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Committed to Education

California City Middle School

Student/Parent Handbook2011-2012

Committed to EducationPRINCIPAL’S GREETING

Welcome to California City Middle School, Home of the Coyotes This upcoming year will be another academically challenging and exciting year. California City Middle School (CCMS) has implemented district pacing plans in Language Arts and Mathematics. This year we have also added Science to our pacing calendar. Students are given benchmark tests at least 4 times per year. The information received from benchmark tests enable teachers to identify academic areas students need extra help with or standards each student has mastered.

We want to continue the outstanding academic growth we displayed in our Benchmark Tests and our 2010 STAR scores. Our primary concern is that students are academically and socially successful. High standards are set and each student is challenged to meet these standards. We have implemented and will continue with more opportunities for students to receive individual incentives for their academic, attendance, and behavioral efforts.

Character Counts! You are known by your actions. Behaving with respect, responsibility, trustworthiness, fairness and caring will give students a positive reputation and will further educate students to be ethical and responsible adults.

Challenge Day A program that challenges students to Be the Change and to be a positive role model in school, was met with great enthusiasm. We hope to continue this program for our incoming 7th and 8th grade students who did not participate in the program.

Check-N-Connect An intervention for students who need intensive follow-up for behavior and academics.

FLEX A program we will implement in order to provide in school interventions to students who need remediation in academic areas. FLEX also provides students with opportunities for enrichment activities.

SSA Safe School Ambassadors.The Safe School Ambassadors® (SSA) program empowers leaders from the diverse groups and cliques on campus and equips them with nonviolent communication and intervention skills to stop bullying and violence among their peers.

LEARN-Schoolwide rulesListen to and follow directions the first time they are given. Be respectfulEveryone keep your hands, feet objects and other body parts to yourself, no horseplayAlways use positive language: no harassment, put downs, teasing or foul language.Remember to stay in your assigned areaNeed to be on time and prepared and dressed appropriately

Tutoring Teachers tutor students after school and during lunch.

Tell a Parent enables us to inform parents about student progress and behavior.

Parents please remember that attendance and promptness are necessary for student achievement.

The Student/Parent Handbook contains detailed information about California City Middle School. Please read it together with your family and complete and turn in the contract for success. You are responsible for the contents.

If I can be a service to you, please call me at 760-373-3241.

Sincerely,Starletta Darbeau/Principal

PURPOSE OF MIDDLE SCHOOLMiddle School helps in the transition from elementary school to high school, while providing many educational experiences. Through these experiences, students will become better prepared to meet their increasing responsibilities

Committed to Educationas productive citizens, be more able to plan their future, and be better prepared to achieve their goals. The middle school program will help pupils improve their academic skills, knowledge, social skills including character-building activities, and develop into mature young adults.

The academic subjects taught are math, science, social studies, and languagearts. Physical education and elective courses are included in the curriculum.Students are encouraged to participate in various activities throughout the school year.

ACADEMIC STANDARDS7 th and 8 th grade

Grading Reference - District Policy #6401Evaluation from any course of instruction shall be determined by the teacher and in the absence of mistake, fraud, bad faith, or incompetence; the grade shall not be changed by any person except the teacher recording the grade. A grading policy shall encompass the best features of as many feasible practices as possible, including achievement, effort and ability.

All students with a grade point average of 3.0 and satisfactory citizenship will be named to the Honor Roll. All students with a grade point average of 3.5 and satisfactory citizenship will be named to the Principal’s Honor Roll. All students with a grade point average of 4.0 and satisfactory citizenship will be named to the Superintendent’s Honor Roll. The subjects included in determining Honor Roll will be language arts, math, science, social studies, physical education, (and a non-core class for 7th and 8th grades).

Homework -School Policy - Revised February 10, 2000 Teachers will require homework. Teachers may assign daily work or long term projects. Teachers should

cooperate in the departmental classes to assure the assignments are not too burdensome. Homework should be grade and subject appropriate. The classroom teacher should regulate homework. Students should have a reasonable expectation that the graded homework will be returned in a timely manner. Homework should be used to enhance skills learned in the classroom. Homework, when possible, should be interactive so significant others in the lives of our students can

participate. Parents should be encouraged to supervise. Except for long term projects, or incomplete work, homework should not be given on Friday or on extended

vacation periods. General recommendation is one and one-half hours a day for grades 7 and 8, four days per week (Monday to

Thursday). Students who do not attend school because of an excused absence must be given extra time to complete

assignments. One day will be allowed for each day of verified illness or excused absence.

Promotion and Retention - Reference: District Policy 5123

Students are encouraged to progress with their peers through the school system’s grade levels. To accomplish this goal, instruction will accommodate the varying interests and growth patterns of individual students and include strategies for providing extra attention or assistance when necessary.Students to be retained or those at risk of being retained shall be identified on the basis of grades and assessment results including Standardized Testing and Reporting (STAR), District Benchmark tests, accelerated literacy stages, formative assessmentteacher observation, and other district adopted standards-based assessments. Performance levels below the minimum levels required for satisfactory performance in the next grade will result in the designation for retention or at risk of being retained.

BP6146.5Promotion Requirements

Students in grades seven and eight must pass 3 semesters of the 4 core classes listedbelow plus 15 units of physical education and 15 units of elective credit in order to bepromoted into the ninth grade. Students earn five units of credit for each semester of a

Committed to Educationcourse passed with a grade of D- or higher.

Possible Units Required UnitsEnglish........................................ 20 units 15 unitsMathematics............................... 20 units 15 unitsScience....................................... 20 units 15 unitsSocial Studies............................ 20 units 15 unitsPhysical Education.................... 20 units 15 unitsElectives.................................... 20 units 15 unitsTotal Units 120 units 90 units

Students who do not meet these minimum requirements while in grades seven andeight will not be promoted to the ninth grade.

Clarifications:1. In order to be promoted to the ninth grade, students must successfully complete 90

units and must pass all core courses listed above while in grades 7 and 8.2. With the exception of Physical Education, which is a multi-year course, successfully

completed courses may not be repeated for unit and/or subject credit without priorapproval from the principal.

3. Students earn five units of credit for each semester of a course passed with a gradeD- or higher.

4. If summer school or opportunity classes are offered student can earn core credits5. Students must complete the promotion requirements listed above in order to

participate in the ceremony and activities related with promotion.6. Students who have been granted an Exception to Retention will not participate in the

ceremony, will not receive a promotion certificate, and will not participate in activitiesrelated with promotion.

ACCIDENTSAll school accidents must be reported to the office in writing. It is the responsibility of the faculty member in whose class the accident occurs to complete the accident form. However, it is the student’s responsibility to report the accident to the teacher. Accidents occurring outside the classroom, those in which students are not under the supervision of a faculty member should be immediately reported to the school office. In case of a serious accident, no attempt should be made to move the injured person. Help should be secured from the staff, either administration or faculty. All precautions necessary to protect the injured from further harm should be taken.

ATTENDANCE

Explaining an Absence:

When a student is absent, a parent may call our centralized attendance to explain the absence or send a note when the student returns to school. The number for Centralized Attendance is 1-877-824-4001.

TRUANCYAny pupil shall be reported as a truant to the Superintendent of the Mojave Unified School District who has been absent from school without a valid excuse more than three days in one school year, or who has been tardy, or cut in excess of 30 minutes on each of more than three days in one school year without a valid excuse. (Education Code 48260)

Any pupil who has once been reported as a truant and who again is absent from school without a valid excuse one or more days shall again be reported as a truant to the Truancy Reduction Program.

Any pupil is deemed a habitual truant who has been reported a truant three or more times per school year. (Education Code 48262)

Committed to EducationThe attendance supervisor, a peace officer, any school administrator or his/her designee, may arrest or assume temporary custody during school hours of any minor subject to compulsory full-time education or to compulsory continuation education found away from his/her home and who is absent from school without a valid excuse within the county, city, or school district. (Education Code 48264)

Any person arresting or assuming temporary custody of a minor pursuant to Section 48254 shall forthwith deliver the minor either to the parent or to the school from which the minor is absent, or, if the minor is found to have been declared an habitual truant, he shall cause the minor to be brought before the probation office of the county having jurisdiction over minors. This also pertains to guardian, or other person having control, or charge of the minor. (Education Code 48265)

In addition to the provision of the Educational Code, for truancy, a student shall be assigned detention, and the parent or guardian shall be informed of the truancy.

CUTS

Any pupil who is absent from a class more than 10 minutes but less than 31 minutes, that is between 11 and 30 minutes, without a valid excuse is considered to have cut the class. This is also considered truancy.

Attendance will be taken every class period.Unexcused Tardies:Being tardy to class is unexcused unless the student has a pass from a teacher or other school official. A student is considered to be tardy when he/she is not inside the classroom and in his/her seat when the tardy bell rings. The teacher, to meet different classroom arrangements, may modify this rule of being in his/her seat.

Any pupil who is absent from a class during the first ten minutes of the period without a valid excuse is considered tardy.Teachers may assign consequences for tardies. Once a student has accumulated three tardies in a particular class, he/she will be assigned to Detention.

REGULAR SCHOOL DAYBEGINS AT 7:15 AM and ends 2:30 PM;MINIMUM DAYS 7:25-11:55AM (37);

EARLY OUT DAYS 7:15-11:30 (3);LATE START DAYS 9:15-2:30

BICYCLESStudents may ride bikes to school. They must follow state law and wear helmets. Bicycles must be walked in crosswalks and on campus, including the parking lot and sidewalks. Violation of these requirements will result in loss of bicycle privileges. The school/district is not responsible for bicycles.

CHANGE OF ADDRESS AND TELEPHONE NUMBERIt is very important that parents or guardiansnotify the school office immediately of any changes of address. It is the responsibility of the parent or guardian to secure a form from the office for this purpose. The same importance applies to any change in telephone numbers. The student must secure a form from the office upon which the change is reported.

