[Long Range Plan]An ADEPT assignment. This document contains specific information for each class seen during Spring 2016 Semester Internship B. Included: academic year, gender, demographics, demeanor and other interest and learning styles.

2016

University of South Carolina

Katy Menne

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Table of Contents

Introduction……………………………………………………………………………..…………2

Section I: Student Information……………………………………………………….……………3

Early Bird: AP US Government…………………………………………………………..7

2nd Period: Law Education II…………………………..………………………………….8

3rd Period: AP US Government………………………………...……………...…………10

4th Period: Law Education II……………………….…………………………………….12

5th Period: US Government………………………………………………………………15

6th Period: Law Education II……………………….…………………………………….17

Section II: Learning and Developmental Goal…………….…………………………………….19

Section III: Instructional Units with Sequence…………………………………………………..21

Section IV: Assessment Data…………..………………….……………………………………..24

Section V: Classroom Management Plan…………………………………………..……………28

Conclusion…………………………………………………………………………….…………30

Appendix A………………………………………………………………………………………31

Appendix B………………………………………………………………………………………32

Early Bird: Survey Results………………………………………………………………32

2nd Period: Survey Results………………………………………………………….…...33

3rd Period: Survey Results………………………………………………………………35

4th Period: Survey Results………………………………………………………………36

5th Period: Survey Results………………………………………………………………38

6th Period: Survey Results………………………………………………………………39

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Introduction

Enclosed in this document will be the demographic make-up of each class observed this semester. Following visuals and written explanations, I will discuss the general demeanor of each class. The combination of students in different class periods creates a dynamic that is vastly different than any other period seen throughout the day. Not every class, but most, has at least one student with an IEP or 504. The accommodations follow the anonymous student of the class. Most are not very strenuous accommodations so it is easy to work those into the classroom setting.

After each class is broken down with the above information, I will briefly discuss the standards used for each class. Law Education II has no state standards so the only standards listed in Section 2 are for Government.

Section 3 is made up of the scope and sequence of the class with the associated textbook reading assignments. With both textbooks being old editions, I am using internet websites in the units I am instructing. These are not listed below due to length concerns.

The assessments given in each class are the same, as well as the grading scale used. Quarter and semester grades are listed via chart for easy reading. Following the class specific assessments are the school wide assessments, as well as district and state wide. These visuals help paint a well-rounded picture of Ridgeview and Richland 2. The classes seen during this internship are of all years so these students are not only concerned with class tests but also standardized tests to track knowledge and to help gain entrance into college. Teachers must take into account aspects outside of their classroom when looking at class grades.

My coaching teacher’s classroom management is merged with school and district policies in Section 5. While it may look like a lot of rules when written out on paper, they merge seamlessly to create an inclusive learning environment set up for success.

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Section I: Student Information

Ridgeview as a whole has a student body population of 1,363 according to Ridgeview’s Enrollment Summary Run on February 1st, 2016. The charts below will give some insight into Ridgeview’s make-up as a whole.

MaleFemale

0

50

100

150

200

250

183 201

192

164

157

153

134179

Academic Year and Gender

Freshman

Sophomore

Junior

Senior

Figure 1-A

49%51%

Gender

MaleFemale

Figure 1-B

1069

156

6642

21 5 3 1

Demographics

African American

White

Hispanic

2+ Races

Asian

Pacific Islander

Native American

Unclassified

Figure 1-C

As the charts depict, Ridgeview is a very diverse school with students spread across the board when it comes to demographics. The demographic makeup of the school is primarily African-American, however, every race is represented. American Indian, Alaskan Natives, Hawaiian Native and Pacific Islander only make up less than a hundredth of a percent overall, with Asians, Hispanics and those claiming two or more races only making up just less than a tenth of a percent. Intriguingly though, the gender is divided directly down the middle.

The gender chart directly above shows how evenly the school is split; only giving females a slight majority. In the first chart, there is a breakdown of gender based on grade level. As you can see, the freshman and senior classes have a greater number of females than the sophomore and junior classes.

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The following figures (Figure 1-D-F) give further background to the environment of Richland School District 2 over the last 5 years. These provide a better feel for the culture of the school.

2010-11

2011-12

2012-13

2013-14

38.00% 40.00% 42.00% 44.00% 46.00% 48.00% 50.00%

Students on Free/Reduced Lunch

Free/Reduced Lunch

Figure 1-D

2009-10 2010-11 2011-12 2012-13 2013-140.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

Percentage of Students Enrolled by Subgroup

ESOL

Special ED

Figure 1-E

2009-10 2010-11 2011-12 2012-13 2013-140.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Percentage of Students Passing the EOC

Algebra 1

English 1

Biology 1

US History

Figure 1-F

Figure 1-F

The figures show the trend that more students are on free and reduced lunch now than there were in prior years. The data on ESOL and Special Education students has remained constant over the last number of years. End-of-Course exams have minor variations. US History has seen a decent jump up on scores.

