As Visual Arts teachers, we are committed to helping students find their place in the world around them through self expression and through set examples from historical artistic cultures and movements. We strive to help students develop an ethical foundation in which to live and work, how to develop ideas and observe the world around them, and help increase a fundamental understanding of art concepts.
As seventh, eighth, and ninth grade artists, students will continue to develop skills and knowledge through many disciplines of art, while focusing on issues and influences from the world in which they live to become more aware as world citizens and discover how art relates to their life experiences and others.
Students will develop their artwork through "The Creation Process" of art making where they will Investigate the problem (the Essential Question), plan the strategy or gather their ideas, create the artwork, and then evaluate and reflect on their work.
Students will explore Art History, Art Criticism, Aesthetics, & Creation experiences. Through this exploration, students will develop answers to Essential Questions that will directly relate to the five areas of interaction from the MYP IB philosophy of learning. Participation in the MYP arts will enable students to experience and develop curiosity, interest and enjoyment in their own creativity and that of others. It will also enable them to explore through the process of arts, acquire and develop skills needed for the creation of arts, and use the language, concepts and principles of art.
The MYP fosters holistic learning through the arts by offering distinctive ways of learning where seeing, feeling, hearing, thinking and creating are combined in a powerful form of visual, aural and tactile effective communication. The holistic approach implies the needs to learn through the arts, learn about the art, and create art. It ensures coordination of subject matter across all the arts and with other subjects and the areas of interaction. This approach encourages awareness of the contribution the arts make to society and quality of life and provides opportunities for expression in different modes – oral, written, visual, aural and kinesthetic. The holistic approach encourages reflection and opinion through the exposure to different forms of art representation and examines world issues, materials, and concepts through the arts.
MYP arts promote how traditions, history and beliefs have influenced the way in which work of arts are formed and valued in society. This awareness exists through influences from own culture, others’ culture, and perspectives on world issues.
MYP arts provide students with the ability to explore and communicate their discoveries, thoughts and feelings individually and/or collectively. It allows students to express themselves in an authentic and active manner, and gives them the tools to understand the language of arts and how issues, thoughts and feelings are communicated through the work of others. Students will also develop their ability to communicate their ideas through symbolism, artistic choices, focus and structure. Students should be using the arts as a tool for exploring issues and/or concepts. For example, drawing a landscape in a city and/or country may be a way to approach the concept “nature versus human construction.”
Our school mission, “Cultivating scholarship, virtue, and excellence in a global community,” serves as the driving spirit behind all of the educational experiences our students encounter during their course of study at North View Junior High. As Social Studies teachers, we are committed to helping students build life long habits of scholarship, an ethical foundation in which to live and work, and a fundamental understanding of civic discourse. Imbued with a sense of civic responsibility and inspired with a deep sense of purpose, our students routinely engage in community service, meaningful study, and analysis of current events.
Philosophical Approach to Teaching and Learning
Our approach to teaching and learning centers on a synthesis of research on effective teaching methodologies, literature from the various branches of the social sciences, and the Approaches to Learning promulgated by International Baccalaureate Middle Years Programme. Rather than focus on rote memorization, we emphasize the process by which communities construct knowledge and historical narratives. As such, students develop the skills necessary to evaluate the subtleties of historical bias and the frameworks upon which geographers and historians construct knowledge. Our goal is to help students build their own historical narratives based on their unique backgrounds, experiences in diverse environments and those common to humanity and our Republic. At the heart of this approach are rigorous academic challenges and authentic community based opportunities for students to practice scholarship and service to others. It is through these experiences that students find the inspiration to engage in a life-long discovery of what is means to be human.
7 th Grade World Geography and Minnesota Studies
During their first year at North View Junior High, students study the fundamental concepts of geography and other disciplines within humanities. Among these are the five themes of geography, a critical lens by which students analyze and interpret the various ways in which humans interact with each other and their environments. In addition, students master the use of thematic maps, charts, graphs, and other analytic skills central to the geographic discipline. Through rigorous regional studies of the world, students develop an expanding awareness of diverse cultures, adaptive strategies, and environmental impacts of human activity on our ecosystems. Building on the ideas presented in other disciplines at North View Junior High, this course challenges students to develop a holistic view of knowledge as they continue to increase their sense of place and personal connection to their communities and larger world beyond.