CHECKOUTStudents leaving CCMS should notify the office in advance of the day on which they will leave. This is done by having the parent contact the school, preferably in writing. Students must return all textbooks, library books, or other school equipment and supplies issued. A “Check Out” form will be issued. Until all textbooks, materials, or unpaid debts are cleared with the office, school records will not be available.

DISCIPLINE

DRESS CODE BP 5132 (a)

Committed to EducationAll 7-12 grade students will wear an identification badge at all times during the school day. The badge is to be worn around the neck on a school approved lanyard, or clipped to the front of a collar or chest pocket with a school-approved clip. The initial identification card shall be provided by the school, Any lost identification will be replaced at the expense ofthe student.

In addition to the standards outlined in the State Education Code, the following standards of behavior are expected of all California City Middle School students:

Assignments are to be done with the student’s highest level of effort. Students are expected to be respectful to school employees at all times, on and off campus. Trading cards, hand held games, etc. are not to be brought to school. Running is not permitted except in the field areas. Students are responsible for keeping their campus neat, including using trash cans for trash. Students are responsible for showing maturity and mutual respect toward fellow students. Gum is not allowed on campus at any time. Items and writing considered to be gang related will be confiscated. Assignments turned in with gang style

writing will not be accepted. All students are expected to walk away from inappropriate behavior, failure to do so may result in suspension.

Consequences for Unacceptable Behavior Detention: All teachers may assign in class detention to students. A student is responsible to notify his/her

parents when detention is assigned. Detention will be assigned during lunch and if needed after school. If a teacher chooses to have detention after school, the teacher will contact parents to get prior approval for

after school detention. Suspension: Suspension from school is applied when other means of correction have not been successful or

when a student’s presence would be a danger to others. Students may be suspended from a particular class or from all classes for one or more days. For all suspensions, parents are notified by phone and/or in writing.

Referral to the Administrative Review Board Community School Expulsion by the Mojave Unified School District

Hands-off PolicyStudents are expected to show respect for each other by keeping hands, feet and objects to themselves. Students are expected to show respect for established authority and the rights and welfare of others.

Group I Behaviors

LEARNExpectationsListen to and follow directions the first time they are given. Be respectfulEveryone keep your hands, feet objects and other body parts to yourself, no horseplayAlways use positive language: no harassment, put downs, teasing or foul language.Remember to stay in your assigned areaNeed to be on time and prepared and dressed appropriately

Student behavior included in this area: No overt-display of affection (including holding hands) Nuisance items on campus (radios, cd players, water balloons, squirt guns, collector cards, etc) Littering Eating in class Overt display of affection (including holding hands) Gum chewing in class or on campus Note Passing

Encouragement1. Verbal recognition2. Privileges

Committed to Education3. Coupons, raffles4. Class wide rewards including popcorn party, video5. Positive phone calls home from teacher or principal

Enforcement1. Warning2. Minutes out of passing time or nutrition3. Discipline sheet/Lunch detention4. Parent Contact by teacher5. Referral to office

Reference to State LawsStudents of California City Middle School are expected to observe standards of good conduct, to have respect for the property of others, and to comply with the regulations of the school board. The following sections of state law are directed to students:1. A pupil is subject to suspension or expulsion when it has been determined that the pupil, while on school

grounds or during an activity off school grounds related to school attendance, has:a. Caused or attempted to cause damage to school property or stolen or attempted to steal school

property; orb. Caused or attempted to cause damage to private property or stolen or attempted to steal private

property; orc. Caused or attempted to cause, or threatened to cause physical injury to another person; ord. Possessed, sold, or otherwise furnished any firearm, knife, explosive, any instrument that propels a

metallic projectile such as a BB or pellet, through the force of air pressure, CO 2 pressure, or spring action, or any spot marker or paint gun, any knife with a blade longer than 2.5 inches, ice pick or other dangerous object unless in the case of possession of such object, the pupil has obtained written permission from a certificate school employee which is concurred in by the principal or the designee of the principal; or

e. Possessed or used tobacco on school premises, except as provided in Section 48903.6; orf. Unlawfully possessed, sold, or otherwise furnished or been under the influence of any controlled

substance, as determined in Section 48903.6; org. Committed an obscene act or engaged in habitual profanity or vulgarity; orh. Disrupted school activities or otherwise willfully defiled the valid authority of supervisors, teachers, or

administrators (Education Code, Section 48900); ori. Committed sexual harassment, causing a negative impact upon the victim’s academic performance or

create an intimidating, hostile, or offensive educational environment (Education Code, Section 48900.2) *** “Pantsing” is considered sexual harassment and will result in a minimum 1 day suspension.

2. Smoking on school premises constitutes good cause for the suspension or expulsion of a pupil. (Education Code, Sections 48900 and 48903.6)

VIOLATION OF SCHOOL RULES

The following Group Behaviors and Sequence of Actions are guidelines established to deal with violations.Group II Behaviors:

Blatant and/or flagrant Group I violations Sent to office with a referral by a substitute Truancy Forgery Mistreatment of facilities, equipment, etc. Damage to public or private property Use or possession of tobacco Possession of lighters, matches Profanity or vulgarity Physical Aggression Unauthorized attendance at school activities

Defiance of authority Possession or use of fireworks Behavior dangerous to students or staff Habitual gum chewing Excessive note passing that includes

inappropriate, language, threats, and description of inappropriate acts

Possession of an electronic signaling device/laser pen

Theft of less than $50 value Gambling

Committed to EducationSequence of Actions:First Offense: Referral - parent contact and minimum one day suspensionSecond Offense: Referral - parent contact and 3 to 5 day suspensionThird Offense: Referral - parent contact and 3 to 5 day suspensionFourth Offense: Referral - parent contact and 5 day suspension and referral to Administrative Review Board

for at home independent study or expulsion

Group III Behavior: Possession or use of alcohol Possession or use of controlled substances, use

of inhalants, or possession of paraphernalia Fighting Assault and battery (physical attack or threat

of attack to students or staff) Vandalism (payment for property required) Arson False Fire Alarm/Bomb threat violation

Possession of firearms/weapons Theft (more than $50) Burglary Extortion Any behavior not included that may be

construed as criminal in nature Instigation resulting in a fight or disruption of

school activities.

Sequence of Actions:First Offense: Parent conference: referral to law enforcement agency and 3 to 5 days suspension or

referral for expulsion by administrator - Behavior contract if student is not expelled.Second Offense: Parent conference: referral to law enforcement agency and 5 days suspension and referral

for expulsion by administrator Third Offense: Parent conference: referral to law enforcement agency and/or appropriate agencies, by

administrator - parent conference and transfer to alternate placement — recommend expulsion. False Fire Alarms or Bomb Threats - The result from a false fire alarm or bomb threat/scare is suspension for up to 5 days and/or subject to expulsion. (E.C. 48900) The Fire Department and the Sheriff’s Department will be notified.

Zero Tolerance

The California Legislature amended Education Code (EC) Section 48915 (c) to fulfill the federal mandate. California law also adds a requirement for the mandatory suspension and the recommendation for expulsion of students who:

Possess, sell, or otherwise furnish a firearm Brandish a knife at another person Sell a controlled substance Commit or attempt to commit a sexual assault or sexual battery Possess an explosive

Students are ineligible to participate in any extra curricular activities (field trips, dances, basketball or volleyball games) for 15 school days following a referral in Group II and III. Students who habitually violate (3 or more times) LEARN rules and do not correct their actions will be ineligible to participate in any extracurricular activities for 15 days following the referral.

Students who owe detention or suspension, owe for lost or damaged books, may be ineligible for field trips, assemblies, dances, athletic events, extra curricular activities, fun days, and/or promotion exercises. Eligibility periods will be established. Students will be notified through posted lists, daily bulletins and/or parent letters.

SUSPENSIONSSuspensions are a minimum one full day out of school. Parent contact and/or conference is required before the student returns to school. Schoolwork may and should be made up.

Committed to EducationSuspension by Teacher (Education Code, Section 48901): A teacher may suspend any pupil from class for acts enumerated in Education code 48900 for the day of the suspension and the day following.Suspension by Administrator (Education Code, Section 48903): The principal may suspend a pupil from school for any of the reasons enumerated in Education Code, Section 48900 for no more than five (5) consecutive school days.

Suspension for a period of 20 days during the school year will result in administrative action for alternative placement as follows:

Referral to Alternative Placement or Referral to the District Superintendent for expulsion

Suspension Make-up WorkA suspended pupil may be allowed by an individual teacher’s discretion, to complete all assignments and tests missed during the suspension, which can be reasonably provided and, upon satisfactory completion, shall be given full credit. Make-up work should be turned in on the students return or made up within the number of days suspended. Example: 2 day suspension, student should turn make up work within two days on returning to school.Detentions and suspensions must be served on the days assigned, unless a parent conference has been held. Failure to serve assigned disciplinary consequences constitutes willfully defying the valid authority of school personnel per Education Code 48900.

DRESS CODE BP 5132 (a) Pupils are required to be neat and clean upon entering school. It is expected that every student come to school dressed acceptable for any public gathering (Ca. Code of Reg. 302). Disciplinary action will be taken against students whose mode or manner of dress is disruptive and impairs the structured classroom learning environment or school environment. No apparel that includes drug/alcohol/tobacco messages or that has a picture or sexual message/implication or contains profanity and/or is obscene or otherwise provocative shall be worn including the following:Pants

Pants must be worn at the hipbone or higher, and should not be able to fall if belt is removed. No oversized or baggy pants will be permitted. Pants are not to touch the walking surface or have slits in

them. Belts must remain inside of the pants loops at all times and the length must not hang down in the front of the

pant. Undergarment should not be visible above pants. Pajamas may not be worn at any time.