Ridge View does not exactly mirror Richland School District 2, however the trends continue in Ridge View that are seen at the district level.

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59%26%

8%

3% 4%

Richland School District 2 Demographics

African AmericanWhiteHispanicAsianOther

Figure 1-G

For easy reference, below you will find a map of South Carolina and where Richland School District 2 falls. The next map is the rough attendance zones for each of the high schools in Richland 2. Knowing the location of the schools help to create a well-rounded understanding of what is going into each school. The demographics of the school mirror the demographics of the area that the school resides in.

Figure 1-H

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Knowing that Ridge View is between a more rural area of Blythewood and a congested area of Columbia is important to understanding your students. Some students may live out of the city and in a rural community while others may be closer to a busy suburb of Columbia. No two students see the exact same home life. Knowing that our students are coming from all over helps to understand when a bus is late or there was bad traffic due to extenuating circumstances. The main road to Ridge View is a one lane each way road (Hard Scrabble). It gets backed up very easily. The teachers have to drive the same route so we understand what they are encountering. We also know where accidents tend to happen. This especially helped back in October, 2015 with the massive flooding Columbia endured. We knew what roads were little back road streets that collapsed so the teachers knew some people were stranded at home. While this occurred in Internship A, the sentiment remains the same.

1 Figures 1-H and 1-I are property of Caitlin Menne. Created using ArcGIS online.

Figure 1-I

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Early Bird:

The early class is an Advanced Placement US Government class with 23 total students. The demographic makeup of the class can be seen in the chart below. This class is one of the more diverse groups of students that I see all day.

9

5

5

3

1

Early Bird AP Government Race and Gender Demographics

Black Female Black Male

White Female White Male

Hispanic Female

Figure 1.1-A

35%

65%

EB Gender

MaleFemale

Figure 1.1-B

This class is an Advanced Placement Government class which starts at 7:35 AM and is made up of only seniors. These two factors make for a more subdued environment. The class is set up as a primarily lecture based class with regular worksheets given as knowledge check ins. This class is not all that talkative so when it comes time for class discussions, they tend to be tame.

Half of the class is interested in sports but only a quarter are currently involved in a sport. Just under half of the students enjoy exercise. Most of the students are interested in music and movies as well. Only a handful of students are interested in reading and school in general. Very few are interested in dance or video games. Most importantly all these students have internet access at home, plan on graduating in June as well as attend college in the fall.

Not surprisingly, these students cite actively doing something is the best way they learn. Kinesthetic learning has vast research backing the benefits for students and people alike. The same number of students cited listening to other people talking (lecture) is the best way they learn. Only a few students cite watching videos or reading a book as the best way they learn.

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On the flip side, students cite when they have trouble in class. There are almost equal numbers of students who struggle with silence and with lots of talking. Only a couple struggle when class is video based, however, a decent number struggle when class is solely note based. 2

IEP/504: Only one student in this Early Bird class has a 504

Student 1: 504 for Autism- Three daily accommodations---- Not required to speak/present in front of the class---- Teacher is to be aware that students should be respectful of all other students---- Parental contact and updates- One testing accommodation. ---- Preferential seating---- Extended time

2 Of the 23 students, 13 responded to my survey as of March 8th. Data is self-reported.

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2 nd Period:

The second period class is quite a different story from Early Bird. There are 26 total students ranging across all grade levels. A specific demographic makeup can be seen in the chart below followed by the academic year of the students in the class.

6

10

1

1

2

11

2nd Period Law Education II Race and Gender Demographics

Black FemaleBlack MaleWhite FemaleWhite MaleHispanic FemaleHispanic MaleAsian Male

Figure 1.2-A

59%

41%

2nd Period Gender

MaleFemale

Figure 1.2-B

0

2

4

6

8

10

12

14

16

18

2nd Period Academic Years

FreshmanSophomoreJuniorSenior

Figure 1.2-C

The gender divide in this class does not match the overall school breakdown. This class is more heavily male than female. The overall demeanor of the class is quiet however there is a small cluster of men that can become talkative. Since there are fewer females, and typically females are more talkative, could help explain why overall the class is quieter.

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There are parts of this class that are talkative and parts that rarely talk. One corner of the class tends to answer questions and participate in class discussions. There are some side conversations occurring while the lecture is taking place however they are able to straighten themselves out and get back on task. When they are unable to do so I correct them and they quiet down. According to the survey I sent them early in the semester, many students cited a lot of talking as the main reason they struggle in class. It is because of those answers that I closely monitor the side conversations.