8 th Grade American History and Government
(American History: Reconstruction to the Present)
During their 8 th grade year, students complete their middle-level introduction to American history and complete an introduction to American Government. Students learn to evaluate historical bias, various narrative models, and thematic strands. Using a dialectical approach, students examine numerous interpretations of historical events and processes, enhancing their ability to appreciate history through a variety of perspectives. Assignments challenge students to consider modern day dilemmas with historically informed ideas about the past. Interdisciplinary units are also under development which we feel will accentuate the learning experiences of our students. During the third trimester, students examine the roots of American Government, the fundamentals of civic discourse, U.S. foreign policy, and comparative government. As the year progresses, specific IB Areas of Interaction will be consistently stressed to enable students to build a holistic view of knowledge.
9 th Grade American History
(American History: Exploration through World War II)
The first of a two part high school level American History Course and building on the concepts learned in 8 th grade, this course helps students penetrate further the historical dilemmas of the American past. Using numerous case studies, simulations, debates, writing assignments, and role plays, students continue to develop their interpretive and evaluative skills. In addition, students begin a broad study of research based analysis – culminating in their participation in History Day midway through the year.
History Day is a unique event that affords students the opportunity to pursue an historical area of interest independently. It is an intensive two month unit taught concurrently with Language A (English) classes. Under the guidance of their instructors and support services staff in the building, and tutors from the Minnesota History Center, students engage in an authentic research project using a wide variety of primary and secondary sources. This interdisciplinary unit includes instruction in the steps of the research process, writing an essay, completing a visual or performance project, writing an annotated bibliography, and presenting the information to the public. Students who have developed high quality projects often participate in the regional History Day competition sponsored by the Minnesota History Center. History Day is truly a culmination of learning that has taken place throughout the students’ experience in Humanities and is a rigorous preparation for the IB Independent Project that takes place in 10 th grade.
The Language A department at North View looks forward to getting to know each of our students in the seventh, eighth and ninth grades. We will be spending the year exploring the topics of literature (fiction and non-fiction, drama, and poetry), composition, and speech while working to meet all the state, district and IB requirements. Should any materials be offensive, there is a district policy allowing alternative reading/viewing assignments.
Philosophical Approach to Teaching
All students can learn to read and write well. Reading literature and writing are not separate skills but part of a larger approach to learning about our world and our place in it. On this journey and through rigorous investigations of such essential questions and concepts as – What is a hero? What is justice? What is responsibility? What is loyalty? – students at North View learn how to think critically, analyze texts, and write reflectively about their learning. In group work or individual practice, thoughtful inquiry is encouraged and developed in our students as they make the transition between elementary and high school.
Grade level highlights
Beyond a developmentally appropriate approach to teaching spelling and grammar, each grade has specific foci.
Grade 7: The focus in 7 th grade is on the following:
- Introductions to secondary school
- Central Themes: Making transitions in life, overcoming first impressions, the idea of loyalty and personal responsibility.
- Key Texts: The Clay Marble and Four Miles to Pinecone
Grade 8: The focus in 8 th grade is on the following:
- Intensive writing and speech practice
- Persuasive speech and writing
- Descriptive texts and figurative language
- Dramatic performance
- Central Themes: Decision making, the effects of prejudice, and the art of argument.
- Key Texts: 12 Angry Men, “Flowers for Algernon,” The Diary of Anne Frank (play), and The Westing Game.
Grade 9: The focus in 9 th grade is on the following:
- Interpreting language
- Research and inquiry
- Advanced writing
- Central Themes: The hero, personal responsibility, the concept of love.
- Key Texts: The Odyssey, To Kill a Mockingbird, and Romeo and Juliet.