Shirts No see through or short tops that reveal the midriff area. No halter-tops or backless shirts or backless tops or muscle shirts. Armholes should be close fitting. No undergarments shall be revealed when shirts with straps are worn. No tops with spaghetti straps. Pajamas may not be worn at any time.

Shorts and Skirts All shorts must be a minimum of fingertip length. Shorts must be worn at the hip-bone or higher, and should not be able to fall if a belt is removed.

Footwear No flip-flop type shoes may be worn at any time. (Shoes must have a back.) Opened toed sandals Bedroom type slippers may not be worn at any time.

Accessories Accessories offensive in nature will be dealt with by the administration. Hats and hoods are to be worn outdoors only. Hats with bills are to be worn forward at all times. Accessories inappropriate and dangerous are not allowed. This includes studded bracelets, necklaces and/or

other accessories of this nature. Necklaces with drug or sex type symbols are included in this category. Chains on pants are not allowed. Apparel or jewelry that is suggestive or promotes the use of controlled or illegal substances is not allowed.

Committed to Education Ear lobes may be adorned with jewelry, proved they are not excessively long or big. Other piercing, such as

noses, chins, eyebrows, neck, face, and navels may not be adorned with jewelry. Tattoos are not be displayed

Personal cleanliness is required at all times. The administration has the right to determine the appropriateness of any item worn on school grounds.Dress that is potentially hazardous or threatening is not allowed. Outer garments, bandannas, wave caps, dew rags, buttons, badges, or other apparel with patches or embroidery that are vulgar or in any way suggestive of inappropriate behavior or thought, or are emblematic of membership in organizations not approved by the Board of Trustees is forbidden. (i.e. club and gang member insignias).

Students whose apparel does not conform to the aforementioned requirements will be required to notify parent/guardian and arrange for a change of clothes. Students will not be allowed to leave campus to change clothes without parent/guardian and administrative permission. Final decisions on dress will be made by the administration. Students refusing to comply with dress code requirements may be dealt with as per the discipline system.

The administration of California City Middle School may make amendments of the dress code or behavior code in order maintain a proper atmosphere on our campus. All students will be expected to conform to any modifications after due notice has been given.

OTHER ELECTRONIC DEVICES

BP 5131 Electronic Signaling Devices

For purposes of this section, electronic signaling device means a telecommunications device, including a cell phone that emits an audible signal, vibrates, displays a message or otherwise summons or delivers a communication to the possessor.

A student may possess an electronic signaling device on school property during regular school hours only if the device is turned off and is located in a book bag, purse or other container of the student, or in the student’s locker. Students may not use the device on school during regular school hours. Students may use the device before or after school, and during school-related activities if such use does not interfere with the school activity in the opinion of the administrator or faculty member in charge of the activity.

If a disruption occurs, the employee shall direct the student to turn off the device and/or the employee shall confiscate such device. If a school employee finds it necessary to confiscate a device, he/she may either return it at the end of the class period or school day, or keep it until the principal or designee has consulted with the student’s parent/guardian.

A student who violates this policy may be prohibited from possessing a personal electronic signaling device at school or school related events.

The Board may exempt any special school such as alternative school from the provisions set forth above, and completely prohibit the use or possession of electronic signaling devices at these special schools.

Other Electronic Devices

In order to protect the learning environment from vulgar and profane influences, such devices as radios, cassette and/or CD players, MP3 players, DVD players, hand-held games and similar electronic devices are not to be brought to school. Students may use the above-mentioned devices on the bus going to and from school as long as appropriate headphones/earphones are worn. Once the student has reached school grounds, the devices must be stored in the student’s backpack or locker until the school day has ended. If a staff member sees a student with one of these devices out during the school day, the staff member shall confiscate the device and may either return it at the end of the school day, or keep it until the principal or designee has consulted with the student’s parent/guardian.

Committed to EducationOn bus trips outside the district, such devices may be used with the prior permission of staff in charge.

Students may not bring electronic laser pointers to school, even small ones on key chains. Students in possession of or using an electronic device will be referred to the principal for disciplinary action, which may include suspension or expulsion. Telephones must be shut off at all times during the school day except: before 1 st bell in the morning and after school has been dismissed. Phones on at any other time will be confiscated and brought to the office. Parent will be notified for pick-up of the phone. If the student is caught for a second time, it will be kept until the end of the school year. Keep in mind: Land Phones are available for emergency use in the office. Disciplinary action will be taken for multiple offenses of this nature. Research indicates laser devices may cause irreversible damage to the optic nerve.

EMERGENCY INFORMATION CARDIt is important to the health, safety, and welfare of the student to be able to locate a parent as soon as possible when an emergency occurs. For the protection of a pupil’s health and welfare, emergency information cards are maintained at CCMS. The parent or legal guardian of a pupil is required to keep an emergency information card for the current year on file at the school office.

EXTRACURRICULAR ACTIVITIESAll students participating in any school activity away from school must travel by school-furnished transportation. Following the activity, a student may be released to a parent for the return trip, after the parent has signed a “release form.”

Students attending any school activity, for example, a school dance, must remain within the area of that activity. Any student leaving will not be permitted to return.

FAILURE POLICYIf a student is capable of doing good work and is doing failing work, he/she should fail. If the student is working up to potential, the student should pass regardless of the grades. If a student does not attempt to achieve, even with low ability, the student should fail. The failure policy is district policy.One grade of A, B, C, D, or F for quarter grades will be recorded on the student transcript.The grade “F” will be recorded each day a student is truant. A student may be given work in academic subjects while on suspension for which he/she will be given a grade. This grade will in no way affect his/her “F” but will be an additional grade to be included in his/her average.

Incomplete PolicyAn incomplete on a report card indicates the student with excused absences still has a grace period remaining to complete make-up assignments. The teacher will grade students who have entered before the last four weeks of a quarter. Students who have entered in the last three weeks of the quarter will be given “no grade” by the teacher, and will be given grades by the office from his/her transcript. No incomplete will be given the last quarter. Incomplete grades default to an “F” grade in 10 days if no changes are made.

Penalties for Failures to Make-up Class WorkAll class work missed shall be made up within the allotted time limits. It is the student’s responsibility to contact each teacher regarding makeup work. For excused absences, the make up time is one day for each day missed. A student shall receive a grade of “F” for missed class work that has not been made up within the allotted time limit.

Progress ReportsProgress Reports will be sent home at approximately three times per semester. Progress reports for poor, satisfactory or excellent work may be sent home anytime by the teacher. Teachers should list comments on the student’s progress.

Unsatisfactory Student ProgressUnsatisfactory Student Progress notices may be sent anytime. A failing grade shall not be given to a student unless a failure notice is sent home and a duplicate copy placed in the student’s file for that quarter.

Committed to EducationFailure notices are to be used only after the teacher has made every effort possible to correct the situation. Such effort should include conferences with the student, parent, and referral to the Student Assistance Team.

FIELD TRIPSStudents who owe detention or suspension, owe for lost or damaged books, may be ineligible for field trips, assemblies, dances, athletic events, extra curricular activities, fun days, and/or promotion exercises. Eligibility periods will be established. Students also have to maintain a 2.0 grade point average to participate in extracurricular activities. Students will be notified through posted lists, daily bulletins and/or parent letters.

Prices for field trips are figured as a group rate for transportation and ticket entry prices. If a student is unable to attend a field trip for any reason after money is paid, California City Middle School will not be responsible to refund money paid.

FOOD SERVICES Students may prepay for meals — weekly or monthly. Place payment (cash or check payable to MUSD) in an envelopewith the student’s name and identification number. Please specify if the money is to be used for breakfast, lunch, or both. Prepayment is not accepted in the ala carte line. Payment should be made to the lunchroom clerk. Forms for free/reduced price meals are available in the office. Information about applications and any inquiries should be made to Food Services. The phone number is 1(760) 373-1819

INSURANCEThe school district carries insurance that covers accidents during school time and school sponsored activities. You must bill your own insurance company first. School insurance is secondary unless you have no personal insurance.

LEAVING CAMPUS Students may not leave campus without parent/guardian knowledge and permission. All students leaving

campus must check out through the office. A parent/guardian signature is required for release with proper identification.

LIBRARY RULES Two book limit. Two week check out period. A student with overdue books may be excluded from extracurricular activities and school relatedactivities. A student owing books or fines to the library may not receive his/her records, report card, orpromotion certificate.

LOST AND FOUNDLost and found is kept in the school office. All articles found on campus should be turned in immediately. Lost articles should be reported. Items that are not claimed within 30 days from the time it is reported to the office will be donated to charity.

OFF LIMIT AREASStudents are not permitted to be in these areas during school hours:

The gym, unless supervision is provided Cafeteria Parking lots

Track and Field when there is no supervison Teacher workrooms/lounge Behind classroom buildings

PARENT LIABILITY

Education Code, Section 48909 states that any minor whose willful misconduct results in injury or death to any student or person employed by or performing volunteer services to a school district or who willfully cuts, defaces, or otherwise

Committed to Educationinjures in any way property, real or personal belonging to a school district such as textbooks, library books, equipment, buildings, etc., is liable to suspension or expulsion, and the parent or guardian of an emancipated minor shall be liable for all damages so caused by the minor. The parent or guardian of a minor shall be liable to a school district for all property belonging to the district loaned to the minor. The liability of a parent or guardian shall not exceed two thousand dollars ($2,000) paid (Government Code, Section 53968.5, and Education Code 48921).

PASSESNo student is to be out of class without a pass. In cases where it is essential for a student to be out, the proper pass must be obtained from the teacher. If a student leaves any classroom without a pass, the student will be considered cutting class. A student may not be in the office at any time without a pass or referral.