Just under half of the class is interested in sports but only about a quarter are currently involved in a sport. Under a quarter of the class enjoys exercise. Not surprisingly, most of the students are interested in music and movies. Nearly every student that responded to the survey cited music and movies. Only a handful of students are interested in reading and school in general. Very few are interested in dance or video games. Most importantly all these students have internet access at home, plan on graduating in June as well as attend college in the fall.

Not surprisingly, these students cite actively doing something is the best way they learn. Kinesthetic learning has vast research backing the benefits for students and people alike. Slitely less number of students cited listening to other people talking (lecture) is the best way they learn. Only a few students cite reading a book as the best way they learn, while a quarter of the class says watching a video helps them learn.

On the flip side, students cite when they have trouble in class. There is an overwhelming majority of students who struggle when there is a lot of talking in class. Only a couple struggle when class is completely silent. A small number cite notes or video based classes as the time when they struggle the most.

IEP/504: There are two students who need accommodations.

Student 1: 504 for absence seizures - Allowed extra time - Redirection to check if this student is on task

Student 2: Individual Education Plan (IEP)- Provided notes when requested- Request to see a counselor when overwhelmed or anxious- Granted extra time on assignments- Teachers are to check for understanding - Bi-Weekly meetings with a counselor- Small group setting for quizzes and exams

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3 rd Period:

This is the other Advanced Placement US Government class. There are 20 total students, all of which are seniors. The demographic breakdown of this class is seen in the chart below. This class is one of the more diverse classes seen during the day.

11

4

1

1

21

3rd Period AP Government Race and Gender Demographics

Black Female Black Male

White Female Hispanic Male

Hispanic Female Asian Female

Figure 1.3-A

25%

75%

3rd Period Gender

MaleFemale

Figure 1.3-B

Much different than the Early Bird AP class, this class is very talkative. They have a lot of side conversations and will have outbursts throughout the class period. The vast majority of the class gets along. Many of them are friends or work together outside of school. While they can get themselves off topic, they get their work done and participate in class. For the most part, students participate and it is not just the same few students answering questions. There are very few students who never speak.

Half of the class is interested in sports but only a few are currently involved in a sport. Just under half of the students enjoy exercise. Almost all of the students who responded to the survey I sent cited music and movies as one of their interests. Different than the other classes this semester, this class cites a lot more students who are interested in books and school. This being an Advanced Placement course helps explain those high numbers. Very few are interested in dance; however, just under half of the students are interested in video games. Most importantly all these students have internet access at home, plan on graduating in June as well as attend college in the fall.

Not surprisingly, these students cite actively doing something is the overwhelmingly best way they learn. Kinesthetic learning has vast research backing the benefits for many people. A very close second, is listening to other people talking (lecture) is the best way they learn. Just under half of the students learn best through watching videos and only a few students cite reading a book as the best way they learn.

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On the flip side, students cite when they have trouble in class. The majority of the class has trouble when there is a lot of talking. A quarter of the class cite silence and notes only classes are what they struggle. Only two students say videos are when they struggle the most.

These students are all seniors so many are involved in clubs, sports or hold jobs. Most cite clubs as their main source of time commitment outside of school.3 Many of these students work at the same establishment. A lot of the conversations before, during and after class center around that establishment and work drama.

IEP/504: There are no students with identified action plans in this class period.

3 Charts showing survey responses can be found in Appendix A

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4 th Period:

This class is the second of three Law Education II classes. There are 28 total students ranging across all grade levels. A specific demographic makeup can be seen in the chart below followed by the academic year of the students in the class.

13

11

12

1

4th Period Law Education II Race and Gender Demographics

Black Females

Black Males

White Male

Hispanic Female

Native American

Figure 1.4-A

46%

54%

4th Period Gender

MaleFemale

Figure 1.4-B

0

2

4

6

8

10

12

4th Period Academic Years

FreshmanSophomoreJuniorSenior

Figure 1.4-C

This is by far the most talkative class I see all day. There are 150 different personalities in this class, which makes for good and bad days. For the most part the students interact and participate in class. There are some who prefer to put their heads down and sleep however. On the in class review sheets given thus far in the semester the grades in this class have not been stellar as compared to the other two law classes. The class can get derailed a little with off topic questions. As you will see in the below graph the class is a mixture of grades, some of these questions are genuine curiosity questions and valid and important learning moments for a lot of these kids.

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More students who responded to the survey I sent out were interested in music and movies instead of sports. This is not the trend for any other class that I see. While some play sports currently, most students who responded cited clubs are their min form of out of school time commitments. This class has the most number of students interested in video games and books. A decent number of students are interested in dance and school. This class has the highest number reporting interested in school aside from the AP classes. All but one student of those who took the survey say they have internet access at home. While they all plan on graduating, one does not have plans to attend college.