IB interdisciplinary units:
Grade 7: The Clay Marble and SE Asia in Humanities
Four Miles to Pinecone and Minnesota in Humanities
Grade 8: The Westing Game and Earth Science/Forensics in Science
“Flowers for Algernon” and Approaches to Learning/Multiple Intelligences.
The Diary of Anne Frank and World War II in Humanities and Pollution in Science
Grade 9: The Odyssey and the New World in Humanities
To Kill a Mockingbird and Racial Segregation in Humanities
**Other units may be added as the year goes on.
Language B mission statement:
Developing the world language skills needed to become active participants and communicators to cultivate scholarship, virtue and excellence in a global community.
MYP Areas of Interaction and the 5 C’s
While insisting on the thorough study of various academic subjects, the Middle Years Programme of the International Baccalaureate Organization also accentuates their interrelatedness and encourages a holistic view of knowledge. The MYP fosters intercultural awareness to promote better understanding of and respect for other cultures as well as concern for international issues. The MYP also stresses the importance of communication through a command of one’s own language, world language acquisition, and the appreciation of different modes of thinking and expression. Students are challenged to explore the five areas of interaction which include: approaches to learning, community and service, health and social education, environment, and homo faber. These areas of interaction provide a means of broadening student experience, placing learning in context and helping students to develop attitudes and values based on knowledge and skills.
The MYP IB programme aligns perfectly with the national standards of world languages, the guiding principles used by the North View Junior High Language B staff. To develop effective communication across linguistic and cultural boundaries, we incorporate the 5 C’s of world language education: Communication, Cultures, Connections, Comparisons, and Communities. The standard of Communication prepares students to learn the language through the use of all four modalities: speaking, listening, reading and writing. A language must encompass the study of culture; otherwise a student simply acquires a repertoire of vocabulary that lack context and meaning, which leads to inaccurate language skills. Through the standard of Cultures, students learn about the practices, products and perspectives of the culture studied. The Connections standard reinforces and increases student knowledge of other disciplines through the study of the foreign language. The standard of Comparisons asks students demonstrate understanding by comparing the language and culture studied with their own. Finally, the standard of Communities encourages students to use the language both in and outside the school setting, promoting life-long learning, as students use the language for personal enjoyment and enrichment.
The aims of the teaching and study of mathematics are to encourage and enable students to:
- develop inquiring minds and curiosity about mathematics
- acquire knowledge, conceptual understanding and skills to solve problems and make informed decisions
- develop skills of inquiry to design and carry out investigations and evaluate evidence to draw conclusions
- communicate mathematical ideas, arguments and practical experiences accurately in a variety of ways
- think analytically, critically and creatively to solve problems, judge arguments and make educated decisions
- appreciate the benefits and limitations of mathematics and its application in technological developments
- demonstrate attitudes and develop values of honesty and respect for themselves, others, and their shared environment.
The objectives of mathematics listed below are final objectives and they describe what students should be able to do by the end of the course. These objectives have a direct correspondence with the final assessment criteria
Numercy is an essential skill. A numerate has an understanding of number concepts and the skills of estimation and calculation.
Students should understand that numercy is a form of communication which has developed since humankind’s earliest beginnings, and that the evolution of mathematics is multicultural.
An understanding of pattern recognition is fundamental to further learning in mathematics. Students who wish to continue studying mathematics beyond MYP will require a knowledge of algebraic concepts and skills and apply them in practical and everyday situations.
C. Geometry and Trigonometry
The study of geometry and trigonometry enhances spatial awareness and gives insights into the realms of construction and navigation. Teachers and students should not limit their study to Euclidean geometry, but should be familiar with other geometries such as:
- transformation geometry – cultural and social use and its appearance in nature
- fractal geometry – iterative constructions
- non-Euclidean geometry – global navigation and topology and its relationship to discrete mathematics.