POSITIVE PROGRAMSAs there are penalties for students who break rules, there are rewards for those who abide by the rules. At CCMS we appreciate students who are good citizens. Some of our programs for these special students include but not limited to:Student of the Month: based on excellence in citizenship and/or academics.Student of the Year: based on citizenship and academics. Each teacher will recommend a Student of the Year. Individual teachers also have special ways to recognize outstanding citizens in their classes.Good Citizen and Character Awards: Each quarter students have received no referrals are invited to participate in a special activity. Students that have demonstrated the highlighted monthly “pillars of Character” of Trustworthiness, Respect, Responsibility, Caring, Citizenship, and Fairness are recognized at semester awards assemblies. Honor Roll and Attendance Assemblies: At the end of the semester, an Honor Roll and Attendance Assembly is held. Students with 3.0 or higher GPA are recognized with a certificate. Students with perfect and excellent attendance are recognized with a certificate.Special Awards: At the end of the year a special awards night is held. An award for academic excellence in each subject area for each grade level is given. Awards for Presidential Academic Fitness and Academic Effort are given to the 7th and 8th grade classes. Honor graduates with a grade point average of 3.5 are announced and gold ropes are given. The President of the United States recognizes students with a certificate and pin. Delta Kappa Gamma honors a promoting eighth grade girl. The Howler Award and Dinner honors students who show academic and social improvement. Timothy Hayes Financial Most Improved Student Award is a monetary award given to honor students who have shown academic and behavior improvement.

SCHOOL DANCE REGULATIONS School sponsored dances are limited to seventh and eighth grade students attending CCMS. Students must

attend school the day of the dance. No outside guests. Students may not leave the dance once they arrive. If students leave, they may not return, and their parents will

be contacted. Students are to maintain acceptable standards of conduct while the dance is in session. Proper dress is usually school clothes unless otherwise notified. Students with discipline action in the past 15 school days, or owe money, or have overdue library books may

not attend. The California City Police will be called to pick up students that are loitering or unwelcome guests.

SCHOOL-SPONSORED TRIPSAdministrative Regulation 6153(a)All planned trips away from school grounds, including athletic trips and outdoor education programs, are subject to this regulation.

Students must have written parental permission in order to participate in any trip that requires leaving the school campus. The method used for transporting students should be specified on the permission slip (i.e. walking, school bus, district van, personal vehicles, so forth). (Education Code 35350) The district shall provide an alternative educational experience for students whose parents/guardians do not wish them to participate in a trip.

Committed to EducationWhile conducting a trip, the teacher, employee or agent of the school shall have the school’s first aid kit in his/her possession or immediately available. (Education Code 32040, 43041)Students on approved trips are under the jurisdiction of the Governing Board and subject to school rules and regulations.No student shall be prevented from making a trip because of a lack of sufficient funds. No trip shall be authorized if any student would be excluded from participation because of a lack of sufficient funds. (Education Code 35330)

Principals may exclude from any field trip any student whose presence on the trip would pose a safety or disciplinary risk. Principals shall not approve activities which they consider to be inherently dangerous to students or to pose unacceptable, unmitigated risks.

NOTE: Prices for field trips are figured as a group rate for transportation and ticket entry prices. If a student is unable to attend a field trip for any reason after money is paid, California City Middle School will not be responsible to refund money paid.

SEARCH AND SEIZURE POLICYReference: MUSD Board Policy 5145.12 Education Code Sections 49050-49051School officials may search individual students and their property when there is a reasonable suspicion that the search will uncover evidence that the student is violating the law or the rules of the district or the school. Metal detectors may be used to assist in locating weapons. Discretion, good judgment and common sense are to be exercised in each case.School officials shall have the right to open and inspect any school locker without student permission when there is reasonable suspicion that the search will disclose evidence of illegal possessions.The district may use specially trained, non-aggressive dogs to sniff out and alert staff to the presence of substances prohibited by law or district policy. The dogs may sniff the air around lockers, desks, bags, items or vehicles on district property or at district-sponsored events.

SKATES AND SKATEBOARDSRoller blades, roller skates, and shoes with roller type apparatus may not be on the CCMS campus. Students should place skateboards in the appropriate designated spot inside the gates.

STUDENT GOVERNMENTStudent Council conducts the business of the student body. The council is composed of six elected officers: president, vice president, secretary, treasurer, and 7th and 8th grade president. Each homeroom elects one representative and one alternate to serve on the council.

SUBSTITUTESSubstitute teachers are an important part of the school learning environment. When a substitute is in the classroom, they should receive all possible assistance and support from students. If a substitute teacher writes a referral and sends the student to the office, the student will receive a minimum one day suspension.

TRANSPORTATION Riding the bus is a privilege, not a right.

1. The safety of school bus passengers is the most important part of the school bus operations. To ensure that we continue to provide safe transportation for all district students, we ask that you (the parents/guardians) assist us to ensure your children follow these procedures:

2. The driver is in complete charge by law of the bus and students. Students must obey the driver’s instructions promptly and courteously. Disrespectful behavior toward the driver will not be tolerated.

3. Students must arrive at the bus stop at least five minutes early and will not stand or play in the roadway.4. Students will remain seated on the bus facing forward at all times and keep the aisles clear.5. Students will not change seats unless directed by the bus driver.

Committed to Education6. Students will keep all parts of their body inside the bus at all times.7. No glass containers are allowed on the bus.8. No eating, drinking, or chewing gum while on the bus.9. Possession of tobacco products, alcoholic beverages or weapons of any kind are expellable offenses and will be

addressed by school board action.10. No dangerous objects will be brought on the bus.11. Students will talk in conversational levels during normal operations and be quiet at all railroad crossings12. Students will conduct themselves in a manner that will not distract the drive from safely operating the bus.13. Misconduct (i.e., profanity, obscene gestures or fighting) will not be tolerated.

Violations of these rules will result in the offending child being issued a bus ticket and/or other school disciplinary action. The bus driver will determine the time period that a child will be denied bus transportation based on his or her behavior and the offense committed. Consequences of each ticket can be:Bus ticket #1 - Driver contacts parents/guardian and requests assistance.Bus ticket #2 - 2 day bus suspension.Bus ticket #3 - 5 day bus suspension.Bus ticket #4 - 10 day bus suspension.Bus ticket #5 - Suspension of bus privileges for the remainder of the school year.

The proponent for this directive is the Mojave Unified School District Maintenance, Operations and Transportation. Transportation requests or chances WILL NOT BE TAKEN over the phone and will need an appropriate form filled out prior to the change requested.

CALIFORNIA MIDDLE SCHOOLCalendar of Events 2011-2012

August18th School Begins24th Minimum Day Dismissal at 12:1526th Fall Pictures31st Minimum Day Dismissal at 12:15

September1st Back-to-School Night/Promotion Meeting5th Labor Day (Holiday)6th School Site Council Mtg. (2:45 PM)7th Minimum Day Dismissal at 12:158th 350 Club Recognition14th Minimum Day Dismissal at 12:1521st Minimum Day Dismissal at 12:1520th Progress Reports Mailed28th Minimum Day Dismissal at 12:15

October4th School Site Council Mtg. (2:45 PM)5th Minimum Day Dismissal at 12:1510th Student Free Day

Committed to Education12th Minimum Day Dismissal at 12:1514th End of first quarter18th 1st quarter grades mailed19th Minimum Day Dismissal at 12:1524th-28th Red Ribbon Week26th Minimum Day Dismissal at 12:15

November1st Parent/Teacher Conference-Pupil Free Day2nd Minimum Day Dismissal at 12:158th School Site Council Mtg. (2:45 PM)9th Minimum Day Dismissal at 12:1511th Veteran’s Day (Holiday)15th Progress Reports Mailed16th Minimum Day Dismissal at 12:1521st-25thThanksgiving Break30th Minimum Day Dismissal at 12:15

December6th School Site Council Mtg.(2:45 PM)7th Minimum Day Dismissal at 12:1510th Family Movie Night15th-16th Minimum Days Dismissal at 12:15/End of 1st Semester19th – 31st Winter Break (School Closed)

January2nd Winter Break (School Closed)3rd School Site Council Meeting (2:45 PM)4th Minimum Day Dismissal at 12:15/Grades Mailed / At-Risk Notices sent5th 7th Grade Awards Ceremony (Third Period)6th 8th Grade Awards Ceremony (Third Period)11th Minimum Day Dismissal at 12:15January 11th Minimum Day Dismissal at 12:1513th Staff Meeting16th ML King, Jr. (Holiday)18th Minimum Day Dismissal at 12:1525th Minimum Day Dismissal at 12:15February1st Minimum Day Dismissal at 12:157th School Site Council Mtg. (2:45 PM)8th Minimum Day Dismissal at 12:159th Science Fair15th Minimum Day Dismissal at 12:1517th Lincoln’s Birthday Holiday)20th President’s Day (Holiday)23rd Minimum Day Dismissal at 12:1529th Minimum Day Dismissal at 12:15March2nd Spring School Pictures6th 7th Grade STAR Test-Writing/School Site Council Mtg. (2:45 PM)7th Minimum Day Dismissal at 12:1514th Minimum Day Dismissal at 12:1516th End of 3rd Qtr.20th 3rd quarter gradesmailed / At Rick Notices sent21st Minimum Day Dismissal at 12:15

Committed to Education28th Minimum Day Dismissal at 12:1530th Minimum Day Dismissal at 12:15

April 2nd-6th Spring Break9th Special Vacation Day-School not in Session10th School Site Council Meeting (2:45 PM)13th Panoramic and Promotion Pictures for 8th grade16th-20th STAR Testing 18th Minimum Day Dismissal at 12:1525th Minimum Day Dismissal at 12:1526th Promotion MeetingMay1st School Site Council Meeting (2:45 PM)2nd Minimum Day Dismissal at 12:159th Minimum Day Dismissal at 12:1516th Minimum Day Dismissal at 12:155th 8th Grade Promotion Dinner/Talent Showcase 5:00PM-8:00PM22 Howler Recognition Dinner23rd Minimum Day Dismissal at 12:1525th Grade Due28th Memorial Day (Holiday)29th Student Awards Night 5:00PM30th 8th Grade Trip31st Promotion Practice /7th Grade TripJune1st 8th Grade Promotion 4th Minimum Day Dismissal at 12:155th Last Day of School/Minimum Day Dismissal at 12:15/End of Second Semester


Science 7 Learning Targets --- 1st QuarterTarget # / CA Standard: Student Progress on Standard

# I can . . . Huh? Kinda Got It. I Got It!

1 7a. Select appropriate tools and technology tocollect and display data.

