The UCPS Middle School Curriculum Guide

Middle School Curriculum Guide

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Parents and Students:

On behalf of the Union County Board of Education and our Superintendent, Dr. Ed Davis, we extend a heartfelt welcome to all new middle school students in Union County Public Schools. The next three years of education will provide many transitions for young adolescents and their parents. Students will begin the process of becoming teenagers, and parents will experience their children’s desire for more independence. It is vital that home and school provide collective support for the student in order that he/she may develop independent learning skills. Through a strong cooperative partnership, we can assist our students in adjusting to the social, physical, and emotional changes as each may grow and discover the aspects of becoming healthy, happy, and successful teenagers.

Our middle schools strive to meet the needs of all students by promoting opportunities for their social, emotional, academic, and physical growth. Guided by the school system’s mission in “Preparing All Students Succeed,” our pupils will learn to balance their academic responsibilities with extra curricular activities. This will be accomplished through providing middle-level curriculum that is distinguished by activities with the intention of imparting standards-based knowledge, engaging student participation, and developing analytical and problem-solving skills.

The purpose of this curriculum guide is to present students and parents with an overview of all aspects of the academic and social life in Union County Public Schools. Enclosed are instructional guidelines which are aligned with the North Carolina Standard Course of Study, our curricular standards guide for all public schools in the state. As our teachers and leaders believe that all students can learn, you will find that middle school curriculum is broad, flexible, and rigorous, and we strive to provide a variety of services to meet our students’ needs. Additionally, tips and strategies for assisting middles school students are included as parents aim to support all aspects of their children’s education.

As a parent or guardian, you are an essential part of your child’s total school program. We hope you will find this information helpful and that you will use this guide as a reference throughout the middle school years. We welcome you as a partner in your child’s education.

Sincerely,

Mary B. Ellis, Ed.D.Deputy Superintendent for Instructional Services

John A. Jones, Jr., Ed.D.Director of Middle School Education

| 3 Middle School Education

TABLE OF CONTENTS

Middle School Directory....................................................................4

Characteristics of Successful Schools for Young Adolescents ........5

Middle School Program ....................................................................6 Curriculum ........................................................................................7

North Carolina Standard Course of Study for

English/Language Arts...........................................................9Mathematics .......................................................................10Science ............................................................................... 11Social Studies .....................................................................12Healthful Living/Physical Education..................................... 13Arts Education .....................................................................14Career Development Program.............................................15Computer Technology Skills ................................................16Information Skills .................................................................17Second Languages..............................................................18

Honor Organizations Guidelines.....................................................19

Honor Roll Guidelines.....................................................................20

Student Accountability Standards ...................................................21

Special Purpose High Schools .......................................................22

Characteristics of the Middle School Student .................................23

Tips for Parents ..............................................................................24

4 | Middle School Education

CUTHBERTSON MIDDLE 1520 Cuthbertson RoadWaxhaw, NC 28173704-296-0107cms.ucps.k12.nc.us

EAST UNION MIDDLE 6010 W. Marshville Blvd.Marshville, NC 28103704-290-1540eums.ucps.k12.nc.us

MARVIN RIDGE MIDDLE2831 Crane RoadWaxhaw, NC 28173704-290-1510mrms.ucps.k12.nc.us

MONROE MIDDLE601 E. Sunset DriveMonroe, NC 28112704-296-3120mms.ucps.k12.nc.us

PARKWOOD MIDDLE3219 Parkwood School RoadMonroe, NC 28112704-764-2910pwms.ucps.k12.nc.us

PIEDMONT MIDDLE2816 Sikes Mill RoadMonroe, NC 28110704-753-2840pdms.ucps.k12.nc.us

PORTER RIDGE MIDDLE2827 Ridge RoadIndian Trail, NC 28079704-225-7555prms.ucps.k12.nc.us

SOUTH PROVIDENCE500 S. Providence StreetWaxhaw, NC 28173704-290-1580sps.ucps.k12.nc.us

SUN VALLEY MIDDLE1409 Wesley Chapel RoadIndian Trail, NC 28079704-296-3009svms.ucps.k12.nc.us

WEDDINGTON MIDDLE5903 Deal RoadMatthews, NC 28104704-814-9772wdms.ucps.k12.nc.us

Union County Middle Schools


CHARACTERISTICS OF SUCCESSFUL SCHOOLS FOR YOUNG ADOLESCENTSSuccessful schools for young adolescents are characterized by a culture that includes:

• Educatorswhovalueworkingwiththisagegroupandare prepared to do so.• Courageous,collaborativeleadership.• Asharedvisionthatguidesdecisions.• Aninviting,supportive,andsafeenvironment.• Highexpectationsforeverymemberofthelearning community.• Studentsandteacherswhoareengagedinactivelearning.• Anadultadvocateforeverystudent.• School-initiatedfamilyandcommunitypartnerships.

Therefore, successful schools for young adolescents provide:

• Curriculumthatisrelevant,challenging,integrative,and exploratory.• Multiplelearningandteachingapproachesthatrespondto student diversity.• Assessmentandevaluationprogramsthatpromotequality learning.• Organizationalstructuresthatsupportmeaningfulrelationships and learning.• School-wideeffortsandpoliciesthatfosterhealth,wellness, and safety.• Multifacetedguidanceandsupportservices.

Used with permission from National Middle School Association, www.nmsa.org

I’m looking forward to going to the middle school.I’m excited and a little nervous.

Somehow all the kids seem to like it but they love telling horror stories about what goes on there.

My parents are the ones who are really nervous.