Geometry and Trigonometry Concepts:
Geometry and Trigonometry Skills:
D. Statistics and Probability
Statistical literacy is an awareness and understanding of the concepts and skills involved in collecting, collating and analyzing data. Students will use these skills in their investigations and use a variety of technologies. They will become aware of both the power and limitations of statistics used to support and counter opinions and propaganda, how statistics may serve to emancipate and oppress, and how statistics may be used to both inform and misinform.
Students will become aware of the difference between what happens in theory (probability) and what is observed to happen (statistics).
Statistics and Probability Concepts:
Statistics and Probability Skills:
E. Discrete Mathematics
An understanding of systems has become increasingly important for people to effectively participate in today’s post-industrial/technological age.
Students should develop a sense of logic and be able to articulate this through Venn diagrams, structure diagrams and flow charts. This is a major contribution by mathematics to approaches to learning in the MYP.
Discrete mathematics is a relatively new branch of mathematics which has its roots in abstract algebra and has adopted the language and notations of graph theory. Students should be aware of the real-world applications of discrete mathematics which may include road or rail networks, computer networks, communication networks, optimal routes, time- and project-management techniques and critical path analysis.
Discrete Mathematics Concepts:
Discrete Mathematics Skills:
GUIDING QUESTION: What makes a good sport?
The purpose of physical education is to provide students the opportunity to acquire the skills needed to make positive decisions about a healthy, physically active lifestyle. This achieved through the medium of movement – regardless of innate and learned abilities, culture, or gender. A student’s growth and development is guided through quality participation in the psychomotor, cognitive and affective domains of learning.
THREE MAJOR DOMAINS OF LEARNING AND OUTCOMES
Psychomotor: Physical education includes the development of all physical skills. Physical education promotes the opportunities to develop skills through the application of physiological and biomechanical principles. Motor and fitness skills are developed and provide students with the skills necessary for continued participation in leisure and recreational activities.
- Demonstrate body control and basic movement patterns
- Demonstrate the ability to move safely and efficiently through space
- Demonstrate the ability to respond to visual, auditory, and tactile cues
- Demonstrate the ability to objects safely and efficiently
- Demonstrate the ability to receive objects safely and efficiently
- Demonstrate the ability to strike object with body parts safely and efficiently
- Demonstrate the ability to strike objects with other objects safely and efficiently
- Demonstrate the components of physical fitness.
Cognitive: Physical education includes knowledge, understanding, and application of information necessary for choosing activities the promote a healthy lifestyle. Physiological, biomechanical, and social principles provide a foundation for movement. Through individual and group activities, one acquires skills in problem solving, decision making, and creativity. Knowledge of language, rules, strategies, and etiquette are taught and emphasized at all levels. Through various activities the student is exposed to cultural knowledge and the history of some activities.
- Apply the principles of effective thinking to movement
- Use basic processes to solve movement problems
- Demonstrate knowledge of language associated with movement
- Demonstrate knowledge of physiological principles and relate them to movement
- Demonstrate knowledge of the mechanics of movement
- Demonstrate knowledge of safety principles
Affective: Physical education includes the social aspects of learning. Skills essential for positive group interaction and communication are an integral part of the program. Development of self-respect and respect of others is emphasized at all levels. Learning from the experiences of success and failure, good sportsmanship, fair play, and competitive and cooperative actions are high priorities.
- Model equitable and ethical behavior toward others
- Recognize and respect individual similarities and differences
- Experience challenges and enjoyment through physical movement
AREAS OF INTERACTION
Approaches to Learning
Physical education provides opportunities for all types of learners to be successful. Instruction is given visually through demonstrations, through verbal instructions, and kinesthetically by allowing the students to experience and practice the movements and activities being taught. This allows students learn how they learn best.
The environment has a major impact on physical activity. Temperature, wind speed and direction, playing surface, size of playing area, equipment, and the other people playing the game are factors in how successful the activity will be. Students, along with modified activity rules, will learn how to adjust their game strategies and physical activity based on environmental conditions.