Not surprisingly, these students cite actively doing something is the best way they learn. The same number of students cited watching videos as the best way they learn. The next best way of learning for this class is listening to other people talking (lecture) is the best way they learn. There is only a difference of one vote that separate actively doing something and watching video with lecture based classes. Only a couple of students cite reading a book as the best way they learn. This class is heavily underclassmen so the fact that most do not want to read makes sense.

On the flip side, students in this class report that when the class is exclusively notes based are the times they struggle in class. There are almost equal numbers of students who struggle with silence and with lots of talking. Only a couple struggle when class is video based. This gender breakdown is closer to how the school is represented as a whole; however there are more females than males so it does not mirror the school exactly.

IEP/504: There are three students with accommodations

Student 1: 504 for Speech & Language - Small group quizzes and exams- 100% Extended time- Preferential Seating closest to the instruction - Student repeats directions to teacher Student 2: 504 for ADHD- Preferential seating near instruction- Parental contact for any unacceptable behavior- Parental contact for upcoming tests, quizzes and projects- Teachers will use non-verbal cues to redirect- 50% extended time on tests and assignments- Small group testingStudent 3: 504 for ADHD- 100% extended time on tests and quizzes

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5 th Period:

This class is the only College Prep US Government class that I see this semester. There are only 15 students in this class, all of which are seniors. This is a fantastic group of students. They get along with peers and the teacher excellently. From the conversations I have had thus far, it appears that all are planning on attending college. While they do get overly talkative and off topic occasionally, they get their work done. A few decide to sleep through some classes however once they started receiving poor grades they have altered that behavior and been more successful.

86

1

5th Period US Government Race and Gender Demographics

Black Male Black Female

Hispanic Male

Figure 1.5-A

40%

60%

5th Period Gender

MaleFemale

Figure 1.5-B

Half of the class is interested in sports but only a quarter are currently involved in a sport. Just under half of the students enjoy exercise. Most of the students are interested in music and movies as well. Only a handful of students are interested in reading and school in general. Very few are interested in dance or video games. Most importantly all these students have internet access at home, plan on graduating in June as well as attend college in the fall.

Not surprisingly, these students cite actively doing something is the best way they learn. Kinesthetic learning has vast research backing the benefits for students and people alike. The same number of students cited listening to other people talking (lecture) is the best way they learn. Only a few students cite watching videos or reading a book as the best way they learn.

On the flip side, students cite when they have trouble in class. There are almost equal numbers of students who struggle with silence and with lots of talking. Only a couple struggle when class is video based, however, a decent number struggle when class is solely note based

IEP/504: There are two students who need accommodations

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Student 1: 504 for Speech- Small group quizzes and test- Oral administration of Assessments- 50% extended time on Quizzes and Tests

Student 2: 504 for OHI (Other Health Impaired- Small group quizzes and test- 50% extended time - Preferential Seating closest to the teacher and instruction

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6 th Period:

This is the third and last Law Education II class of the day. There are 28 students ranging across all grade levels. A specific demographic makeup can be seen in the chart below followed by the academic year of the students in the class.

5

13

3

11

6th Period Law Education II Race and Gender Demographics

Black MaleBlack FemaleWhite Male Hispanic FemaleHispanic Male

Figure 1.6-A

71%

29%

6th Period Gender

MaleFemale

Figure 1.6-B

0

2

4

6

8

10

12

14

6th Period Academic Years

FreshmanSophomoreJuniorSenior

Figure 1.6-C

Second only to Early Bird, this class is the quietest class. They have very little interaction with the instructor throughout the lesson and barely talk even when given the opportunity to talk with their friends. Taking into account that the school day is almost over and it is after lunch, the quiet volume does make a little more sense. This class is the most challenging to teach because no one asks questions. Even with very little questions being asked, this class average is the highest. Nearly everyone received an A or B on the first test, with most of those being 100s.

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IEP/504: There are three students who require accommodations.

Student 1: 504 for Asthma- Allowed to complete classwork at night (1 day) for assignments not completed in class- Preferential seating to minimize distractions- Extended time up to 1 day for tests, quizzes, homework. Up to 3 days for long term projects as long as the student is working towards completion- Teacher monitor to check for understanding- Teacher monitor to redirect off-task behavior- Extended time on testing

Student 2: 504 for Type 1 Diabetes- Unrestricted access to restroom, health room, snacks, and water- Allowed to carry a water bottle at all times- Allowed to carry blood glucose testing equipment, insulin, and allow to test blood glucose when needed- If leaves for diabetic reasons, allow to retest- extended time

Student 3: 504 for Allergies

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Section II: Learning and Developmental Goal

This Long Range Plan covers two subjects within social studies, US Government and Law Education II. The two levels of US Government are also covered within this plan. Only the Government classes have South Carolina state standards. These standards can be found here. US Government standards begin on page 121.