If they ask me once more if I’m scared, I think they’ll convince me that I am!

- Robert Ricken The Middle School Years:

Love Me When I’m Most Unlovable


MIDDLE SCHOOL PROGRAMThe Union County Public Schools has nine middle schools serving grades 6–8 located throughout the county. The middle schoolprogramstrivestoprovidefortheuniqueneedsoftheadolescent, while helping them make the transition from the elementary school to the high school. The objectives of the program are as follows:

• Teachersandstudentsareorganizedintointerdisciplinaryteams for instructional purposes. Students are grouped as a team with teachers who provide the challenge of the secondary curriculum and the support of the elementary classroom.

• Everystudentwillbewellknownbyatleastoneadultwithinthe school. There are weekly relationship building opportunities provided throughout the year.

• Thecurriculumplanprovidesforintegratedlessons,individualized instruction, continuous progress, personal development, and an introduction to areas of organized knowledge. The curriculum builds on and extends the elementary skills and, at the same time, introduces the students to a world of knowledge that will be encountered at greater depth in senior high school.

• Flexibleschedulingisutilizedduringtheschooldaywithsomeformof“block”scheduletofacilitateefficientuseoftime.

• Awiderangeofexploratoryactivitiesisprovidedtoenrichthe curriculum with appropriate experiences and extracurricular activities.

• Allprogramsaredesignedtomeettheuniquelearningrequirementsofthemiddleschoolstudent.Avarietyofstrategiesare utilized, beginning with the concrete, moving to pictorial representationandfinallytheabstract.

• Communityinvolvementisencouragedsoastobuildapositive relationship between school, home, and the community. Involvement from community volunteers who provide assistance and from human resources who provide their expertise is beneficialtostudents.

In addition to the nine traditional 6-8 middle schools, South Providence School provides an alternative learning environment for students in grades 6-12. The most likely candidates are those students who are at-risk for failure due to academic, attendance, and behavioral needs. Placement of these students is initiated through a completed application package to a central screening committee. Upon acceptance to the program, students must be in attendance in their home school until an intake meeting is held at South Providence School. The main goal of the program is to develop academic skills, self-esteem, character and social skills to enhance achievement, to succeed in high school completion, and to create contributing members of society.

Make life with your middle school student more enjoyable!

You are the parent.

Young adolescents need supervision, guidance, parameters, assistance and lots of love and understanding and will look for you to provide these even though they may not acknowledge or show appreciation for them.

Parent Tips


An effective middle school program is created around the uniquedevelopmentalneedsoftheyoungadolescentsitserves.Because the physical, intellectual, social, and emotional needs of this age group are so different from those in elementary and high school, it is necessary to customize the educational program. The middle school is a bridge between the elementary and high school; therefore, the program is a blend of the two.

CORE CURRICULUM

MiddleschoolsrequireEnglish/LanguageArts,Mathematics,Science, and Social Studies for all students in grades six, seven andeightintimeperiodswhichwouldequatetoapproximatelyfour (4) hours or the majority of the school day. English/Language Arts is taught in an integrated manner during one continuous block of time. In addition, Health/Physical Education isrequiredforallmiddleschoolstudents.

Parent Tips

EXPLORATORY CURRICULUM

A variety of exploratory classes are offered in the areas of music, visual arts, theater arts, second languages, computers, and careers. The goal is to expose middle school students to a variety of experiences that allow them to build self-identity and confidence.Exploratoryclassesalsofostertheircreativenaturewhile they begin making decisions about their future. These classes may vary from six weeks to a year.

HEALTHY ACTIVE CHILDREN

To address health issues such as overweight, obesity, cardiovascular diseases and Type II diabetes, students in middle school participate in physical activity for a minimum of 30 minutes daily. This is achieved through regular physical education class and/or through activities such as recess, dance, classroom energizers or other curriculum based physical education activity programs.

CURRICULUM


Keep in touch with school.

The administrators, teachers and guidance counselors at the school understand middle school students and their behavior. If you have concerns, share them with someone at the school.


CHARACTER EDUCATION

Character education is learning how to make good decisions and choices and is taught through modeling, climate, and curriculum. Character education integrates positive values into every aspect of the school day by instilling in students the important core, ethical values, such as respect for self and others, responsibility, integrity, and self-discipline.

MEDIA

An integral part of middle school is the media program, which enhances, supports, and expands learning by teaching information skills appropriate to the curriculum, as well as providing materials and services. The instructional component of the media program is to help students develop skills in locating, assimilating, and applying information effectively.

GUIDANCE

Guidance is an important part of the middle school program. School counselors promote student success, provide preventive services,andrespondtoidentifiedstudentneeds.Counselorsaddress academic, career, and personal/social development for all students by implementing a comprehensive school counseling program. Parents, educators, and counselors should work collaboratively to assist students with educational and career planning.

ACADEMICALLY AND/OR INTELLECTUALLY GIFTED

The Academically and/or Intellectually Gifted Program (AIG) provides middle school students with an accelerated and enriched curriculum in both Engish/Language Arts and Mathematics.

In addition to the North Carolina Standard Course of Study (NCSCOS), the AIG Engish/Language Arts classes utilize various strategies and materials that are designed to meet the needs of advanced learners. This includes vocabulary development through the study of Greek and Latin stems and in-depth grammar studies. Literary analysis and writing skills are integrated into a variety of projects and seminars.

The AIG middle school math curriculum accelerates and compacts the middle school NCSCOS into two years. This providesastrongfoundationforAlgebraineighthgrade.Finaldetermination regarding Algebra placement is subject to local guidelines.