Health and Social Education
One of the main objectives of physical education is to promote a healthy lifestyle and learn how to work not only as an individual but as a team. Many of the activities students will learn not only reinforces positive social skills, but are activities that can be used well into their adult years.
Community and Service
There are many opportunities to use the knowledge and skills learned in physical education. Youth and high school sports are always looking for people to help keep stats, be scorekeepers and especially at youth levels to teach sports and games.
Many games and sports involve creativity. They require a person or people to design the game, make rules, come up with strategies and improvise during the game. Creativity is encouraged and emphasized to strategize before and during games. Students will learn the history of some sports and have the opportunity research and design their own games.
7 TH, 8 TH, 9 TH CURRICULUMS/ACTIVITES
*This is only a guide to the activities we teach in PE.
|Soccer||Basketball||Track and Field|
|Competitive Games||Weight Room||Floor Hockey|
Track & Field
|Fitness Testing||Table Tennis||
Track & Field
|Competitive Games||Floor Hockey||
Rules & Expectations
- Be inside the locker room before the bell rings.
- When finished changing, sit on a bench in the locker room and wait patiently to be excused to the gym for attendance.
- You must be seated quietly in your assigned squad for attendance. If you are not in your assigned squad, you may be marked absent or late. No dawdling in the locker rooms.
- Treat all staff and students with respect. If you want other people to be respectful to you, you must be respectful to them. This includes following staff instructions.
- Be safe. Use all equipment as instructed and only with teacher permission.
- When you are finished changing at the end of class, sit on a bench and wait patiently for the bell to ring.
Physical Education Attire
It is important to wear appropriate clothing for physical activity for safety and good hygiene. Appropriate clothing includes athletic shorts, t-shirt, sweatpants, windpants, sweatshirt, and tennis shoes. Clothing must be school appropriate. No short shorts, tank tops, drug or sexual references, bare midriffs or tight clothing. All students are expected change their clothes.
Aims and objectives
MYP sciences aspires to develop scientifically informed, caring and responsible individuals who can think critically and make informed choices about themselves, the environment and society.
The aims of any MYP subject and of the personal project state in a general way what the teacher may expect to teach or do, and what the student may expect to experience or learn. In addition they suggest how the student may be changed by the learning experience.
The aims of the teaching and study of sciences are to encourage and enable students to:
- develop inquiring minds and curiosity about science and the natural world
- acquire knowledge, conceptual understanding and skills to solve problems and make informed decisions in scientific and other contexts
- develop skills of scientific inquiry to design and carry out scientific investigations and evaluate scientific evidence to draw conclusions
- communicate scientific ideas, arguments and practical experiences accurately in a variety of ways
- think analytically, critically and creatively to solve problems, judge arguments and make decisions in scientific and other contexts
- appreciate the benefits and limitations of science and its application in technological developments
- understand the international nature of science and the interdependence of science, technology and society, including the benefits, limitations and implications imposed by social, economic, political, environmental, cultural and ethical factors
- demonstrate attitudes and develop values of honesty and respect for themselves, others, and their shared environment.
The objectives of sciences listed below are final objectives and they describe what students should be able to do by the end of the course. These objectives have a direct correspondence with the final assessment criteria, A–F
A One world
This objective refers to enabling students to understand the interdependence between science and society. Students should be aware of the global dimension of science, as a universal activity with consequences for our lives and subject to social, economic, political, environmental, cultural and ethical factors.
At the end of the course, and within local and global contexts, students should be able to:
- describe and discuss ways in which science is applied and used to solve local and global problems
- describe and evaluate the benefits and limitations of science and scientific applications as well as their effect on life and society
- discuss how science and technology are interdependent and assist each other in the development of knowledge and technological applications
- discuss how science and its applications interact with social, economic, political, environmental, cultural and ethical factors.
B Communication in science
This objective refers to enabling students to develop their communication skills in science. Students should be able to understand scientific information, such as data, ideas, arguments and investigations, and communicate it using appropriate scientific language in a variety of communication modes and formats as appropriate.
