who have not reached their 22nd birthday by September 1st of the current school year. Instruction is designed to assist the student most effectively in developing those skills and concepts necessary for independent functioning. Emphasis is placed upon determining the student s strengths and then prescribing those learning activities that foster the mastery of skills. Because students differ both in the preferred modality of learning and in levels of functions, a variety of methods, materials and techniques are utilized. Special Education services through specially designed courses are offered at the middle school level. Students are enrolled in these classes according to the recommendation of the Admission, Review and Dismissal (ARD) committee. For further information regarding special education courses and services, contact a school counselor or the GPISD Special Education Office located in the GPISD Education Center, 2602 South Belt Line Road, or call (972) Special Education services are offered at the middle school level through the following: Inclusion Support (IS): Inclusion Support services are designed to assist students in achieving their maximum potential within the general classroom setting. Helping teachers and paraprofessionals provide support in the general education classroom. This support may include direct instruction, re-teaching, supplemental aids, accommodations, modifications, collaborations, and/or assistance to students and teachers. (All campuses) Basic Classes (BAS): Basic classes provide grade level general curriculum in English Language Arts and mathematics with appropriate modifications to the content based on student s area of need. Additionally, accommodations and supplemental aids are provided based on each student s Individualized Education Plan (IEP). The focus of these classes is to accelerate instruction and close the gap in the student s identified area of need based on the student s IEP. (All campuses) Functional Skills: The Functional Skills (FS) program is a self-contained instructional setting that provides services to students ages 6 to 21 years of age who have been identified with a disability and demonstrate a need for Special Education supports and services to access the general curriculum. The FS program is designed to serve students with mild to moderate intellectual disability with concurrent significant academic, social, and functional deficits. Deficits must be prevalent in all afore-mentioned areas, and students must require training in 3 self-management skills to achieve the levels of performance necessary for functional or supported independent living. In addition to demonstrating cognitive, academic, social, and

3 functional deficits, students who receive supports or services from the FS program may have physical disabilities of varying degrees, may use assistive devices or augmentative systems to communicate, and/or need considerable adult supervision and assistance to navigate a structured daily classroom routine. FS classes are located on age-appropriate campuses throughout the district and offer a smaller student-toteacher ratio to allow for small group and individualized instruction. The curriculum in the FS program is aligned with grade level Texas Essential Knowledge and Skills (TEKS), but it is significantly modified based on student need as indicated in his/her IEP. In addition to components designed to increase the academic rigor in the classroom, the FS program also focuses on developing students functional, social, and vocational skills by incorporating the following elements (may include but are not limited to): Functional Academics (i.e. time, money, navigating the environment) Augmentative or Alternative Communication Self Help / Personal Care Independent / Self-management Skills Social Skills Community-Based Instruction (available for middle school and high school students to prepare them for transition from school to post-school opportunities and living) Vocational Training / Preparation for post-school transition. Social Emotional Achievement (SEA): The Social Emotional Achievement (SEA) program serves students with emotional and behavioral disorders that significantly impact their educational progression. The SEA program provides instruction in a highly structured environment, focused on developing appropriate social and behavior management skills that will allow students to participate in the general education setting. The students are included in less restrictive settings (i.e. in-class support, facilitated support, and general education school programs) as skills are developed. The students receive instruction in the general education curriculum in the SEA classroom, unless otherwise stipulated by the ARD committee. The ultimate goal for students receiving these services is to be able to transition back into the general education setting. Program components include: Highly structured environment Individualized programming Goal setting and progress monitoring Therapeutic group meeting Social skills training Inclusion with mainstream peers for activities, when appropriate