HIGH SCHOOL COURSES TAKEN AT MIDDLE SCHOOL

The State Board of Education passed a policy that allows middle school students in grades 6-8 to receive graduation credit for high school level mathematics and second language courses taken in middle school. To receive credit, students must pass the course and score a Level III or IV on any EOC associated with the course, if applicable. The course must conform to the high school course of study and provide 150 hours of instruction. This is effective for middle school students starting in the 2007-08 academic year.


GRADE 6 GRADE 7 GRADE 8

EXPRESSIVE

• Uses language to express individual perspectives

• Narrates an expressive account• Explores expressive materials• Interacts appropriately in group settings by

being attentively and monitoring for one’s own understanding

• Usesreflectiontodescribepersonallearninggrowth

• Uses language to express individual perspectives in response to personal, social, cultural, historical issues

• Narrates an expressive account • Responds and connects to expressive materials• Interacts in group settings by responding

appropriately, offering opinions, and respecting other opinions

• Usesreflectiontoanalyzepersonallearninggrowth

• Uses language to express individual perspectives through analysis of personal, social, cultural, historical issues

• Narrates an expressive account• Analyzes expressive materials• Interacts in group activities/seminars by sharing,

supporting, and clarifying personal responses• Usesreflectiontoevaluatepersonalgrowth

INFORMATIONAL

• Explores and analyzes informational materials• Uses multiple sources to design and develop

informational materials using a variety of sources

• Synthesize and use informational materials • Responds to informational materials• Uses multiple sources to design and develop

informational materials identifying appropriate sources

• Analyzes and evaluates informational materials• Uses multiple sources of print and non-print

information• Explores and creates research products in both

written and presentational forms

ARGUMENTATIVE

• Examines the foundations and uses of argument

• Explores the problem-solution process• Studies arguments that evaluate

• Refinesunderstandingandusesofargument• Explores and analyzes argumentative works by

examining the author’s purpose and stance• Explore, analyze, and use the problem-solution

process• Studies and creates arguments that evaluate

• Continuestorefineuseandunderstandingofargument

• Explores and evaluates argumentative works• Continues to explore and analyze the use of the

problem-solution process• Evaluates and creates arguments that persuade

CRITICAL

• Uses critical thinking skills and creates criteria to evaluate print and non-print materials

• Determines the purpose of the author/creator• Develops (with assistance) and applies criteria

toevaluatequalityofcommunication• Recognizes and develops the stance of a critic

• Usesandrefinescriticalthinkingskillstocreatecriteria to evaluate print and non-print materials

• Analyzes the purpose of the author/creator• Analyzes, develops, and applies appropriate

criteriatoevaluatequalityofcommunication• Develops the stance of a critic

• Continuestorefinecriticalthinkingskillsandcreate criteria to evaluate print and non-print materials

• Analyzes the purpose of the author/creator and the impact of that purpose

• Uses the stance of a critic to construct a critical response

LITERACY

• Interprets and evaluates a wide range of literacy texts

• Increasesfluency,comprehension,andinsightthrough a comprehensive literary program

• Exploring the characteristics of literary genres

• Interprets and evaluates a wide range of literary texts


• Analyzing the characteristics of literary genres

• Interprets and evaluates a wide range of literary texts


• Evaluating the characteristics of literary genres

GRAMMAR/LANGUAGE

• Applies conventions of grammar and language usage

• Demonstrates an understanding of conventional written and spoken expression

• Identifies/editserrorsinspokenandwrittenEnglish


• Models an understanding of conventional written and spoken expression

• Identifies/editserrorsinspokenandwrittenEnglish


• Models an understanding of conventional written and spoken expression

• Continues to identify/ edit errors in spoken and written language

ENGLISH/LANGUAGE ARTS


MATHEMATICS

GRADE 6 GRADE 7 GRADE 8Sixth grade math is taught through five strands:

• Numberanoperation• Measurement• Geometry• Dataanalysisandprobability• Algebra

The major mathematical concepts and skills studied in sixth grade are:

• Negativerationalnumbers• Percent• Transformationinthecoordinateplane• Probability• Equationsandinequalities• Multiplicationanddivisionofnon-negativerational numbers• Studentswillsolverelevantandauthenticproblems using appropriate technology and apply these concepts as well as those developed in earlier years.

Students will maintain the following concepts and skills:

• Additionandsubtractionofnon-negativerational numbers• Numberproperties• Perimeterandarea• Median,modeandrange• Bargraphsandleafplots

Seventh grade math is taught through five strands:


The major mathematical concepts and skills studied in seventh grade are:

• Computationwithrationalnumbers• Ratioandproportion• Factorsandmultiples• Volumeandsurfacearea• Measuresofcentraltendency• Boxplotsandhistograms• Equationsandinequalities• Studentswillsolverelevantandauthenticproblems using appropriate technology and apply these concepts as well as those developed in earlier years.


• NumberProperties• Percent• Probability• Transformationsinthecoordinateplane

Eighth grade math is taught through five strands:


The major mathematical concepts and skills studied in eighth grade are:

• Realnumbers• Linearfunctions• Scatterplots• Slope• Equationsandinequalities• Pythagoreantheorem,indirectmeasurement• Studentswillsolverelevantandauthenticproblems using appropriate technology and apply these concepts as well as those developed in earlier years.


• Ratios,proportionandpercent• Factorsandmultiples• Boxplotsandhistograms• Volumeandsurfacearea


GRADE 6 GRADE 7 GRADE 8Design and conduct investigations to demonstrate anunderstandingofscientificinquiry.