At the end of the course, students should be able to:
- communicate scientific information using a range of scientific language
- communicate scientific information using appropriate modes of communication
- present scientific information in a variety of formats, acknowledging sources as appropriate
- demonstrate honesty when handling data and information, acknowledging sources as appropriate
- use where appropriate a range of information and communication technology applications to access, process and communicate scientific information.
C Knowledge and understanding of science
This objective refers to enabling students to understand the main ideas and concepts of science and to apply them to solve problems in familiar and unfamiliar situations. Students are expected to develop critical and reflective thinking and judge the credibility of scientific information when this is presented to them.
At the end of the course, students should be able to:
- recognize and recall scientific information
- explain and apply scientific information to solve problems in familiar and unfamiliar situations
- analyse scientific information by identifying components, relationships and patterns, both in experimental data and ideas
- discuss and evaluate scientific information from different sources (Internet, newspaper articles, television, scientific texts and publications) and assess its credibility.
D Scientific inquiry
This objective refers to enabling students to develop scientific inquiry skills to design and carry out scientific investigations.
At the end of the course, students should be able to:
- define the problem or research question to be tested by a scientific investigation
- formulate a hypothesis and explain it using logical scientific reasoning
- design scientific investigations that include variables and controls, material/equipment needed, a method to be followed, data to be collected and suggestions for its analysis
- evaluate the method, commenting on its reliability and/or validity
- suggest improvements to the method.
E Processing data
This objective refers to enabling students to record, organize and process data. Students should be able to collect and transform data by numerical calculations into diagrammatic form. Students should be able to analyse and interpret data and explain appropriate conclusions.
At the end of the course, students should be able to:
- collect and record data using appropriate units of measurement
- organize and transform data into numerical and diagrammatic forms, including mathematical calculations and visual representation (tables, graphs and charts)
- present data in a variety of ways using appropriate communication modes and conventions (units of measurement)
- analyse and interpret data by identifying trends, patterns and relationships
- draw conclusions supported by scientific explanations and a reasoned interpretation of the analysis of the data.
F Attitudes in science
This objective goes beyond science and refers to encouraging attitudes and dispositions that will contribute to students’ development as caring and responsible individuals and members of society.
This objective is set in the context of the science class but will pervade other subjects and life outside school. It includes notions of safety and responsibility when working in science as well as respect for and collaboration with others and their shared environment.
During the course, students should:
- carry out scientific investigations using materials and techniques safely and skillfully
- work effectively as members of a team, collaborating, acknowledging and supporting others as well as ensuring a safe working environment
- show respect for themselves and others, and deal responsibly with the living and non-living environment.
The Family and Consumer Sciences (FACS) Department fits into the Technology section of the International Baccalaureate Middle Years Programme curriculum model.
The IB Programme defines technology as “…the know-how and creative processes that may assist people to utilize tools, resources and systems to solve problems and to enhance control over the natural and man-made environment in an endeavor to improve the human condition…”
Thus, technology can be viewed as the total practical solutions found by people. It is associated with material objects and is the product of inventing, calculating, designing, making, constructing, etc.
Technology has to do with people making or using things—processes that are at the heart of Family and Consumer Sciences classes.
AIMS & OBJECTIVES
MYP Technology is designed to create a balance between the imparting of skills, the acquisition of techniques and knowledge, and the growth and awareness of the students’ personal response.
The aims of any MYP subject and the personal project state in a general way what the teacher may expect to teach or do, and what the student may expect to experience or learn. In addition they suggest how the student may be changed by the learning experience.
The aims of MYP Technology are to:
- Encourage an awareness of the impact of technology on society and the environment
- Develop an appreciation of the international and intercultural aspects of technology
- Provide a variety of technological information and ideas
- Encourage curiosity, ingenuity, resourcefulness, and discrimination
- Stimulate self-confidence through the knowledge and application of technology
- Develop practical skills through the creation of products/solutions
- Promote effective, informed, appropriate communication
- Foster responsibility for designs, decisions, actions and assessment
- Promote effective cooperation and respect for individual differences when responding to technological challenges
- Develop logical-thinking skills
As well as the knowledge necessary to work towards these aims, the students will acquire a number of skills.