US Government

USG-1: The student will demonstrate an understanding of foundational political theory, concepts, and application.

USG-2: The student will demonstrate an understanding of foundational American political principles and the historical events and philosophical ideas that shaped the development and application of these principles.

USG-3: The student will demonstrate an understanding of the basic organization and function of United States government on the national, state and local levels as outlined in the United States Constitution and the role of federalism in addressing distribution of power.

USG-4: The student will demonstrate an understanding of civil rights and liberties, the role of American citizens in the American political system, and distinctive expressions of American political culture.

Law Education II

There are no State standards for this social studies elective class.

EB and 3 rd Period AP Government:

These classes will provide students with the analytical and interpretive skills to deal critically with the problems facing the government. Students will be able to explain the founding of the national legislature. They will be able to critique voting rights and the validity of interest groups. These classes will analyze how major of a role the media plays in today’s political agenda. Students will not only look in-depth into each branch of the government, but also look into the Federal budget and how taxes actually work.

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5 th Period Government:

This class will provide students with an opportunity to explore the founding of the nation’s government, an in depth look at each branch of the government as well as government in current society. Students will study the presidential election in detail, the election process and the role of The Supreme Court. Students will be able to identify, summarize and chart the powers granted to, and prohibited, Congress to enact. Students will evaluate how well and quickly the government can take action.

2 nd , 4 th , and 6 th Period Law Education II:

These classes will provide students with an opportunity to explore the courtroom trial process as a whole and specific to South Carolina. Students will explain the purpose of punishment and critique and debate options for punishment and sentencing. Students will analyze the requirements to invoke the death penalty. Students will summarize marriage and divorce in South Carolina. Students will create a plan to sue someone.

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Section III: Instructional Units- Scope and Sequence

All three Law classes use the same scope and sequence pacing guide created by the classroom teacher. Since there are two levels of Government, AP and CP, they use separate scope and sequence guides. This is due to one class being a college credit class, AP, and the other being a high school credit class only, CP. The AP class is also yearlong, while the CP class is only for the spring semester.

5 th Period: US Government- CP

Introduction and Textbook IssueUnit 1: Voting, Political Parties and Elections 4-5 Weeks Chapter 5: Political Parties Chapter 6: Voters and Voter Behavior Chapter 7: The Electoral ProcessUnit 2: Article I: Legislative Branch (US Congress) 4 Weeks Chapter 10: Congress Chapter 11: Powers of Congress Chapter 12: Congress in ActionUnit 3: Article II: Executive Branch (The Presidency) 4 Weeks Chapter 13: The Presidency Chapter 14: The Presidency in Action Unit 4: Article III: Judicial Branch (Federal Courts) 2 Weeks Chapter 18: The Federal Court SystemExam Review & Final Exam 2-3 Weeks

1 st and 3 rd Period: AP US Government (year-long course)

Semester 1: Fall 2015Course Introduction, Overview, textbook issueUnit 1: Introduction to American Government 1 Week

Wilson- Ch. 1; MacGruders- Ch. 1Unit 2: Creating the US Constitution (Foundations) 1-2 Weeks

Wilson- Ch. 2; MacGruders- Ch. 2-3Unit 3: Federalism: Federal and State Relations 2 Weeks Wilson- Ch. 3; MacGruders- Ch. 4Unit 4: Public Opinion and Political Ideology 2 Weeks Wilson- Ch. 5; MacGruders- Ch. 8 S. 1 & 2 onlyUnit 5: Political Parties in America 2 Weeks Wilson- Ch. 7; MacGruders- Ch. 5Unit 6: Political Participation and Voting 2-3 Weeks

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Wilson- Ch. 6; MacGruders- Ch. 6Unit 7: Elections and Campaigns 2 Weeks Wilson- Ch. 8; MacGruders- Ch. 7Unit 8: Interest Groups 2 Weeks Wilson- Ch. 9; MacGruders- Ch. 9Unit 9: The Media and Politics 1-2 Weeks

Wilson- Ch. 10; MacGruders- Ch. 8 S. 3 Only

Semester 2: Spring 2016Unit 10: The Legislative Branch: US Congress 3 Weeks Wilson- Ch. 11; MacGruders- Ch. 10, 11, 12Unit 11: The Executive Branch: The Presidency 2-3Weeks Wilson- Ch. 12-12; MacGruders- Ch. 13-14Unit 12: The Federal Bureaucracy 2-3 Weeks Wilson- Ch. 13; MacGruders- Ch. 15Unit 13: Taxes and The Federal Budget Process 1-2 Weeks Wilson- Ch. 16; MacGruders- Ch. 16Unit 14: The Policy Process (Foreign and Domestic Policy) 1 Week Wilson- Ch. 15-16, 20; Macgruders- Ch. 17Unit 15: The Judicial Branch: Federal Courts 2-3 Weeks Wilson- Ch. 14; MacGruders- Ch. 18Unit 16: Civil Liberties and Civil Rights 3 Weeks Wilson- Ch. 18-19; MacGruders- Ch. 19-21AP Exam Review and Practice Test 1-2 WeeksNational AP US Government Exam (8: 00) MAY 10th