4 FINE ARTS ART I 6765 This course will explore the different mediums of art including painting, drawing, and ceramics. Grades 6-8 may enroll in this course. ART II 8760 Students will participate in one art show per semester and VASE competition. Prerequisite: completed Art I in the sixth grade ADVANCED ART III 8767 This course will explore the different mediums of art including painting, drawing, and ceramics. Students will participate in one art show per semester and VASE competition. Prerequisite: Advanced Art II and /or has been approved by the middle school art teacher BEGINNING CHOIR 6720 This course introduces and reinforces a variety of beginning music and vocal skills. Students practice development of breath control, singing posture, basic diction principles and rehearsal procedures. Students are exposed to a variety of musical styles including those with historical and cultural significance. They learn to read and notate simple rhythms and melodic lines based on Kodaly s solfege method. Students also learn, use and demonstrate an understanding of basic music vocabulary. Sixth graders are given the opportunity to compete in a district wide concert and sight-reading contest and to perform in school and community concerts. CHOIR This course reinforces and builds on all the skills introduced in beginning choir. Sight-reading is expanded to include new meters, dotted and tied rhythms and more difficult intervals based on Kodaly s solfege method. Second year choir students learn to sing in parts as well as how to determine the pitches of the scale based on key signatures. Seventh and eighth graders are expected to interpret and perform pieces that include the usage of accents, phrasing, and dynamics. Both seventh and eighth graders are given the opportunities to compete in small and medium ensembles, solos, All-region Choir, and UIL Concert/Sight-reading contests and to perform for both school and community concerts. BEGINNER BAND 7740 Basic skills are introduced and students are groomed for full participation in band by the end of the sixth grade. Classes are separated by woodwinds (flute, clarinet, saxophone), high brass (cornet, French horn), low brass (trombone, baritone, tuba) and percussion (snare drum, mallets, keyboard recognition). There is a financial commitment involved with participation in band; however, financial aid is available to qualified students. A minimum selection of instruments is available at each campus for rental. These are generally the larger or more expensive instruments such as tuba, French horn, euphonium, oboe, and bassoon. Other instruments may be obtained from local music instrument retailers. A list of recommended stores as well as approved equipment can be obtained from the campus band director. CONCERT BAND 8748 This organization is made up of seventh and eighth grade students but does not have the same performance obligations as the symphonic band. This class is designed to reestablish basic concepts of band and deals with a variety of situations. Examples include changing a student to a different instrument from which they were started as well as starting students who may be new to the district who did not participate in band in the sixth grade. These students have an opportunity to move to the symphonic band once basic skills are attained. There is some financial commitment involved with participation in band. However, financial aid is available to qualified students. A minimum selection of instruments is available at each campus for rental. These are generally the larger or more expensive instruments such as tuba, French horn, euphonium, oboe, and bassoon. Other instruments may be obtained from local music instrument retailers. A list of recommended stores as well as approved equipment can be obtained from the campus band director. Prerequisite: Band Director s Approval

5 SYMPHONIC BAND This organization is comprised of seventh and eighth grade students. This is the advanced band program in which most students are placed upon successful completion of the beginner band program. This organization performs at pep rallies, open house activities, seasonal concerts, and UIL concert and sight-reading contests. There is some financial commitment involved with participation in band. However, financial aid is available to qualified students. Prerequisite: Band Director s Approval BEGINNING MARIACHI This guitar class is for beginners with no previous experience playing guitar. Students will learn the basic skills and information required for playing guitar, as well as music theory, mariachi history and how to sing in Spanish while playing guitar. Mariachi students will perform simple songs, take field trips to hear live music, and will perform on the Winter Concert in December and the Spring Concert in May. Students can rent an instrument (approx. $75) or provide their own classical guitar. They will also buy a music book and t-shirt to keep (approx. $35). These classes are a great way to learn to play an instrument, read music, sing and prepare for Advanced Mariachi. Students will be graded on class participation and attendance at all required rehearsals and performances, as well as their playing ability. Fine Arts credit is awarded after successfully completing the class. ADVANCED MARIACHI This class is by audition only and is intended for experienced musicians who sing and play violin, trumpet, vihuela, guitarrón or guitar. Advanced students will learn to perform a range of mariachi music including standard songs and newer hits by popular singers like Vicente Fernandez. Advanced students are required to attend many performances and rehearsals throughout the year. They will also take field trips to hear live music, and in addition to performing at UIL Festivals and on the Winter Concert in December and the Spring Concert in May. They will also be required to perform several times in the community and at festivals in the evenings & on weekends. Students can rent an instrument (approx. $75) or provide their own. Trajes, sombreros and belts will be provided by GPISD for high school students; students are required to buy their own mariachi t-shirt, shirt/blouse, moño (plus hair bow for ladies), and boots for the full mariachi traje (approx. $100). Students will be graded on class participation and their playing ability as well as their attendance at all required performances and rehearsals. Fine Arts credit is awarded after successfully completing the class and additional Fine Arts or elective credit is awarded for repeating the class. Prerequisite: Audition BEGINNING ORCHESTRA This course is for beginning orchestra students. Emphasis will be placed on learning the basics of playing the violin, viola, cello and bass. Students will be taught practice skills as well as how to read music. Students will be required to have an instrument for this class. There is an instrument rental fee for use of school instruments. Financial aid is available to qualified students. This class is a prerequisite for Advanced Orchestra. Grades 6-7 may enroll in this course. ADVANCED ORCHESTRA This course extends and reinforces what is presented in Beginning Orchestra. Emphasis will be on developing higher performance techniques. Students are required to perform in concerts given by the Orchestra and participate in UIL competition. There is an instrument rental fee for use of school instruments. Financial aid is available to qualified students. Grade 7-8 may enroll in this course. Prerequisite: Beginning Orchestra THEATRE ARTS I This course is designed for the student who has an interest in acting. This course will explore the different types of theatre performance including mime, improvisation, and acting for the stage. In addition, the students will be introduced to pre-uil performance. Students will participate in one production each semester and have the opportunity to participate in pre-uil competition.

6 THEATRE ARTS II This course is for the 7th or 8th grade student who has an interest in continuing in theater in middle school. Advanced stage terminology, scenery make-up, characterization, and stage movements are studied. Students in this class will focus in production. Students will be required to attend some after school rehearsals and perform for the public. Students are expected to maintain passing grades in order to ensure eligibility. Prerequisite: Theater Arts I and audition COMPETITION THEATRE ARTS This class is for the seventh or eighth grader who plans to pursue theatre in high school. Advanced stage terminology, scenery, make-up, characterization, and stage movements are studied. Students in the advanced theatre arts class are expected to go to various speech competitions throughout the school year. Students must participate in plays produced for UIL competition, PTA, and other seasonal activities. Students are expected to maintain a passing grade in all of their classes to ensure eligibility. Some of the activities are: lip synch, poetry reading, play performances, reader s theatre, duet acting, solo acting, and group improvisation. Students will occasionally be required to leave campus in order to perform for various groups. Prerequisite: Theater I and audition 25 PHYSICAL EDUCATION PHYSICAL EDUCATION (6th grade boys) (6th grade girls) (7-8 boys) (7-8 girls) Students are offered a comprehensive program that will significantly contribute to their physical, mental, emotional, and social well-being. Activities will include team and individual sports, and physical fitness activities, and an emphasis on lifetime activities as well as cooperative games. ATHLETICS-COMPETITIVE SPORTS (7th boys) (8th boys) (7th girls) (8th girls) Competitive sports for girls include volleyball, basketball, and track. Competitive sports for boys include football, basketball, and track. Athletic classes fulfill the physical education requirements. Prerequisite: Coach s Approval CHEERLEADING ( 7th) (8th) Any student maintaining the requirements