- Practical skills the ability to complete given tasks
- Analytical skills the collection, interpretation and use of information
- Organizational skills the planning of work and meeting deadlines
- Social skills the communication of ideas
The objectives of any MYP subject and of the personal project state the specific targets set for learning in the subject. They define what the learner will be able to do, or do better, as a result of studying the subject.
MYP Technology is based on a model of learning which incorporates knowledge, research, skills and design principles in problem-solving contexts, whilst at the same time maximizing the use of local and readily available resources. The design cycle is at the core of the programme and it is expected that students will use the process in all technology-related learning. The four elements of the design cycle are listed below (A-D). The objectives of technology listed below are final objectives and they describe what students should be able to do by the end of the course. These objectives have a direct correspondence with the final assessment criteria, A-D.
At the end of the course, students should be able to:
- Identify problems or needs
- Formulate questions and a design specification
- Use appropriate sources
- Collect, select and organize information and materials
- Compare and contrast information
- Interpret information
- Search for solutions or designs which could be adapted
- Research the potential social significance of the product/solution
B. PLANAt the end of the course, students should be able to:
- Judge, test and choose resources
- Experiment and seek alternatives
- Develop and synthesize ideas
- Identify priorities
- Predict outcomes
- Create and communicate a logical sequence of work
- Plan the use of time and resources
C. CREATE A PRODUCT/SOLUTIONAt the end of the course, students should be able to:
- Use tools and equipment safely and efficiently
- Follow a design specification
- Monitor the quality of work
- Use appropriate techniques, materials and equipment
- Consider modifications to the design specification
- Decide on the presentation of the product/solution and techniques used.
D. EVALUATEAt the end of the course, student should be able to:
- Judge the effectiveness of the product/solution as compared to the original need Judge the quality of the product/solution as compared to the original need Assess the efficiency of the process Suggest ways to improve the product/solution Reflect on the social significance of the product/solution Make a self-assessment
- Consider the information revealed through product testing or performance evaluation by others.
Aims and Objectives
- Provide an opportunity for students to complete self-directed study and develop authentic products and feelings of creative accomplishments in an area of interest, knowledge, or experience.
- Act as a “resource teacher” to integrate enrichment into the classroom
- Provide accelerated learning opportunities
- Assist teachers with differentiating instruction
- Facilitate student enrichment opportunities such as academic challenges, academic competitions, special learning opportunities, and arranging guest speakers.
North View Junior High IB MYP Candidate School’s special education department provides services to a wide range of students with disabilities including learning disabilities, emotional and behavior disorders, developmental cognitive disabilities, physical or health disabilities, autism spectrum disorders, or speech and language disabilities. Special education case managers, service providers, and educational support professionals provide instruction and support to meet the needs of students receiving special services described in their individual education plan (IEP). Students’ needs may be met through instruction in collaborative mainstream classes or special education coursework. Service, consultation, or testing by a school psychologist, school social worker, speech and language pathologist, and adapted physical education teacher provide an array of support possibilities for students, teachers, and parents at North View. If you have a concern about your child’s learning, you are encouraged to talk with his or her teachers. If no change occurs after trying classroom interventions, your child’s counselor can aid in a referral for a special education evaluation. Individual questions can be directed to North View’s special education building coordinator.
As educators, the special education department staff support that all learners benefit from active involvement with disabled and non-disabled peers. Student programming and services must be tailored to meet the individual needs of diverse learners receiving special education services. Providers, students, families, and the community must openly communicate and work in partnership to maximize the benefit of special education services.
Programs, Services, and Course Offerings
As a district-wide program, it serves students who have needs in the area of developmental cognitive disabilities. The core emphasis is on transition areas. Students in this program work on functional academics, social skills, adaptive skills, vocational training, home living, and community skills. The Community and Service Adventure Projects are an integral part of the IB MYP in the skills program at North View. Support services take place in the classroom, small groups, or on an individual basis. Inclusion in mainstream classes such as art, family and consumer science, technical education, music or physical education may be part of the student’s daily schedule.