2 nd , 4 th and 6 th Period: Law Education II

Introduction and Textbook IssueUnit 1: The Trial Process 3 Weeks Chapter 14: Criminal Justice Process: The TrialUnit 2: Sentencing and Corrections 2-3 Weeks Chapter 15: Criminal Justice Process: Sentencing and CorrectionsUnit 3: Torts: Lawsuits and Civil Procedure in SC 4-5 Weeks Chapter 18: Torts: A Civil Wrong Chapter 19: Intentional Torts Chapter 20: Negligence Chapter 21: Strict Liability Chapter 22: Torts and Public Policy Unit 4: Family Law: Marriage and Divorce in SC 5 Weeks Chapter 30: Law and the American Family Chapter 31: Marriage

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Chapter 32: Parents an Children Chapter 33: Foster Care and Adoption Chapter 34: Separation, Divorce, and Custody Chapter 35: Government Support for Families and IndividualsExam Review and Final Exam 2 weeks

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Section IV: Assessment Data

All three classes share the same grading procedures. The only exception is the AP class which has the extra test in the spring in order to receive college credit. These procedures are broken down into three categories: Unit Tests, Quizzes, and Homework and Classwork. Students are allowed to use class notes and textbook on all Homework and Classwork assignments. Each of these assignments are out of 100 points. Students may receive any amount of points between zero and the full 100.

Student progress can be tracked by the student or the parent on Parent Portal. The midpoint of each 9 week period a grade will be sent home with the student, as well as at the end of the 9 weeks. The teacher will be prompt with inputting grades so the progress tracking can be automatic.

9 week grading periods are determined as follows:

Type of Grade Weight (9 weeks grading period)Unit Tests (notes & book not allowed) 50%Quizzes (notes & book not allowed) 30%Homework & Classwork (notes & book allowed, but no sharing)

20%

100%

Final semester grades are determined as follows:

Type Percent of Final Grade1st 9 weeks 40%2nd 9 weeks 40%Final exam (notes & book not allowed) 20%

100%

Late work is accepted with some penalty. If the work is turned in by the end of the day then 10% is taken off. If it is turned in the following day 20% is taken off. Any time after the work has been passed back, the student may come in at lunch and complete an alternate assignment to replace the 0 in the gradebook. Retakes on tests are allowed as well however the makeup test is Version B.

Description of Assignments:

Unit Tests: Cumulative evaluation at the end of a unit. They tend to be 50-60 multiple choice questions given on a scantron. The questions asked will have been covered in class, on classwork or homework assignments or in the assigned readings from the textbook.

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*FRQ: Essay response questions to help prepare students for the AP exam in the spring. (Only applicable for AP US Government)

Quizzes: Weekly evaluations to test the knowledge retained that week. They tend to be 20-30 multiple choice questions given on a scantron. The questions asked will have been covered in class, on classwork or homework assignments, as well as assigned readings from the textbook.

Homework/Classwork: Daily check-in worksheets to see how much of the lesson the student has retained. The questions are taken directly from class lecture slides or textbook readings. They are 100 points each but only 5-10 fill in the blank questions. This is to test how well students are takin notes, since they are allowed to use the notes they took and their textbook to complete these worksheets.

Standardized Testing: 4

Students throughout Ridgeview HS are preparing to take various tests over the course of their high school careers. Due to the mixture of academic years in all of the classes that I see on a daily basis, these tests must be kept in mind throughout the year and especially in the spring semester.

American College Test (ACT): Similar to the SAT. Used to gain entrance into colleges and universities (95% of South Carolina higher education accepts ACT or SAT).

End-of-Course (EOC) Tests: South Carolina requires students in Algebra I, Algebra I Part 2, Biology, English I and U.S. History to take an end-of-course examination to earn a Carnegie unit in these courses.  The EOC test counts 20% of the final course grade.

PSAT: Practice SAT geared for 10th and 11th graders. Used to determine eligibility to compete for National Merit Scholarships and Palmetto Fellows Scholarships. Administered in the Fall.

PLAN: Practice ACT. Provides students specific areas they should work on to perform better on the ACT. Administered in the Fall.

Scholastic Aptitude Test (SAT): Used to gain entrance into colleges and universities (95% of South Carolina higher education accepts ACT or SAT).