2 7d. Describe the three basic kinds of modelsand give an example for each.

3 1a. List the six characteristics that all living thingsshare.

4 1a. List the four basic needs of all living things.

5 1a. Explain how water, carbon, and hydrocarbons areessential to all cells and cell chemistry

6 1. Explain what producers, consumers, and decomposers areand give examples for each.

7 1a. Summarize the functions of sugars and carbohydrates incells.

8 1a. Give examples of simple and complexcarbohydrates.

9 1a. Describe the structure and function ofproteins in cells.

10 1a. Explain the importance of ATP in cell activities

11 6c. Describe what “medium” means as it relates tothe movement of energy and give examples.

12 6a.Explain that visible light is a small band withina very broad electromagnetic spectrum.

13 6. Give examples of how physical properties affectthe nature and functioning of living things.

14 6f. Summarize reflection, refraction, transmission,and absorption of light by matter.

15 6g. State the Law of Reflection of light and give examples

16 6c. Describe the movement of light when it movesthrough a medium that does not change.

17 5g. Identify the structures of the human eye and how eachrelates to what its function.

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18 1. Describe that all living organisms are composedof one or more cells.

19 1a. Describe the basic structure of the cell membraneand phospholipid molecule.

20 1. Define what an organism is and give examples.

Science 7 Learning Targets --- 2nd QuarterTarget # / CA Standard: Student Progress on Standard


1 1a. Describe why most cells can be seen only with a microscope (microscopic).

2 1a. List each of the three parts of the cell theory.

3 1c. List the two basic cell types, prokaryotic & eukaryotic.

4 1a. Identify these prokaryotic cell parts: DNA, cell membrane, cell wall, ribosomes, and cytoplasm.

5 1a. Compare and contrast prokaryotic cells with eukaryotic organisms and give examples of each.

6 1c. Identify the nucleus as the location of genetic material(DNA), in Eukaryotic cells.

7 1f. Compare and contrast unicellular and multicellular organisms.

8 1f. List three advantages of being a multicellular organism.

9 5a. Explain differentiation of cells and tissues and list the advantages of being multicellular.

10 5a. Identify a cell, tissue, organ, or organ system in a listor diagram that shows all four in a logical sequence.

11 1d.Identify photosynthesis as the chemical reaction that uses energy from the sun to make sugar.

12 1d. Identify photosynthesis or cellular respiration by theirchemical reactions.

13 1d.Explain why sugar is vital to nearly all living cells.

14 1d. Identify chloroplasts as the part of plants that is wherephotosynthesis takes place.

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15 1d.Identify cellular respiration as a chemical reaction that liberates the energy stored in sugar.

16 1b.Identify mitochondria as the part of animal and plant cells where cellular respiration takes place.

17 1b.Identify a cell as being from a plant or animal by the basic structures shown or listed.

18 1b.Compare and contrast plant and animal cells.

19 1d.Explain how photosynthesis and cellular respiration are opposite chemical reactions.

20 7d. Draw a physical model with labels and captionsthat represents scientific knowledge.

Science 7 Learning Targets --- 3rd Quarter

Target # / CA Standard: Student Progress on Standard


1 2e. Describe what a chromosome is and where it is locatedwithin a living eukaryotic cell.

2 1e. Describe the basic events and sequence of mitosis.

3 2d. Define heredity as the passing of genetic traits from parents to offspring.

4 2e. Describe genes and alleles as the specific geneticinstructions for specific traits.

5 2c. Define genotype and phenotype.

6 2d. Explain that there are usually two alleles for each gene and they are located on matched chromosomes.

7 2d. Explain that alleles may be identical or one may be dominant in determining a trait.

8 2d. Use a Punnett square to show the probable genotypesand phenotypes from a genetic cross.

9 2. Give examples of how traits can be influenced by environment.

10 2d. Explain how genetic variation results from mitosis andmeiosis.

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11 2e. Describe that sex cells (eggs and sperm) from meiosis have half the normal number chromosomes.

12 5d. Explain that eggs and sperm combine to form offspring with the normal number of chromosomes

13 2d. Define homologous chromosomes.

14 2d. Describe how the alleles (genes) for the same trait are arranged on homologous chromosomes.

15 4a. List geologic evidence that most changes of the Earth’ssurface are slow and gradual.

16 4b. Give examples of geologic events that cause catastrophic changes to the history of life on Earth.

17 4.c. Describe how rock layers and their fossils are usuallyarranged with older layers below younger layers.

18 4.c. Give examples of ways that original arrangement of geologic layers may be changed.

19 3c. Explain how relative dating of fossils can be used as evidence about the ancestry of living things.

20 3c. Explain what absolute dating of fossils means and givean example of how it can be done.

Science 7 Learning Targets --- 4th QuarterTarget # / CA Standard: Student Progress on Standard


1 4e. Explain what fossils are and some of the ways they are made.

2 4f. Describe how the movement of continental plates canaffect environment and the history of living things.

3 3b. List three lines of evidence that support the theory of evolution.

4 3b. List three lines of evidence that led Darwin to concludethat natural selection was a cause of evolution.

5 3e. List three causes for changes in a species’ environment that can lead to new species or extinction.

6 3.d. Make a branching diagram that shows the ancestral relationship of several species.

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7 5f. Identify the structures of a flower and how each relates tomaking pollen, ovules, seeds, and fruit.

8 5b. Explain how the failure of an organ or organ system can affect the entire organism.

9 6h. Identify each of the three common kinds of joints in the human body (gliding, ball & socket, and hinge).

10 6h. Compare joints in the body to structures found in machines.

11 5c. Describe how bones and muscles work together to supportthe body and allow people to move.

12 6i. Describe how various joints are similar to various simple levers

13 6i. Describe how muscles and joints gain mechanicaladvantage from their use of leverage.

14 6j. Explain how the heart generates blood pressure.

15 6j. Describe how valves in the heart and blood vessels keep blood flowing in the correct direction.

16 5e. Identify the placenta and umbilicus in a simpleillustration.

17 5e. Describe the function of the placenta and umbilicus during pregnancy.

18 7d. Draw a physical model with labels and captions that represents scientific knowledge.

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Science 8 Learning Targets --- 1st QuarterTarget # / CA Standard: Student Progress on Standard


1 8.9a. Plan and conduct a scientific investigation to test a hypothesis

2 8.9b Evaluate the accuracy and reproducibility of data

38.9f Apply simple mathematical relationships to determine the missing quantity in a mathematic expression, given tworemaining terms (speed =d/t, density = m/v, force = pxa, volume = axh)

4 8.9g Distinguish between linear and nonlinear relationships ona graph

5 8.9e Construct appropriate graphs from data and develop statements about the relationships

6 8.7c Classify substances by their properties

7 8.8 a Identify density is mass per unit volume

8 8.5c Know chemical reactions usually liberate heat or absorbheat

9 8.5a Tell that reactant atoms and molecules interact to form products with different chemical properties

10 8.8b Calculate the density of regular and irregular solids and liquids

11 8.3d Identify the states of matter (solid, liquid and gas)

128.3e Understand that atoms of solids are locked together and vibrate, liquids the atoms are more loosely connected andcollide with each other, gases atoms move freely around

13 8.7c Classify substances by using their properties

14 8.5d Understand that the physical process does not form chemical reactions

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Science 8 Learning Targets --- 2nd Qtr.




2 8.5a Understand that reactant atoms and molecules interact toform products with different chemical properties

3 8.3b Understand compounds are formed by combining two ormore different elements

4 8.3b Understand that by combining two or more elements givesa totally new substances

5 8.3a Understand an atom is composed of protons, neutrons, electrons)

6 8.7b Understand an element has a specific number of protonswhich is the atomic number

7 8.7b Understand each isotope of an element has a specific number of neutrons in the nucleus

8 8.7a Identify elements as metal, nonmetals and metalloids

9 8.3f Use the periodic table to identify elements in simple compounds


11 8.7a Identify the inert gases

12 8.3a Identify the structure of an atom

13 8.3b Understand compounds are formed by combining two ormore elements

14 8.3c Understand solids are formed by building up repeating patterns a crystal lattice

15 8.5a Understand reactant atoms interact to form products with different chemical properties

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Science 8 Learning Targets --- 3rd Quarter

Target #/CA Standard Student Progress onStandard


1 8.3 Understand that more than 100 elements of matter has distinct properties and a distinct atomic structure

2 8.5 I know that chemical reactions are processes in which atoms are rearranged

3 8.9 I can ask meaningful questions towards a scientific processto conduct careful investigations

4 8.5e I can identify if a solution is acidic, basic or neutral.