Design and conduct investigations to demonstrate anunderstandingofscientificinquiry.

Design and conduct investigations to demonstrate anunderstandingofscientificinquiry.

Demonstrate an understanding of technological design.



The major concepts and skills studied in sixth grade are:

• Buildanunderstandingofthegeologicalcycles, forces, processes, and agents which shape the lithosphere.• Investigatethecyclingofmatter.• Conductinvestigationstobuildanunderstanding of the solar system.• Conductinvestigationsandexaminemodelsand devices to build an understanding of energy transfer and/or transformation.• Conductinvestigationsandusetechnologiesto understand population dynamics.

The major concepts and skills studied in seventh grade are:

• Investigateanduseinformationsystemstobuild an understanding of atmospheric conditions and weather. • Usemodels,simulations,andappropriate technologies to build an understanding of the human body system.• Conductinvestigationsandutilizeappropriate technologies to build an understanding of heredity and genetics.• Conductinvestigations,usemodels,simulations, and appropriate technologies and information systems to build an understanding of motion and forces.

The major concepts and skills studied in eighth grade are:

• Conductinvestigationsandutilizeappropriate technologies and information systems to build an understanding of the hydrosphere.• Conductinvestigationsandutilizetechnologyand information systems to build an understanding of chemistry.• Conductinvestigationsandutilizeappropriate technologies and information systems to build an understanding of evidence of evolution in organisms and landforms.• Conductinvestigations,usemodels,simulations, and appropriate technologies and information systems to build an understanding of cell theory.• Conductinvestigations,usemodels,simulations, and appropriate technologies and information systems to build an understanding of microbiology.

ThemiddleschoolsciencecomponentoftheStandardCourseofStudyfocusesontheUnifyingConceptsofScienceasidentifiedbythe National Science Education Standards. The unifying concepts and the Strands should be integrated with science content goals and objectives for middle school.

SCIENCE


SOCIAL STUDIES

GRADE 6 GRADE 7 GRADE 8South America and Europe Africa, Asia and Australia North Carolina

Usethefivethemesofgeography. Usethefivethemesofgeography. Analyze important geographic, political, economic and social aspect of life in the region prior to the Revolutionary period.

Assess the relationship between the physical environment and cultural characteristics.

Assess the relationship between the physical environment and cultural characteristics.

Trace causes and affects of the Revolutionary War and asses the impact of major events, problems, and personalities during the constitutional period.

Analyze the impact of interactions between humans and their physical environments.

Analyze the impact of interactions between humans and their physical environments.

Identify key events and evaluate the impact of reform andexpansionduringthefirsthalfofthe19thcentury.

Identifysignificantpatternsinthemovementofpeople,goods and ideas over time and place.

Identify significant patterns in the movement of people,goods and ideas over time and place.

Examine the causes, course, character, and impact of the Civil War and Reconstruction.

Recognize relationships between economic activity and qualityoflife.

Recognize the relationships between economic activity andthequalityoflife.

Evaluate the impact of political, economic, social and technological changes on life from 1870-1930.

Evaluate the varied ways people make decisions about the allocation and use of economic resources.

Evaluate the varied ways people make decisions about the allocation and use of economic resources.

Analyze the changes during the post war periods to the 1970s.

Assess connections between historical events and contemporary issues.

Assess connections between historical event and contemporary issues.

Evaluate the impact of demographic, economic, technological, social and political developments since the 1970s.

Assesstheinfluenceandcontributionsofindividualsandcultural groups.

Assess the influenceandcontributionsof individualsandcultural groups.

Explore examples of and opportunities for active citizenship, past, and present.

Analyze the different forms of government. Analyze the different forms of government.

Compare the rights and civic responsibilities of individuals in political structures.

Compare the rights and civic responsibilities of individuals in political structures.

Recognize the common characteristics of different cultures. Recognize the common characteristics of different cultures.

Assess the influenceofmajor religions,ethicalbeliefs,and values on culture.

Assesstheinfluenceofmajorreligions,ethicalbeliefs,andvalues on cultures.

Describe the historic, economic, and cultural connections among North Carolina, the United States.

Describe the historic, economic, and cultural connections among North Carolina, the United States.


HEALTHFUL LIVING/PHYSICAL EDUCATION


Focus Areas:

• Decision making• Assertive refusal and negotiation skills• Manipulativeskillsthatimpactthequalityof

movement patterns• Dietary Guidelines for Americans• Relationship between food consumption,

physical activity levels, and body weight• Social and physical consequences of

alcohol, tobacco, and other drug use• Appreciation for creative aspects of skilled

performance in school, home and community• Setting realistic physical activity goals and a

plan to obtain them• Resolving interpersonal conflicts in a non-

combative way

Focus Areas:

• Stress management• Media literacy• BasicFirstAidandinjuryprevention• Healthy vs. unhealthy relationships• Weight management• Social, emotional, physical, and economic

consequences of alcohol, tobacco, andother drug use

• Demonstrate a more advanced level of competency in manipulative skills that impactthequalityofmovementpatterns

• Utilize strategy development for improved personalfitness

Focus Areas:

• Fadsaffectonhealth• Heimlich maneuver and CPR• Media literacy• Signs and symptoms of depression• Balancing caloric intake with expenditure• Eating disorders• Performance enhancing drugs• Effects of drugs and alcohol• Work out at a vigorous exercise rate for 60

minutes daily• Utilize technology to research personal

wellness• Advance skill in team, individual, or dual

ativities, including dance• Knowledge for a safe environment to

participate in physical activity

Inthe21stCentury,theimportanceandvalueofqualityphysicaleducationandpersonalfitnessisbeingrecognizedasneverbefore.This growing awareness is accompanied with the knowledge that childhood is the time to begin the development of active and healthy lifestyles. In recent years, a growing body of research, theory, and practical experience has sharpened our understanding of the beneficialaspectsofourPhysicalEducationprogramsandthoseaspectsthatarecounterproductive.