for cheerleaders may enroll in this class. There is a financial commitment involved with participation in cheerleading; however, financial aid is available to qualified students. Cheerleading will be afterschool. Prerequisite: Meets Cheerleader Requirements DANCE I This course will cover the PE requirements through dance. Dances will include hip-hop, jazz, salsa ballet, as well as modern and folk dances. Emphasis will be placed on physical fitness as well as lifetime activities. DANCE II PE requirements will be met through dance. Dances will include hip-hop, jazz, salsa ballet, as well as modern and folk dances. Emphasis will be placed on physical fitness as well as lifetime activities. BALLET FOLKLÓRICO DANCE This course will cover the PE requirements through Ballet Folklórico. Students will learn the movements of Ballet Folklórico and develop self-confidence through practice and performance. ADVANCED BALLET FOLKLÓRICO DANCE PE requirements will be met through dance. Students will continue to study the dances of Ballet Folklórico and perform at various district and city functions. Prerequisite: Completion of Ballet Folklórico in the sixth grade or Instructor Approval

7 LANGUAGE OTHER THAN ENGLISH SPANISH I (POSSIBLE High School Credit Course ) This full-year course introduces students to Spanish vocabulary, grammar, pronunciation, basic dialogues, and basic sentence patterns. Audio-lingual materials aid in the development of communication skills. Through various classroom activities, students observe and experience Spanish culture. Skills and concepts in listening, speaking, reading, and writing are stressed; however, major emphasis is given to oral communication. High school grading procedures will apply to this course. Grades: 7-8 Semesters: 2 Credits: 1 SPANISH II (POSSIBLE High School Credit Course) This full-year course emphasizes oral comprehension and reading skills, and students expand their fluency in Spanish. Grammar, vocabulary, literature, and cultural studies are included. Skills in listening, speaking, and writing are also stressed; however, major emphasis is given to oral communication. High school grading procedures will apply to this course. Grades: 7-8 Semesters: 2 Prerequisite: Spanish I or Advanced Foreign Language Proficiency Assessment Credits: 1 PRE-AP SPANISH III (High School Credit Course) This course covers the high school Languages Other Than English TEKS. In this high school level TEKSbased Spanish course, students undertake grammar and vocabulary studies, enhance aural comprehension as well as oral and written proficiency, and explore Hispanic culture, particularly in the areas of art, music, history, and geography. Classic and contemporary literatures are studied. High school grading procedures will apply to this course. Students and parents will be required to sign and abide by the Grand Prairie ISD Pre-AP/AP Contract. Grades: 7-8 Semesters: 2 Prerequisite: Spanish II or Advanced Foreign Language Proficiency Assessment Credits: 1 Spanish Culture- This is a course that is specifically designed for students in 7 th grade that received three high school credits in 6 th grade on their Credit By Exam. This class is highly encouraged for the above students and will cover Spanish culture which will be on the Spanish Pre-Ap test that students will take in 8 th grade. This class will help educate students in Spanish language/culture and prepare students for the exam. Grades: 7 Prerequisite: Credit by Exam in Spanish level III OTHER COURSES TEEN LEADERSHIP This course develops skills in the following areas: leadership, professional and business skills, selfconcept, healthy relationships, the concept of personal responsibility, emotional intelligence, public speaking and communication. Flippen Group provides curriculum for this course. Job Smart The goal of this course is to create a culture of high expectation and continuous improvement that provides middle school students with a foundation for success in high school, future studies, and careers. Students explore college and career planning within specific career cluster(s). The students research labor market information, learn job-seeking skills, and create documents required for employment. Students use selfknowledge to explore and set realistic goals. Year long course that will cover human services: dollars/sense,