SAT College Entrance Exam (According to the 2014-2015 Annual Report):

Math Critical Reading Writing CompositeRichland 2 477 478 452 1407State 487 483 459 1429Nation 501 492 478 1471The graphic for this chart can be found on the following page. 4 Taken from Ridgeview HS Website

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Also on the following pages you will see the average testing grades for various college entrance exams along with AP passing percentages. You will be able to see how Richland 2 as a whole sizes up against the state of South Carolina.

Math Critical Reading Writing Composite0

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NationStateRichland 2

Figure 4-A

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Richland 2SC

Figure 4-B

It is my hope that the gap between Richland 2 and the state of South Carolina will close in the coming years. Richland 2 has seen much more drastic changes than the state as a whole has over the last 5+ years.

The South Carolina scores on the ACT have steadily increased while Richland 2 has taken a small dip. As of the 2013-14 school year, Richland 2 has matched South Carolina in ACT testing however. With the numerous programs Ridgeview has instituted and will institute, my hope is that the rest of Richland 2 will follow and pull up their test scores.

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2009-10 2010-11 2011-12 2012-13 2013-1419.2

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ACT Results

Richland 2SC

Figure 4-C

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2009-10 2010-11 2011-12 2012-13 2013-1460%

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AP Passing Percentages

AP Passing Percentages

Figure 4-D

It is my hope that these AP scores will go up in the coming years. Richland School District 2 have started a lot of initiatives to help students succeed, between Magnet programs, offering AP testing assistance, continuously giving practice tests and other standardized tests. Richland 2 is taking steps to improve the tests scores and become the top District in the state. Ridge View specifically has been instituting a lot of the same plans that the District has been seeing.

5 Figure4-C: In the 2013-14 school year, Richland 2 matched the State results for the ACT

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Section V: Classroom Management Plan

In all classrooms at Ridgeview High School there are District and School wide policies that must be followed. Once the bell has rung students are required to put away any electronic devices they may have been using between classes or any food items they may have been snacking on. The teacher then checks the roll and begins lecture.

Early in the semester the students were asked to fill out a survey. It asks nine questions about the students outside of school life, how they learn best and what happens in a classroom that causes them to struggle.6 Based off of these responses alters how each class is handled. Since every class has a different atmosphere, every class period has to be treated differently.

According to Ridge View, students are required to follow the Student Conduct Policies. These include:

1. Disorderly Conduct- Level I2. Disruptive Conduct- Level II3. Criminal Conduct- Level III4. Extenuating, Mitigating or Aggravating Circumstances5. Paging Device6. Discipline of Handicapped Students7. Gangs8. Dress Code9. Searches10. Technology Discipline Plan11. Sexual Harassment 12. Harassment, Intimidation, or Bullying13. Honor Code Policy

In addition to those school wide policies, students are required:

1. To check the website to keep up with assignments and notes missed while absent from class

2. To be inside the classroom and seated prior to the tardy bell ringing3. To bring their textbook, paper or notebook with class notes, and a pencil4. To properly display ID at all times5. To keep in accordance with the dress code- Males: no sagging pants6. To be respectful and attentive

Students who are late to class are expected to get a late slip from one of the stations in the halls. Upon entering the classroom they present the slip to the teacher and quietly take their seat. This is adapted for the AP classes. If the students are coming in right at the bell they are able to

6 See Appendix A for a copy of the survey. See Appendix B for each classes response to the 9 questions

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sit down without having to go get a slip. If the student misses more than 15 minutes of the skinny they are left as absent from class.7

Cell phones are banned by school policy. When class begins the teacher tells the class to put them away along with headphones and food. If a student has their cell phone out during class they first get a verbal request to put it away. If the phone is taken out again then it is confiscated by the teacher. Once it has been confiscated the phone then gets taken to the front office. Depending on how many times that particular student’s phone has been turned in will affect when the student can get their phone back. First time the student can retrieve the phone after school. The second time the student’s parents must come and get it. If it happens a third time they lose their phone for the rest of the semester.

During classroom discussions if there are comments made that are not respectful, that student gets a verbal warning and the student always apologizes. If it happens multiple times that student is pulled out into the hall and spoken to directly with the warning if it happens again then they will be written up. That has yet to happen to me however if it continues to progress then a write up will occur, an administrator will remove the child from class and a call or email home to the parent follows.

Side conversations in class are the most prominent classroom management problem encountered. I start off by asking them to stop with a verbal warning. I welcome conversation about the topic we are discussing but if the conversation has nothing to do with class then it needs to end. If conversations continue one of the students is moved to a new assigned seat. That is the farthest I have had to take this punishment. If it is excessive then a write up and calling an administrator will be explained as the next step to that student and they will be removed from my class. A call or email home accompanies the write up and administration deals with the paperwork from there on out. They decide the punishment based off of that particular student.