ARTS EDUCATION

THEATER ARTS MUSIC EDUCATION VISUAL ARTS The student will:

• Write based on personal experience and heritage, imagination, literature, and history.

• Act by interacting in improvisations and assuming roles.

• Design and produce theatre by conceptualizing and realizing artistic interpretations for informal or formal production.

• Direct through planning and presenting informal or formal productions.

• Research by finding informationto support informal or formal productions.

• Compare and integrate art forms by analyzing traditional theater, dance, music, visual arts, and new art forms.

• Analyze, critique, and constructmeaning from informal and formal theater, film, television, andelectronic media in the past and present.

The student will:

• Sing, alone and with others, a varied repertoire of music.

• Perform on instruments, alone and with others, a varied repertoire of music.

• Improvise melodies, variations, and accompaniments.

• Compose and arrange music within specificguidelines.

• Read and notate music.• Listen to, analyze, and describe music.• Evaluate music and music performances.• Understand relationships between

music, the other arts, and disciplines outside the arts.

• Understand music in relation to history and culture.

• Demonstrate the ability to make informed decisions as a consumer of music.

The student will:

• Develop critical and creative thinking skills and perceptual awareness necessary for understanding and producing art.

• Develop skills necessary for understanding and applying media, techniques, andprocesses.

• Organize the components of a work into a cohesive whole through knowledge of organizational principles of design and art elements.

• Choose and evaluate a range of subject matter and ideas to communicate intended meaning in artworks.

• Understand the visual arts in relation to history and cultures.

• Reflect upon and assess thecharacteristics and merits of their work and the work of others.

• Perceive connections between visual arts and other disciplines.

• Develop an awareness of art as an avocation and profession.

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Althougheachprogramisdesignedforindividualgradelevels,itisimportanttorememberthatallstudentsdonotfitintoneatlyprescribedcategoriesoflearning.Therefore,studentsshouldbeindividuallyassessedandconsequentlypresentedwithappropriateartopportunities.


CAREER DEVELOPMENT PROGRAMCareer development is a lifelong process by which individuals develop and refine their self-identity as it relates to life andemployment decisions. Middle school students have reached a critical age where they can explore career decision making and develop future educational plans. Career development experiences for middle grades students are designed to be exploratory in nature and do not develop specific skills. The mission of the MiddleGrades Career Development Program is to allow all students to participate in activities designed to explore career decisions so that they are more prepared to make wise decisions about future career goal choices in high school and beyond.

As a participant in the Middle Grades Career Development Program, the student will:

• Explore self-awareness.• Use computers and technology.• Learn sources of up-to-date career information.• Complete career interest inventories, a learning styles

assessment, and other assessments relating to career decisions.

• Participate in hands-on career exploration activities.• Be aware of employment training opportunities available in

and beyond high school.• Be familiar with employment opportunities available in Union

County and surrounding geographic areas.• Develop a four-year plan outlining tentative courses to take in

high school.

Beginning in middle school, students will have the opportunity to registerwithCFNC.org. This sitewill allow students to planfor college and careers. High School Career Development Coordinators, Career Technology Education Teachers, academic teachers and/or counselors will work to help students to develop a qualityeducationplan.


COMPUTER TECHNOLOGY SKILLS

Thecomputertechnologyskillscurriculumidentifiestheessentialknowledge and skills that all students need to be active, lifelong learners in a technology intensive environment. Technology is undergoing rapid change, and new and improved technological advances appear almost daily. The curriculum is designed to form the foundation for continuous learning and to be applicable to ever-changinginnovations.Tobecometechnologicallyproficient,the student must develop the skills over time, through integrated activities in all content areas, rather than through one specificcourse. These skills are necessary for all students and will be introducedandrefinedcollaborativelybyallteachersasanintegralpart of the learning process.

The learner will:• UNDERSTAND important issues of a technology-based society

and will EXHIBIT ethical behavior in the use of computer and other technologies.

• DEMONSTRATE knowledge and skills in the use of computer and other technologies.

• USE a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.

FocusareasforGrades6-8:• Responsible and safe use of online resources• UsingCopyrightandFairUseGuidelines• Refiningapplicationskillsincludingword processing,multimedia, databases and spreadsheets• Locating and retrieving information from the internet and online databases• Evaluating resources and information for accuracy and usefulness• Selecting and using a variety of technological tools to develop projects in content areas

Special Note: The North Carolina Computer Competency Test is firstadministeredduring8thGrade.Studentsarerequiredtopassthis test in order to be eligible to receive a high school diploma from North Carolina.


Don’t take things personally.

Although he or she may not say so often, your young adolescent loves and admires you.

Parent Tips


INFORMATION SKILLS

In order for today’s students to function in the 21st century, they mustbeabletoacquire,evaluate,anduseinformationeffectively.Information Literacy Skills emphasizes the problem solving, critical and creative thinking, decision making, and cooperative learning that prepare students for the challenges in society.

Thecurriculumismorethanlessonstobetaughtatafixedtime.It offers the wider window of opportunity to connect learning with meaningful experiences. In collaboration with all classroom teachers, the library media coordinator focuses on student involvement, activity and action. Through the integration of process and content, today’s learners will be better educated to live in a democratic society.

