English 7 & 8

  • Special education students in grades 7 and 8 are now integrated into their regular English classrooms.  I will be co-teaching these classes with Kelly Gigstad and Jordan Geiser.  Data has shown that students show greater improvement and more overall success when their teaching is differentiated and incorporated with grade level standards.  Students in 7th grade reading classes will be able to:

    • I can interpret, analyze, and evaluate what I read.
    • I can apply reading strategies to improve my comprehension.
    • I can analyze how elements of a story interact.
    • I can determine the theme and central idea of a novel and analyze its development over the course of the novel.
    • I can determine word meaning using context clues.
    • I can generate questions, take notes, and summarize information from readings.
    • I can participate effectively in a range of conversations and collaborate with diverse partners, building on others' ideas and expressing my own clearly and persuasively.

      Technology/Websites:


       

    • 7th Grade Reading Standards

      7.4.2.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text

      7.4.3.3 Analyze how particular elements of a story or drama interact

      7.4.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings

      7.4.10.10 By the end of the year, read and comprehend literature and other texts including stories, dramas and poems in the 6-8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range

       


Math 7

  • I am in Brian Gauer's classroom where Special Education students are mainstreamed in with their peers for their math instruction. Classwork and summative assessments are modified accordingly.
    Practice Work Policy:
    Practice work IS required to be completed. Even though it does not count as its own grade category, it does have a significant impact on how well a student will do on their assessments.
    Students are required to complete the assigned practice work questions before class the following day.
    I expect students to give me their best effort on their practice work, if they don’t they will be required to redo the assignment.
    Students will be expected to show their work so that I am able to see their thought process. Everyone learns differently and I am excited to see the different ways your child can solve problems!
    Mr. Gauer will have a section on JMC that tracks your child's homework, it will have a weight of 0% so it does not calculate it into the grade.
    MI = missing assignment
    M = missing assignment due to an excused absence
    P = pending, student was required to redo the assignment

    Assessments:
    Students will have two different types of assessments listed on JMC.
    Pre-Summative (or quizzes) will account for 15% of the overall grade. Students will be allowed to make corrections on these for full credit IF they have completed all of their practice work to the best of their ability.
    Summative (or tests) will account for 85% of the overall grade. Students will be allowed to take retests on every summative. Before a student is able to do a retest they must have all of their practice work completed, set up a reteaching time with me to go over any concepts they are still struggling with, and complete any additional practice that I may assign. This will have to happen outside of class time, students will fill out a reflection that will include their retest time for you to sign off on.

    Calculator Policy:
    Students in 8th grade will be allowed to use a calculator on a vast majority of practice assignments and assessments.

    I will inform students if a calculator is allowed.

    Cell Phones:
    If I see a students cell phone it must stay on my desk for the remainder of class.
    If a student wants to leave their phone with me during class time, I have no problem with that.

    Class Materials:
    Students will need to bring a pen, pencil, workbook (6th & 7th) or textbook (8th), interactive notebook in their 3 ring binder, chromebook, and calculator.
    Students need to come to class prepared which includes having their chromebook charged.

     

  • 9th grade Special Education students are mainstreamed in with their peers for their reading and Language

    Arts instruction.This course will include Instruction and coursework involving the 9th grade reading standards in Mrs. JoDee Drigg's classroom.

    English 9 is a 1 year course that focuses on an in-depth study of literary terms and the process of writing a 5 paragraph essay.

    Content in English 9 includes William Shakespeare's Romeo and Juliet, Harper Lee's To Kill a Mockingbird, and the many entertaining short stories analyzed for suspense!

    9.4.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 11.4.1.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 9.4.2.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.  9.4.3.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Special Education Classes

  • Students enrolled in the RCW Special Education program will receive instruction based on information included in an Individual Education Program (IEP). Goals will be derived from annual IEP conferences held at the school. Team members will include staff, district representative, parents, case manager, and student. Parents and student will receive quarterly progress reports on stated IEP goals. Instruction will be based on student needs and ability.