8 nutrition and wellness and various careers through the Bridges online site, and Education and Training: child development and education/training. (Recommended for grades 7-8) Professional Pathways This course is designed to guide students through the process of investigation and in the development of a college and career achievement plan. Students will use interest inventory software or other tools to explore areas of personal interest. Students will use this information to explore educational requirements for a variety of chosen career paths. Year long course that will investigate various careers through the Bridges site along with understanding job/career skills. Students will learn job readiness through the use of job related technology, building portfolios, and various programs and software. (Recommended for grades 7-8) ADDITIONAL ELECTIVES FOR HIGH SCHOOL CREDIT HEALTH EDUCATION (High School Credit Course) This course focuses attention on the aspects of good physical and mental health. Topics will include systems of the body, human development (family life, growth and development, reproduction, and heredity), safety and first aid, awareness of health problems, and the development of healthful attitudes and habits. Parenting and Paternity Awareness (P.A.P.A.) is a curriculum taught in conjunction with the health class and is designed for secondary school students and young adults that deals with rights, responsibilities, and realities of parenting. Key themes in the curriculum focus on the importance of father involvement, the value of paternity establishment, the legal realities of child support, the financial and emotional challenges of single parenting, the benefits of both parents being involved in a child s life, healthy relationship skills, and relationship violence prevention. Sex education components of this health course are taught from an abstinence-based philosophy. This course meets the half-credit Health local requirement for graduation. Grades: 8 Semesters: 1 Credits: ½ PROFESSIONAL COMMUNICATIONS (High School Credit Course) Students in this semester course will concentrate on intra-personal, interpersonal, and public communication. Learning skills will include reading, writing, speaking, listening and thinking. This required course will prepare students to better communicate in their personal, educational, and future business lives. This course meets the half-credit speech local requirement for graduation. Grades: 8 Semesters: 1 Credits: ½ BUSINESS INFORMATION MANAGEMENT I (High School Credit Course) This course introduces the basic concepts and skills related to the microcomputer systems. A brief review of computer keyboarding will be presented. Special emphasis is placed on word processing, electronic spreadsheets, charts, database design, desktop publishing, and PowerPoint presentations. Included will be the introductions to new, emerging information processing tools, such as integrated software and scanning of text and images. This course provides students with skill development in using microcomputer-based tools for personal, academic, and/or employment purposes. This course will satisfy the one credit Technology Applications local requirement for graduation. This course is part of a Tech Prep program that may allow the student to earn college credit. Grades: 8 Semesters: 2 Credits: 1

9 Are you interested in advanced classes for the ??? Advanced Academics at Jackson Middle School AP (Advanced Placement) courses are college level classes and can earn you college credit with a passing AP exam score. The Pre-AP classes you take in middle school and high school prepare you for Advanced Placement classes, the challenges of higher education, and success in your future career. *Interested in testing for GT, please contact Mrs. Moore Pre-AP Math: Learn math concepts at a challenging and faster pace Take placement test to qualify for Algebra I in the seventh (GT) or eighth grade Prepare for your first high school math class, Algebra I, in the seventh (GT) or eighth grade Starts you on a course that can lead to AP Calculus and other higher math later in high school. Pre-AP ELA: Extensive writing and reading Summer Reading Assignments for all grade levels Learn skills that will teach you to understand the author s purpose. Prepare you to take AP Language and AP Literature your junior and senior years of high school to get college credit. Dual Credit is also offered in high school. *GT students will be taking AP course as a sophomore (if applicable). Pre-AP Science: Prepare you to take Pre-AP Biology in the ninth grade (normally taken in the tenth grade) Learn research skills Pre-AP Social Studies: Prepare you to take AP World History and AP Geography classes in high school. Learn how to understand and to write about the importance of events, people, and famous documents To request a Pre-AP class, fill out this form and return it to the Advanced Academics Specialist, Mrs. Moore, in room 506 or drop it off in the counselor s office. The information you provide, along with your scores and records, will be reviewed. If you have questions, tina.moore@gpisd.org or call I ll be glad to talk with you! Request for Pre-AP Placement Name: ID Number: Grade: Circle Pre-AP Class(es) Requesting: Math ELA Science Social Studies Check all that apply I get A s or I never made below an 85 in the class that I want for Pre-AP I do well on my 9 weeks/staar tests. I am willing to work hard and want the challenges of a Pre-AP class. My parent or guardian and my current teacher (for the subject I want for Pre-AP) support my request. (Student Signature) (Parent or Guardian Signature) (Core Teacher in support of Pre-AP Placement) (Date) (Date) (Date)