The learner will:

• EXPLORE sources and formats for reading, listening, and viewing purposes.

• IDENTIFY and USE criteria for excellence to evaluate information and formats.

• RELATE ideas and information to life experiences.• EXPLORE and USE research processes to meet information

needs.• COMMUNICATE reading, listening, and viewing experiences.


SECOND LANGUAGES

The Chinese and French middle school programs are Beginning Language Programs that are exploratory in nature at grade 6. They are Beginning or Continuing in grades 7 and 8. These languages are offered based on level of interest.

The Spanish Program at the middle school is a Continuing PrograminasequencewhichbuildsonpreviousstudyofSpanishand its cultures as initiated in the elementary grades.

High School Level One is available for graduation credit at some middle schools.

The stated goals and objectives of the Beginning and Continuing Programsmaybemodifiedtoaccommodateschedulingvarianceand students’ previous knowledge. All three programs (Beginning, Continuous, and High School Level One) enable students to perform the most basic functions of the language and to become familiar with some elements of its culture. The emphasis is placed on the development of the four skills (listening, speaking, reading, and writing) with special attention given to the listening and speaking skills firstwithin agiven context extending outside of the classroom setting when possible. The context focuses on the adolescents’ lives, needs, and experiences and includes an exposure to everyday customs and lifestyles. Grammar is integrated throughout and is selected according to the language needs (functions).

A general introduction to the culture, its products (e.g., songs, games, foods), perspectives (e.g., attitudes, values, beliefs), and practices (patterns of social interaction) is integrated into all instruction.Studentsacquiresomeinsightintohowlanguagesandcultures work by comparing the target language and culture(s) to their own. Integration of other disciplines is on-going throughout instruction. The three programs vary as to the depth and duration of study as well as the starting point.

The learner will:

• ENGAGE in conversation and exchange information and opinions orally and in writing in the target language.

• UNDERSTAND and interpret written and spoken language on a variety of topics in the target language.

• PRESENT information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language.

• GAIN knowledge and demonstrate understanding of the relationship among practices, products, and perspectives, of cultures other than his/her own.

• DEVELOP insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others.

• ACQUIRE, reinforce, and further his/her knowledge of other disciplines through the foreign language.

• USE language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment.


HONOR ORGANIZATIONS GUIDELINESThe following guidelines were mutually developed by representatives of each middle school in order to provide a degree of consistency among the schools:

1. The honor organization at the middle school, whether National Junior Beta Club or National Junior Honor Society, is considered a service and leadership club or group. Entrance is based on high academic achievement and outstanding citizenship and character.

2. Affiliation:MiddleschoolsmayaffiliatewiththeNationalJuniorBeta Club and/or the National Junior Honor Society.

3. Seventh and eighth grade students may be considered for membership into the NJHS/NJBC.

4. Math, science, social studies, language arts, and health/physical education are to be included in determining grade averages for membership into either club. A minimum average of92.00isrequiredforentranceintotheNationalJuniorHonorSociety and minimum of 92.00 for the National Junior Beta Club. This minimum of 92.00 must be in grade-level, or above, classes. A student’s discipline record will also be considered for membership eligibility.

5. Induction into National Honor Society or Beta Club:

Grade 6:• No induction

Grade 7:• After 5th six weeks grading period using grades from 7th

grade only

Grade 8:• After 3rd six weeks grading period using grades from 8th

grade plus grades from 7th grade.* *7th grade final report card grades counted twice, 8th grade semester grades counted once

6. Conduct for all inductees:

• No more than one “N” in any subject• No “U” in any subject from time of entry in 7th grade

7. Any member whose average on any individual reporting period falls below 92.00 in National Junior Honor Society or in National Junior Beta Club for any grading period will be on probation for one grading period. A member may be on probation only once. If the grades are not brought up to meet the requirements during probationary grading, the memberwill be automatically dismissed. Any student with a discipline referral resulting in ISS (in school suspension) or 1 (one) day of OSS (out of school suspension) will be placed on probation for the current school year. Any additional assignment to ISS or more than one day of OSS during the current school year will result in immediate and permanent dismissal. Once inducted, thefirst“N”onconductinanysubjectresultsinprobation.Thesecond“N”inanysubjectresultsindismissal.Thefirst“U”onconduct results in dismissal. A member who is on probation may attend meetings, but may not vote or participate in club activities. Students dismissed will not be eligible to return.


HONOR ROLL GUIDELINESAll classes, including cultural arts and Health/PE, will count toward honor roll. To be on the “A” Honor Roll, a student must have all A’s on their report card for the grading period.

To be on the “A-B” Honor Roll, a student must have all A’s and B’s on their report card for the grading period. A minimum of one A is requiredforthe“A-B”HonorRoll.

The Middle Years It’s not easy…Teaching the kids in the middle…They’re so headstrong,they know it all.They’ve forgotten how to walk.They’ve remembered how to cry.They’re grown-up one day,a child the next.They hate the way they look.They hate the way you look at them.They hate their name.They have little respect for anyone or anything.

They’re hard.They’re hard to love...They’re hard to teach…They’re hard to understand…They’re hard.

Help me remember,There’s only one thing harder thanteaching the kid in the middle… Being one!