5 8.3c I know that atoms and molecules form solids by building up a repeating pattern

6 8.7c I can classify substances by their properties

7 8.9a I can plan and conduct scientific investigation to test a hypothesis

8 8.3 I know that all forms of matter are composed of one ormore elements

9 8.6a I know carbon has a central role in the chemistry of living things

10 8.6b I know living organisms are made of molecules consistingof C, H, N, O, P, & S

11 8.6cI know living organisms have many different kinds of molecules

12 8.1a I know position is defined in relation to a standard reference point

13 8.2b I know when an object has two or more forces at once theresult is a cumulative effect on the forces

14 8.1c I can solve problems involving distance, time and averagespeed

15 8.1d I know that velocity of an object is described by specifying both speed and direction of the object

16 8.1e I know changes in velocity may be due to speed directionor both

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17 8.1f I can interpret graphs using both speed verses time and position verses time

18 8.2a I know force has both direction and magnitude

19 8.2c I know when forces on an object are balanced the motiondoes not change

20 8.2d I can identify different forces

Science 8 Learning Targets --- 4th QuarterTarget # / CA Standard: Student Progress onStandard


1 8.2a understand force has both direction and magnitude.

2 8.2c understand when forces are balanced motion does not change.

3 8.2g understand the role of gravity in forming and maintainingshapes of planets and stars in the solar system.

4 8.2f understand the greater the mass of an object, more force isneeded to change achieve the same rate of change in motion.

5 8.2e understand when the forces on an object are unbalanced the object will change velocity.

6 8.8 understand all objects experience a buoyant force whenimmersed in fluids.

7 8.8a understand density is mass per unit volume.

8 8.8b calculate density of substances.

98.8c understand the buoyant force on an object in a fluid is theupward force equal to the weight of the fluid the object hasdisplaced.

10 8.8d predict if an object will sink or float.

11 8.4b understand the Sun is one of many stars in the Milky Waygalaxy.

12 8.4b understand stars differ in size, shape and color.

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13 8.4c understand how to use light years and astronomical units to measure distance.

14 8.4a understand galaxies are clusters of billions of stars with different shapes.

15 8.2g understand the role of gravity in forming and maintainingthe shapes of the planets and stars in the solar system.

16 8.4d understand stars are a source of light for all bright objectsin space.

17 8.4d understand the moon and planets reflect the sunlight.

18 8.4e understand the appearance, composition, position, size and motion of objects in the solar system.

19 8.4e understand the solar system includes planets, planetarysatellites, comets and asteroids.

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Social Studies 7 Learning Targets --- 1st Qtr.Target # / CA Standard: Student Progress on

Standard

# I can . . . Huh? Kinda Got It.I Got It!

17.1– 1 identify the early strengths and lasting contributions of Rometo include: Roman Citizenship and Roman law;Roman art, architecture, engineering, philosophy; Spread of Christianity and Empire expansion and threats

2 7.1-3describe the establishment of Constantinople by Constantine.

3 7.1-3 can identify the establishment of the Byzantine Empire and the split of the Christian church.

4 7.2-2understand who Muhammad is and how the teachings of Islam began.

5 7.2-3 understand how important the Qur’an and Sunnah are to Islam.

6 7.2-4, 7.2-5 learn how the Muslim empire expanded and the contributions of Muslims.

7 7.4-1 understand the location of the Niger River and vegetation zones of West Africa and the growth of the Ghana and Mali empires.

87.4-4, 7.4-5 understand the role of the trans-Saharan caravan trade in West Africa and how the growth of the Arabic language andIslamic scholarship were brought through this trade.

Social Studies 7 Learning Targets --- 2nd Qtr.Target # / CA Standard: Student Progress on

Standard


1 7.7-2understand the roles of people in Meso-America, and Andean society.

2 7.7-2 understand how the Aztec and Incan empires rose as well as their defeat by the Spanish.

37.7-4 understand how the following affected the Mayan, Aztec and Incan cultures: art/architecture; oral traditions and advances in astronomy and mathematics.

47.3-1: I can understand how the bringing of China back together after the Mongols affected China and how the influence of Confucian thoughtchanged China through the creation of an imperial state and scholar-official class.

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5 7.3-5: I can understand how the influence of Chinese goods affected the world during this time in history.

67.5-3: I can understand lord-vassal system of medieval Japan as well as the influence of China and Korea on Japan to include Buddhism.

7 7.5-6: I can understand the development of a military society and the role of a samurai in Japan.

Social Studies 7 Learning Targets --- 3rd Qtr.Target # / CA Standard: Student Progress on

Standard


1 7.6-3 understand the importance of the development of feudalism in medieval Europe and how the geography of the region influenced the growth.

27.6-4 understand how the European monarchs (Charlemagne, Gregory VII) and the Papacy(Pope Urban III) worked togetheras well as having many conflicts within medieval Europe. This leads to the understanding of the beginning of the English legalsystem and modern democracy.

37.6-6 understand how the Crusades started and how they effected the Christian, Muslim and Jewish populations throughout Europe and the Mediterranean world.

47.6-1 understand how classical learning and the arts during the Renaissance fostered an interest in humanism, as well as the growth and effects of passingon information during the Reformation.

5 7.6-5 understand the advances made in the Renaissance such as: Literature; Arts; Science/Math.

Social Studies 7 Learning Targets --- 4th Qtr.Target # / CA Standard: Student Progress on

Standard


1 7.9-1 understand the internal problems and weakness of the Catholic church during the Reformation.

2 7.9-2 understand the ideas of the most important people of the Reformation and understand the Protestant’s new practices and how it influenced Europe.

3 7.9-4 identify and locate parts of Europe that remained Catholic and what parts became Protestant. Along with this identificationI can understand the importance of the Counter-Reformation and what role the church and the

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Committed to Educationmissionaries had in this movement.

4 7.10-1 understand how the Scientific Revolution started and prospered.

57.10-2 understand how important new scientific theories were created during the Scientific Revolution such as: Methods by Bacon and Descartes; scientific rationalism and Democratic ideas.

6 7.11-1 understand the voyages of discovery, where they went and what they discovered on these voyages along with what was shared during the voyages.

7 7.11-3 understand how modern capitalism began as well as how mercantilism, and cottage industry contributed to the market economy.

8 7.11-6 understand how the Enlightenment thinkers such Locke, Montesquieu and other American thinkers influenced democratic thoughts and foundations.

Social Studies 8 Learning Targets --- 1st Qtr.Target # / CA Standard: Student Progress on

Standard


1 8.1.4 trace our nation’s heritage from classical liberal principles, republicanism, and English law.

2 8.2.1 state the significance of the Magna Carta, the English Bill of Rights, the House of Burgesses, and the Mayflower Compact.

3 8.1 define the Columbian Exchange, trace its beginnings and state its lasting impact.

4 8.4.3 explain our country’s economic system of capitalism and how it succeeded mercantilism.

5 8.1.1 state the influence that the Great Awakening had on our country’s founding.

6 8.3.7 relate what a free press is and tell what its responsibilities are.

7 7.11.5 explain how democratic thought from the Age of Enlightenment influenced our nation’s founding.

88.1.2 interpret the reasoning behind the philosophy of government as stated in the Declaration of Independence and relate its emphasis on government as a means of securing individual rights.

9 8.2.2state the major problems with the Articles of Confederation.

10 8.3.1 list the ideas put forth in state constitutions that influenced the U. S. Constitution.

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11 8.3.2 explain how the Ordinances of 1785 and 1787 transferred federally owned lands into private holdings, townships, and states.

12 8.3.5 state the cause and effect of Shays’ Rebellion.

13 8.2.3 list the major debates that occurred during the developmentof the Constitution and their ultimate resolutions.

14 8.2.4 list the different positions of the Federalists and the Antifederalists.

15 8.2.6 state the powers of government set forth in the Constitutionand the basic liberties ensured by the Bill of Rights.

16 8.2.7describe the structure and principles of the Constitution.

8.3.6 explain the basic law-making process of our government and howcitizens can participate in the political process.

Social Studies 8 Learning Targets --- 2nd Qtr.Target # / CA Standard: Student Progress onStandard


18.4.1describe the country’s physical landscapes, political divisions, and territorial expansion during the terms of the first four presidents.

2 8.4.2explain the policy significance of Washington’s Farewell Address.

3 8.4.2 explain the political importance of Jefferson’s Inaugural Address.

4 8.5.1state the political and economic causes and consequences of the War of 1812.

5 8.8.2describe the purpose, challenges, and economic incentives associated with the Lewis and Clark Expedition.

68.4.3 state the reasons for Jackson’s opposition to the National Bank, and can list Supreme Court decisions that reinforced our economic system.

7 8.8.1relate the importance of Jacksonian democracy.

8 8.6.1describe the influence of industrialization, including human modification of the landscape and how geography shaped human

31

Committed to Educationactions.

9 8.6.2outline the obstacles to Henry Clay’s American System.

10 8.6.3list the reasons for the wave of immigration from Europe and the impact this had on America.

11 8.7.1describe the development of the agrarian economy in the South and state the importance of the cotton gin.

12 8.7.2trace the development of slavery and identify strategies that kept it in existence and movements that meant to abolish it.

Social Studies 8 Learning Targets --- 3rd Qtr.Target # / CA Standard: Student Progress onStandard


1 8.6.6 name the leaders of the women’s rights movement of the 19th C.and list their major accomplishments.

2 8.6.7 identify common themes in early American art as well as transcendentalism and individualism.

3 8.9.1 describe attempts to abolish slavery and state the leaders in thesemovements and evaluate their successes.

4 8.9.3 explain the significance of the Northwest Ordinance.

5 8.12.2 identify the reasons for the development of federal Indian policy.

6 8.8.3describe the role of pioneer women and the new status that western women achieved.

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7 8.8.4explain the importance of the great rivers and the struggle overwater rights.

8 8.8.6describe the Texas War for Independence and the Mexican-American War and list the lands won.

9 8.9.5state the significance of states’ rights doctrines that led to the eading 19th C. compromises and events concerning popular sovereignty.

10 8.10.1compare the conflicting interpretations of state and federal authority as exemplified by Daniel Webster and John C. Calhoun.

118.9.4identify the importance of the slavery issue as raised by the annexation of Texas and California’s admission to the union as a freestate.