*Any student who misses 5 days may be placed on an attendance contract. If a student misses more than 5 days a report may be filed to Family Court.

7 Same applies if the student misses 30 minutes of a block class.

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Conclusion

The above document gives an in-depth look at the students I interact with on a daily basis. I have included demographic, gender and year ranking information. Mixed classes are vastly different than single year classes. This shows through in my daily encounters with the students. It poses extra challenges for the teacher since they are not only focusing on your class but other tests and requirements based on the year they are in school. The general demeanor of each academic year is vastly different. By having a class with every grade represented creates an interesting dynamic as opposed to having a class of all one year.

I have included a lot of information on the school itself. The trends I see inside these classes are mirrored of the entire population at Ridge View. My students do not exist in a vacuum in my classroom. They have a lot of other items to account for. I wanted to be sure to include more than just in my classroom, or at the school time frame. A lot of my students are involved in sports, clubs or hold a job. They also have interests that are beyond this school. It is important to know your students more than inside of the classroom. This helps in making connections and forming relationships with the students.

Even though each class requirements are a little different, they all are subject to the same rules set forth by not only my coaching teacher and Ridge View, but also Richland School District 2 and the State of South Carolina.

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Appendix AGoogle Forms Student SurveyWhat year in school are you?

FreshmanSophomoreJuniorSenior

What kinds of activities are you involved in outside of school?SportsClubJob

Do you have internet access at home?YesNo

Do you plan on graduating high school?YesNo

Do you plan on attending college?YesNo

Items that interest me are… Check all that applySportsMusicMoviesVideo gamesBooksExerciseDance School

I learn best through… Check all that applyListening to other people talkingReading a bookWatching a videoActively doing something

I am in EB AP GOV2nd Period Law Ed II3rd Period AP GOV4th Period Law Ed II5th Period US GOV6th Period Law Ed II

I have trouble in class when… Check all that applyIt is silentThere is a lot of talkingWhen it is only note takingWhen we only watch videos

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Appendix B- Survey Response Data

Early Bird Advanced Placement US Government Survey Results

15 of the 23 students responded to the self-reporting survey. All are seniors.All have internet, plan on graduating and attending college.

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InterestsSports

Music

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Exercise

Dance

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School

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Actively doing something

Lecture

Reading a book

Watching a video

01234567

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It is silent

There is a lot of talking

When it is only note taking

When we only watch videos

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Outside of School Time Commitments

SportsClubJob

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2 nd Period Law Education II Survey Results

14 of the 26 students responded to the self-reporting survey.

All report having internet access at home, plan on graduating high school and attending college.

The five students who cite having jobs are four sophomores and one junior. Five of the students involved in sports are sophomores, one is a junior and two are seniors.

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2nd Period Academic Years

FreshmanSophomoreJuniorSenior

Figure 1.2-C

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Academic years of responders

SeniorJuniorSophomoreFreshman

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2nd Period Law Education II0

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Interest

SportsMusicMoviesVideo GamesBooksExerciseDance School

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There is a lot of talking

When it is only note taking

When we only watch videos

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3 rd Period Advanced Placement US Government Survey Results

12 out of 20 students participated in the self-reporting survey. All of these students are seniors who plan on graduating in June and attending college.

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SportsClubJob

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4 th Period Law Education II Survey Results

14 out of 28 students participated in the self-reporting survey.

One student does not have internet at home, and a different student does not plan on attending college, but every student plans on graduating high school.

The five students who cite having jobs are two sophomores, one junior and two seniors. Four students are involved in sports, they are two freshman and two juniors. The students in a club are one freshman, four sophomores and one senior.

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Figure 1.4-C

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Academic years of responders

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4th Period learn best through...

Actively doing something

Lecture

Reading a book

Watching a video

01234567

4thPeriod students struggle when...

It is silent

There is a lot of talking

When it is only note taking

When we only watch movies

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5 th Period US Government Survey Results

9 of the 15 students participated in the self-reporting survey. All students have internet at home and plan on graduating in June. Two students do not plan on attending college.

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6 th Period Law Education II Survey Results

13 of the 27 students participated in the self-reporting survey. One student does not have internet at home. All plan on graduating in June and continuing on to attend college.

The three students who have jobs are two sophomores and one junior. Those three students who are in clubs are one freshman, one sophomore and one senior. The seven students who participate in sports are five sophomores, one junior and one senior.

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6th Period Academic Years

FreshmanSophomoreJuniorSenior

Figure 1.6-C

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SportsMusicMoviesVideo GamesBooksExerciseDance School

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6th Period learns best through...

Actively doing somethingLectureReading a bookWatching a video

0123456

6th Period struggles in class when...

It is silentThere is a lot of talkingNotes onlyWatching video