-David PuckettReflections From a Teacher’s Heart


STUDENT ACCOUNTABILITY STANDARDSOVERVIEW OF MIDDLE SCHOOL STANDARDIZED TESTING


InView TestReading EOG Test

Math EOG Test

Writing TestReading EOG Test

Math EOG Test

Computer TestReading EOG Test

Math EOG TestScience EOG Test

Algebra/GeometryEOCTest(specificstudentsonly)

PROMOTION/RETENTION OF STUDENTS

Tobepromotedtothenextgrade,middleschoolstudentsmustdemonstrategradelevelproficiencybyscoringaLevelIIIoraboveonEOGsinreadingandmath.Local standards state that students must also pass English/Language Arts and Mathematics. In addition to English/Language Arts and Mathematics, the student must also pass one (1) of these three subjects – Science, Social Studies, and Health/Physical Education.

RE-TEST OPTIONS

ForstudentswhodonotmeetEOGrequirements,theStudentAccountabilityStandardsincludeproceduresforre-testing,aswellasaformalreviewprocess.Parentswillbeinformedinwritingthatastudenthasnotmetthestandardsforpromotion.Withparentalpermission,asecondEOGtestwillbeadministered.Forstudents not meeting the standards after the second test, a third test will be administered with parental permission near the end of summer school.

SPECIAL NEEDS STUDENTS

Thepolicyalsoprovidesspecialexemptions forsomestudentswithdisabilitiesorwhohave limitedEnglishproficiency. Althoughexempted, thesestudentswillcontinuetobechallengedthroughtargetedcurriculumwiththeirprogressevaluatedthroughalternativeassessments.Eventually,limitedEnglishproficientstudentsmustmeetthesamerequirementsasotherhighschoolstudentsinordertoreceivetheirdiploma.

INTERVENTION STRATEGIES

Students not meeting the EOG standards or those at risk of not meeting the standards will be provided focused interventions. A Personalized Education Plan (PEP)willbedevelopedforallstudentsnotmeetingthestandards.Focusedinterventionstrategies,suchasextendedschooldayprograms(afterschooland/orSaturday academies), tutorial sessions, intensive parental involvement, special homework assignments, within-class grouping, multi-age grouping, and reduced class size, are some of the intervention strategies that might be used by a school.

EOG – End-of-Grade EOC – End-of-Course


SPECIAL PURPOSE HIGH SCHOOLS

CENTRAL ACADEMY OF TECHNOLOGY AND ARTS

Central Academy of Technology and Arts (CATA), Union County’s first magnet-based high school, offers focusedcurriculum in the fields of pre-engineering, informationsystems, medical sciences, performing arts, teacher preparation, and transportation systems. Regular academics, such as English, mathematics, sciences, social studies, and second language, are integrated with the technology curriculum.Instructionincludeshigh-techconceptsrequiredin today’s international market by the most progressive businesses in America and abroad.

More information and the application process for eighth graders interested in attending this high school can be found at http://cata.ucps.k12.nc.us

UNION COUNTY EARLY COLLEGE

Union County Early College is a non-traditional public high school offeredthroughtheNewSchoolsProjectandtheGovernor’soffice.EarlyCollege isafiveyearprogram (grades9-13)whichoffersstudents the opportunity to earn a high school diploma as well as an associate degree in college at no cost to the student. Limited enrollment, smaller class size, and supportive teacher relationships inspire and help students succeed in becoming college ready through the challenging high school curriculum. Each year, rising ninth grade students can apply for consideration for admission. Students must live in Union County, be performing on grade level, readytoworkhardandtakedifficultcourseswithteacherhelp,andbe ready to make new friends from all other middle schools. Eighth grade students will be informed of the application process through thecounselorsatthemiddleschools.Formoreinformationvisitthe website at http://ucec.usps.k12.nc.us

Do you see me when you look at our faces?

Am I just part of the crowd?Do you even know my name?

Did you notice:

I typed my book report?I bought a binder for my lab work?I smile during your class?

I look for any sign of recognition.A good grade is okay, but a personal comment makes my day.

- Robert Ricken

The Middle School Years: Love Me When I’m Most Unlovable


CHARACTERISTICS OF THE MIDDLE SCHOOL STUDENT

INTELLECTUAL DEVELOPMENT

PHYSICALDEVELOPMENT

PSYCHOLOGICALDEVELOPMENT

SOCIALDEVELOPMENT

MORAL AND ETHICAL DEVELOPMENT

• Are intensely curious

• Facedecisionsthatmayaffect long term academic values

• Argue to convince

• Rate personal concerns 1st and academics 2nd

• Begin as concrete thinkers, then move to abstract thinkers

• Exhibit unorganized behavior

• Prefer engaging activities for learning

• Are concerned about their physical appearance

• Experiencefluctuationsinmetabolism causing extreme restlessness and listlessness

• Develop physically at different rates- girls develop earlier than boys

• Have poor levels of endurance, strength,andflexibilityandlackphysical health

• Consume large amounts of improper foods

• Are optimistic and hopeful

• Exhibit erratic emotions and behavior

• Are moody and restless; often feel self-conscious, lack self-esteem

• Are easily offended and sensitive to criticism

• Search for adult acceptance

• Take sarcasm at face value, yet heartless in their own comments

• Seek peer approval & acceptance

• Torn between desire for independence & desire to please

• Show rebellious behaviors toward parents, but are dependent on parental values

• Use peers and media role models as sources for standards of behavior

• Have a strong sense of fairness in human relationships

• Facehardmoralandethicalquestionsforwhichthey are unprepared to cope

• Are dependant on home and church for moral and ethical choices

• Ask broad unanswerable questionsaboutlife

Adapted from National Middle School Association

Am I an adult or child?

I’m allowed to watch the house for a little while, but never for a weekend.

At the movies, I pay adult prices;

However,I’mnotallowedtoseeR-ratedfilms.

I ask again, “Is a teenager an adult or child?”