12 8.10.2trace the boundaries constituting the North and South, state thegeographical differences and list the major economies of each.

13 8.10.5describe some of the views of both leaders and common soldiersfrom the Union and Confederate armies.

14 8.10.6identify critical developments and events in the Civil War.

Social Studies 8 Learning Targets --- 4th Qtr.Target # / CA Standard: Student Progress onStandard


1 8.11.1 list the original aims of Reconstruction and describe its effects on the political and economic structures of different regions.

28.11.3 explain the effects of the Freedmen’s Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and “Jim Crow” laws.

3 8.11.5 state the Thirteenth, Fourteenth, and Fifteenth Amendments tothe Constitution and explain their connection to Reconstruction.

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4 8.12.4 list major entrepreneurs, industrialists, and bankers of the 19th

Century.

5 8.12.8 identify the characteristics and impact of Grangerism and Populism.

6 8.12.5 state the location and effects of urbanization, renewed immigration, and industrialization.

78.12.6 describe child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders, its demand for collective bargaining, and its strikes and protests over labor conditions.

Math 7 Learning Targets --- 1st QuarterTarget # / CA Standard: Student Progress on Standard


1 NS1.2 Add, subtract, multiply and divide decimals and fractions.

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2 NS1.5 Convert terminating decimals into reduced fractions.

3 NS2.2 Add & subtract fractions using factoring to find common.denominators

4 NS2.5 Determine the absolute value of real numbers.

5 AF2.1 Evaluate expressions with powers and exponents.

6 MG1.3 Express a relationship as a unit rate.

7 MG3.3 Know, understand & use the Pythagorean Theorem.

Math 7 Learning Targets --- 2nd QuarterTarget # / CA Standard: Student Progress on Standard


1 NS1.3 convert fractions to decimals and percents.

2 NS1.7 solve problems that involve discounts, markups, commissions, profit and compute simple & compound interest.

3 AF1.1 solve 1-step equations over rational numbers.

4 AF3.4 identify a proportional relationship as 2 equal ratios.

5 AF4.2 solve multistep problems involving rate, avg. speed, distance& time.

6 MG3.4 demonstrate & understand the conditions that indicate 2 geometrical figures are congruent.

Math 7 Learning Targets --- 3rd QuarterTarget # / CA Standard: Student Progress on Standard


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1 AF1.3 simplify numerical expressions by applying properties of rational numbers.

2 AF3.3 graph linear functions.

3 AF3.4 identify a proportional relationship as 2 equal ratios.

4 AF4.1 solve 2-step linear equations and inequalities.

5 AF4.2 solve multistep problems involving rate, avg. speed, distance& time.

Math 7 Learning Targets --- 4th QuarterTarget # / CA Standard: Student Progress on

Standard


1 NS1.3 convert fractions to decimals and percents.

2 NS2.3 multiply, divide, and simplify rational numbers by usingexponent rules.

3 AF1.1 solve 1-step equations over rational numbers.

4 AF1.3 simplify numerical expressions by applying properties of rational numbers.

5 AF2.1 evaluate expressions with powers and exponents.

6 AF2.2 multiply and divide monomials.

7 PS1.1 know various forms of display for data sets: stem-and-leafplot/ box-and-whisker plot.

Algebra 8 Learning Targets --- 1st Quarter

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1 2.0 understand and use operations as taking the opposite, finding thereciprocal& taking a root. Understand the rules of exponents.

2 4.0 simplify expressions prior to solving linear equations &inequalities in one variable.

3 5.0 solve multistep linear equalities & inequalities in one variable.

4 15.0 apply algebraic techniques to solve rate, work, & percent mixtureproblems.

Algebra 8 Learning Targets --- 2nd QuarterTarget # / CA Standard: Student Progress on Standard


1 6.0 graph linear equalities & inequalities.

2 7.0 verify that a point lies on a line, given the equation of the line, andfind linear equations using the point-slope formula.

3 9.0 solve & graph a system of 2 linear equations.

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Algebra 8 Learning Targets --- 3rd QuarterTarget # / CA Standard: Student Progress on Standard


1 2.0 understand & use the rules of exponents

2 10.0 add, subtract, multiply & divide monomials & polynomials.

3 11.0 apply basic factoring techniques to 2nd and 3rd degree polynomials.

4 14.0 solve a quadratic equation by factoring or completing thesquare.

5 19.0 know the quadratic formula.

6 20.0 use the quadratic formula to find the roots of a second-degree polynomial & solve quadratic equations.

7 21.0 graph quadratic functions.

8 22.0 apply quadratic equations to physical problems.

Algebra 8 Learning Targets --- 4th QuarterTarget # / CA Standard: Student Progress on Standard


1 2.0 understand & use the rules of exponents in radical expressions

2 12.0 simplify fractions with polynomials in the numerator & denominator.

3 13.0 add, subtract, multiply & divide rational expressions & functions.

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Language Arts 7 Learning Targets --- 1st Qtr.Target # / CA Standard: Student Progress onStandard


1 R1.3 make meanings of words clear through definition, example, restatement, and contrast.

2 R2.2 find information using different types of documents.

3 LC1.3 define a noun and find the nouns in a sentence.

4 LC1.3 define an adjective and find the adjectives in a sentence.

5 LC1.3 define an action verb, linking verb, and helping verb and find action verbs, linking verbs, and helping verbs in a sentence.

6 LC1.3 define an adverb and find adverbs in a sentence.

7 LC1.3 define and find conjunctions in a sentence

8 LC1.3 define and find interjections in a sentence.

9 LC1.3 identify a simple, compound, complex, and compound-complexsentence.

10 LC1.3 write a simple, compound, complex, and compound-complex sentence.

11 LC1.4 & 1.6 punctuate and capitalize sentences correctly.

12 W1.7 make my written ideas understandable.

13 W1.7 use exact vocabulary in my writing.

14 W1.7 recognize when words are used correctly.

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15W1.7 change my writing to improve its organization and word choiceafter checking to see if my ideas are understandable and my vocabulary is correct.

16 R1.1 find idioms, similes and metaphors in poetry and stories.

17 R1.2 define a variety of base words (roots), prefixes, and suffixes.

18 R2.1 identify the differences between different types of informationalmaterial.

19 W1.1 organize my writing so that all parts are balanced, and use effective transitions to link important ideas.

20 give structure to my writing by: taking notes, outlining and summarizing

Language Arts 7 Learning Targets --- 2nd Qtr.Target # / CA Standard: Student Progress on Standard


1 R1.3 make meanings of words clear through definition, example,restatement, and contrast.


3 LC1.3 define a noun and find nouns in a sentence.


5 LC1.3 define an action verb, linking verb, and helping verb and find action verbs, linking verbs, and helping verbs in a sentence.

6 LC1.3 define an adverb and find adverbs in a sentence.

7 LC1.3 define and find conjunctions and interjections in a sentence.

8 LC1.3 identify and write a simple, compound, complex, and compound-complex sentence.

9 LC 1.4 & 1.6 punctuate and capitalize sentences correctly.

10 W1.7 make my written ideas understandable.

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11 W1.7 use exact vocabulary in my writing.

12 W1.7 recognize when words are used correctly.

13W1.7 change my writing to improve its organization and wordchoice after checking to see if my ideas are understandable andmy vocabulary is correct.

14 LC1.7 spell words correctly by using the spellings of bases and affixes.

15 R2.4 recognize and find the development of an author's argument, point of view, or viewpoint in text.

16 R2.3explain the use of a simple device by following technical directions.

17R3.3 show I understand the characters in a story: by explaininghow a character's thoughts, words, and ideas, are related; by explaining how the narrator describes them and by explaining how the thoughts, words, and actions of one character affects another.

18 R1.4 identify topics; ask and evaluate questions; and develop ideas leading to investigation and research.

19 R2.6 judge the adequacy, correctness, and appropriateness of the author's evidence to support statements, recognizing bias or stereotyping.

20 R2.3 identify cause and effect in literature

Language Arts 7 Learning Targets --- 3rd Qtr.Target # / CA Standard: Student Progress on Standard


1 R1.3make meanings of words clear through definition, example, restatement, and contrast.


3 R3.3 define a variety of base words (roots), prefixes, and suffixes.

4 R2.4 identify and trace the development of an author's argument and point of view in text.

5 R2.5 understand and explain the use of a simple device using directions.

6 R3.4 identify themes in literary works.

7 R3.2 identify events that advance the plot and determine how each event explains past or present actions or foreshadows future actions.

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8 R3.6 evaluate responses to a story or poem and determine the extent to whichthe literary elements in the work shaped those responses.

9 LC1.3 define a noun and find the nouns in a sentence.


11 LC1.3define an action verb, linking verb, and helping verb.

12 LC1.3 find action verbs, linking verbs, and helping verbs in a sentence.

13 LC 1.3define an adverb.

14 LC 1.3find adverbs in a sentence.

15 LC1.3define and find conjunctions in a sentence.

16 LC1.3define and find interjections in a sentence.

17 LC1.3 identify a simple, compound, complex, and compound-complex sentence.


19 LC1.4 & 1.6 punctuate and capitalize sentences correctly.

20 W1.2 support my position by explaining several thoughtful points

Language Arts 7 Learning Targets --- 4th Qtr.Target # / CA Standard: Student Progress on Standard


1 R1.3 make meanings of words clear through definition, example, restatement, and contrast.

2 R2.2find information using different types of documents.

3 R2.5 explain the use of a simple device by following technical directions.

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4 R3.3 show I understand the characters in a story.

5 R3.5 contrast points of view in a narrative and explain how they effect the theme of the work.

6 R2.6 explain instances of bias or stereotyping.

7 W1.7 revise writing to improve organization and word choice after checking the logic of ideas and precision of vocabulary.