As a district-wide program, it serves students who have needs in the area of emotional and behavior development and have significant educational needs. The needs of the student require significant interventions beyond the resource room setting. The focus is on teaching and reinforcing positive behaviors, providing behavior support and behavior management.
The school psychologist completes evaluations for students suspected of having a specific learning disability, emotional/behavioral disability, or other handicapping condition that may interfere with students’ abilities to learn. The school psychologist may serve on problem-solving teams to help determine interventions, as well as consult with staff members and parents about student concerns.
·School Social Work Services
School social workers are part of the special education team and are considered a “related service”. This means that social work services must relate to what is on your child’s IEP. The school social worker may provide services to students and families for mental health issues, significant behavior and developmental concerns, truancy, and to coordinate school and community resources. If your child receives special education services and you have concerns that are affecting your child's performance in school, please feel free to contact the school social worker.
·Speech and Language Services
Speech and language services are available to assist with communication needs ranging from voice or stuttering problems to language delay, hearing loss, or social communication disorders. Students attend speech classes on a schedule designed to meet their needs.
·Developmental Adapted Physical Education (DAPE)
DAPE provides eligible students with supports needed to participate safely and successfully in the regular physical education program. Services are provided using several models including teaming with the regular physical education teachers, individualized instruction to small groups pre-teaching and/or follow-up to regular class instruction, or consultation with regular physical education teacher.
- Introduction and Pedagogical Approach
It is the goal, mission, and perhaps even the calling of the English Language Learner department (ELL Dept.) to support learners in achieving proficiency of the English language and to succeed academically. We will provide the necessary support for students to realize personal, social and career goals.
We promise to:
- Hold English Language Learners to the same high expectations established for all students—including the demonstration of measurable academic growth within a reasonable period of time. This means we want students to advance either one or two grade levels each year.
- Advocate for full access by English Language Learners to all areas of curricula, safe and well-equipped classrooms, appropriate instructional practices and assessment measures, learning resources, and support services. We want ELL students to have every opportunity that mainstream students have within the school.
- Play an active role in ensuring that English Language Learners are taught in a positive and inclusive learning environment where policies and practices communicate a value place on diversity. We want ELL students to feel welcome in every classroom.
- Promote shared responsibility among educational personnel, families, and the community for the education and ultimate success of all English Language Learners. We will keep the lines of communication open as to the progress of a student and utilize community resources if necessary to assist us.
- Work as partners with educational personnel and minority families by sharing needed information and training on how to best meet the needs of English Language Learners.
Our program is committed to the total success of all the learners placed in our care. Our classes are student centered and provide instruction in the curriculum that is relevant and tailored to the unique needs of each learner. In summary, we teach to the needs of the student.
2. Program Description
At the junior high school level, English Language Learner classes are offered at five levels based on the learners’ English language skills. As the students’ skills in the English language increase, the number of ELL classes they take decreases correspondingly. The core curriculum is the High Point series published by Hampton-Brown.
Essentially, learners would begin in the “Intensive Language Development” phase where classes focus on English language development as well as specific background content information and language. These classes work on pronunciation, vocabulary building, and speaking. The classes involved would be Beginning ELL, Advanced Beginning ELL, and ELL 1.
In the “Transitioning” phase, students in the 3 rd and 4 th levels continue with language development, but with a greater emphasis being placed on content in the ELL 2, ELL 3, and Language through Content classes. These classes are designed more like mainstream classes, but the pace of the class is much slower so that there is full comprehension before moving on to a new skill. Students at these levels may receive help from a supported study period.
In the “Mainstreaming” phase, learners are in all mainstream classes during the day but are still eligible for after school assistance from the ELL program. Student performance will be monitored for a minimum of six months before a successful exit is made from the program.