- Robert RickenThe Middle School Years: Love Me When I’m Most Unlovable


TIPS FOR PARENTSWHAT’S BEST FOR KIDS?

The first tip is thinking ahead... One of our best tools as parents is being prepared. As your son or daughter gets to the middle school years, get ready foratleastoccasionalconflicts.Thinkthroughwhatistrulyimportanttoyou.Is the youngster’s hairstyle as important as homework? Isn’t curfew more of a concern than crabbiness? Obviously, dawdling is a lot easier to accept than drugs. As these give-and-take situations start, know ahead of time what areas you are willing to negotiate and what areas are absolutes.

Break down big chores into small parts. Sometimes young people feel overwhelmed by tasks, especially those they’ve let go for a long time. A disastrous bedroom, twenty-three overdue math assignments, a long-term project that’s “suddenly” due in a few days (or hours!); all of these cause the preadolescent to choose to give up rather than get started.

Help your child by setting up smaller goals: clean off your bed; get fiveassignmentsdonetonight;assemblethematerialsfortheproject.Preadolescents have trouble structuring tasks so that they are more approachable. In an even and off-hand way, we can help them in this.

Encourage your middle schooler to keep a daily list (weekly is too much) with a few things on it to be done that day. It may be necessary to assign a specifictimetoeachtask.Whenthetaskiscompleted,drawalinethroughitto show accomplishment.

Don’t hesitate to remind your middle schooler about appointments and due dates. Trytothinkaheadaboutmaterialsrequiredforaproject(unlessyou look forward to late-evening visits to K-Mart). This will not last forever. When this same child was learning to walk, we held his or her hands and made the path smooth. Now he or she is learning to take on a tremendous assortmentoflife-tasksandchanges;hand-holding(butnotthefirm,physicalgrip previously necessary) is needed for about a year or so as your middle schooler gets started on the road to being a responsible adult.

Be willing to listen — but don’t poke or pry. Kids this age value independence and often seem secretive. Keeping to themselves is part of the separateness they are trying to create. Let them know you’d love to help them, but don’t push them into a defensive position.

If your child is in the midst of a longtime friendship that is falling apart, the best thing you can do is stand by and be a good listener. It is devastating for us to see our children hurting, but taking sides or intervening is not appropriate, nor will it help. Preadolescents do survive these hurts, especially if they know we are there to listen to their pain.

Friends are people who accept us as we are. They listen, they don’t needlessly criticize, they back us up when we’re right and pick us up when we’re down. Be a friend to your middle schooler; some days kids feel you’re the only one they have.

All friendships have ups and downs. Children need to learn that being “best friends” isn’t always smooth sailing. People have differences of opinion and even get angry, but they still care for each other. This is what’s going on when we get involved in those “I-hate-her-she-is-so-stuck-up-and-how-could-she-do-this-to-me” conversations. As parents we must help our kids see that one problem doesn’t ruin a relationship, but stubbornness might. Middle schoolers have a lot of spats and falling outs, but often the friends are back together again in a short time.

When reprimanding, deal only with the precise problem, don’t bring in other issues. “The trash is still here, and I want it out, now,” is better than, “You are so lazy! I told you to take that trash out two hours ago and it’s still here! You’d live in a pigsty, wouldn’t you? Well, you aren’t the only one in this house, you know...”

If the issue is minor, keep things light.Theshoesonthefloor,thewettowelon the bed, the carton left open; these are maddening, perhaps, but not earth-shattering. Call attention to them in a humorous way, so your middle-schooler knows you want action but you aren’t being punitive. “Either the cat’s smarter than I thought or you left the milk carton open on the counter. One of you please put it back before it spoils.”

Don’t use power unless it’s urgent. Parents have the ultimate power, and kids know it. We don’t have to “prove” it to them at every turn. Save your strength for those really important issues you’ve decided are non-negotiable. Eventually kids are going to possess power of their own, and we want them to be able to use it wisely.Used with permission from National Middle School Association, www.nmsa.org

Notes

www.ucps.k12.nc.us

PRINCIPALSMs. Laurel HealyCuthbertson704-296-0107

Mr. Kevin PlueEast Union704-290-1540

Dr. Tom BullaMarvin Ridge704-290-1510

Mr. Montrio BeltonMonroe704-296-3120

Ms. Kim ChinnisParkwood704-764-2910

Dr. Mary EllisDeputy Superintendent for Instruction704-296-1002

Dr. John Jones Director of Middle School Education704-296-0833

Middle School Directory

400 North Church Street Monroe, NC 28112Phone 704.296.0833 Fax 704.283.8419 www.ucps.k12.nc.usmsct.ucps.k12.nc.us

Materials provided by:Middle School Education Department

Layout and Design provided by:UCPS Communications Office

In compliance with federal law, UCPS administers all educational programs, employment activities and admissions without discrimination against any person on the basis of gender, race, color, religion, national origin, age or disability.

Ms. Anne RadkePiedmont 704-753-2840

Mr. Tim ConnerPorter Ridge704-225-7555

Mr. Barry RossSouth Providence 704-290-1580

Ms. Blaire TraywickSun Valley704-296-3009

Mr. Steve WrayWeddington704-814-9772

Union County Board of Education

Dr. Ed Davis, Superintendent

Dean Arp, Jr., Chairman

John Collins, Vice-Chairman

John Crowder

David Scholl

Kimberly Morrison-Hansley

Carolyn J. Lowder

John Parker

Laura Minsk

Richard Weiner

Middle School Education

Documents

The UCPS Middle School Curriculum Guide