8 R2.3 identify cause and effect in literature.

9 R2.1state the differences between different types of informational material.

10 LC1.3 find the nouns in a sentence.


12 LC1.3 define an action verb, linking verb, and helping verb.

13 LC1.3 find action verbs, linking verbs, and helping verbs in a sentence.

14 LC1.3 define an adverb.

15 LC1.3 find adverbs in a sentence.

16 LC1.3 define and find conjunctions in a sentence.

17 LC1.3 define and find interjections in a sentence.

18 LC1.3 identify a simple, compound, complex, and compound-complex sentence.


20 W1.7 revise writing to improve organization and word choice after checking the logic of ideas and precision of vocabulary.

Language Arts 8 Learning Targets --- 1st Qtr.Target # / CA Standard: Student Progress on Standard

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1 R1.2 determine a words meaning based on roots, prefixes and suffixes.

2 R1.2 identify common Greek and Latino roots and affixes

3 R1.2 identify and define common roots, prefixes and suffixes.

4 R1.2 use word origins to infer the meaning of words.

5R1.3 use word meanings within appropriate context and show ability to verify those meanings by definition, restatement, example, comparisonor contrast.

6 R2.2 analyze text that uses proposition and support patterns.

7 R3.2 identify both internal and external conflict a short story.

8 R3.3 identify different types of characterization (direct and indirect) and identify a character’s motivation.

9 R3.4 identify the three elements of setting (where, when,mood) and create a setting that suggest a mood for the story

10 W1.1 create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well supported conclusion.

11 W1.2 identify and correct faulty parallelism.

12 W1.6 determine the appropriate order of information in a sample of writing.

13 LC1.1 identify different types of clauses and identify the use of independent and dependent clauses

14 LC1.1 identify different types of sentences: imperative, declarative,interrogative, exclamatory.

15 LC1.1 identify the verbals in a sentence.

16 LC1.1 identify and use simple, compound complex and compound-complex sentences.

17 LC1.1 identify and use different kinds of dependent clauses.

18 LC1.1 write a complex sentence and a compound sentence.

19 LC1.5 capitalize words correctly and properly place commas.

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20 LC1.6 use correct spelling conventions

Language Arts 8 Learning Targets --- 2nd Qtr.Target # / CA Standard: Student Progress on

Standard


1 R1.1 analyze an idiom and an analogy to determine its figurative meaning.

2 R1.1 analyze a metaphor and a simile to determine its meaning within a poem.

3R1.3 use word meanings within appropriate context and show ability to verify those meanings by definition, restatement, example, comparison or contrast.

4 R2.3 find similarities and differences between texts in the treatment, scope or organization of ideas.

5R2.4 compare the original text to a summary to determine whether the summary accurately captures the main ideas, includes critical details, and conveys the underlying meaning.

6 R2.6 explain/solve a problem by following a written document.

7 R3.1 analyze a poem to determine its theme and the rhyme pattern/scheme.

8 R3.2 correctly order the elements of a plot diagram define the elements of a plot diagram and identify the major & minor plots in a story.

9 R3.5 identify the theme of a short story, the elements of a myth, fable, legend and folk tale and distinguish the difference between different types of folk tales.

10 R3.6 recognize symbols in literature and dialogue in a story.

11 W1.1 determine the main idea from a sample of writing.

12 W1.2 identify and correct faulty parallelism.

13 W1.3 directly quote from informational research.

14 W1.3 paraphrase an excerpt from informational text.

15 W1.3 summarize an excerpt from an informational text.

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16 W1.6 include appropriate sensory details in my writing.

17 W1.6 revise my writing for word choice.

18 LC1.3 identify subordinating and coordinating conjunctions.

19 LC1.5 use correct punctuation in a letter.


Language Arts 8 Learning Targets --- 3rd Qtr.Target # / CA Standard: Student Progress on

Standard


1 R1.1 determine what is being compared within a metaphor or simile.

2R1.3 use word meanings within the appropriate context and show abilityto verify those meanings by definition, restatement, example, comparison or contrast.

3R2.1 analyze consumer materials for information and instructions and compare and contrast the features and elements of consumer materials to gain meaning from documents.

4 R2.2 analyze text that uses proposition and support patterns.

5 R2.5 understand and explain the use of a complex mechanical device by following technical directions.

6 R2.6 use information from a variety of consumer work place, and public documents to explain a situation or decision and to solve a problem.

7 R2.7 infer an author’s purpose by analyzing the sample.

8 R3.1 analyze a poem to determine its purpose and identify the characteristics ofan ode, ballad, sonnet, lyric poem, couplet, elegy,and narrative poem.

9 R3.6 identify metaphors, similes and personification in a poem.

10 R3.6 identify an idiom or an analogy within a line or phrase.

11 R3.6 identify the use of onomatopoeia and symbolism.

12W1.1 determine what is needed to complete a sample of writing andcreate compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion.

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13 W1.2 establish coherence within and among through effective transitions,parallel structures, and similar writing techniques.

14W1.3 distinguish the nature and value of primary and secondary sources,organize and create an outline from information gathered, formulate a strong thesis statement for a research paper and evaluate the validity of primary and secondary sources.

15 W1.6 revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages and ideas.

16 W2.5 write out a job application, letter of request, a letter of complaint, a thank you letter and a rejection letter.

17 LC1.3 use apposition to indicate the relationship between ideas.

18 LC1.4 revise my work based on student input and edit written work.

19 LC1.5 use quotation marks correctly, punctuate and capitalize direct quotations

20 LC1.6 use correct spelling conventions.

Language Arts 8 Learning Targets --- 4th Qtr.Target # / CA Standard: Student Progress on

Standard


1R1.3 use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparisonand contrast.

2 R2.5 understand and explain the use of a complex mechanical device by following technical directions.

3 R2.7 evaluate the unity, coherence, logic, internal consistency, and structural patterns of text.

4 R3.7 determine an author’s feelings on a topic.

5 W1.6 revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas.

6 LC1.2 identify and correct faulty parallelism.

7 LC1.2 identify sentences, sentence fragments and run-ons.

8 LC1.2 combine sentences using conjunctions and clauses.

9 LC1.2 revise a paragraph to vary sentence length and structure.

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10 LC1.2 identify transitional words and phrases.


12R1.3 use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparisonand contrast.

13 R2.5 understand and explain the use of a complex mechanical device byfollowing technical directions.

14 R2.7 evaluate the unity, coherence, logic, internal consistency, and structural patterns of text.

15 R3.7 determine an author’s feelings on a topic.

16 W1.6 revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas.

17 LC1.2 identify and correct faulty parallelism.

18 LC1.2 identify sentences, sentence fragments and run-ons.

19 LC1.2 combine sentences using conjunctions and clauses.

20 LC1.2 revise a paragraph to vary sentence length and structure.

Physical Education Learning Targets --- 1st Qtr.Target # / Football Student Progress on Standard


1 throw the ball using the proper grip.

2 throw the ball with the opposite leg forward.

3 throw the football while leading the receiver downfield.

4 catch the ball while keeping eyes on the ball.

5 catch the ball while running a slant pattern.

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6 catch the ball while running a down and out.

7 catch the ball while running a stop and go.

8 catch the ball while running a streak.

9 understand the rules and terminology for the game known as football(in the United States).

Physical Education Learning Targets --- 2nd Qtr.Target # / Volleyball Student Progress on Standard


1 serve overhand or underhand over the net 5 consecutive times.

2 bump pass the ball to the setter position 5 consecutive times when receiving a serve.

3 do the proper footwork for spiking the volleyball over the net.

4 overhead pass a volleyball to the setter position 5 consecutive times.

5 bump set or hand set a volleyball into the proper hitting area.

6 demonstrate the proper rotation during a volleyball game.

Physical Education Learning Targets --- 3rd Qtr.Target # / Basketball Student Progress onStandard


1 dribble the basketball with my right hand the length of the gym and back with no mistakes.

2 dribble the basketball with my left hand the length of the gym and backwith no mistakes.

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3 bounce pass the basketball to another player in the proper way so it can be caught easily with extended arms and fingers.

4 normal pass with the basketball with extended arms and fingers.

5 shoot the basketball with a follow through.

6 shoot the basketball with legs as well as arms.

7 shoot a lay-up with the proper knee going up.

Physical Education Learning Targets --- 4th Qtr.Target # / Ultimate Frisbee Student Progress onStandard


1 use the backhand method for throwing a disc-complete 5 consecutive throws to a target.

2 use the forehand method for throwing a disc-complete 5 consecutive throws to a target.

3 run an offensive pattern and catch the disc 5 consecutive times.

4 throw a disc to a moving target while using my pivot foot to elude the defensive block.

5 exhibit knowledge of the rules and strategies of Ultimate Frisbee while playing in game situations.

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California City Middle School Student/Parent/Staff CompactCalifornia City Middle School Student/Parent/Staff Compact

California City Middle School is committed to the belief that all children can succeed. We acknowledge that by working together (parents, teachers, and staff) we can make a profound and positive effect on students’ academic

achievement.

The purpose of this compact is to establish guidelines for providing the highest quality education at California City Middle School

Student AgreementI will strive to put forth my best effort to achieve the following:

1 I will follow The Student Handbook/Student Code of Conduct / Dress Code.2. I will be an active, prepared, responsible learner, participating in class and I will ask for help when needed.3. I will attend school regularly.4. I will arrive to every class on time.5. I will begin and complete classroom assignments on time.6. Follow The Six Pillars of Character (below named and defined ) from Character Counts!

a. Trustworthiness Be honest • Don’t deceive, cheat or steal • Be reliable — do what you say you’ll do • Have thecourage to do the right thing • Build a good reputation • Be loyal and stand by your family, friends and countryb. Respect Treat others with respect; follow the Golden Rule • Be tolerant of differences • Use good manners, not badlanguage • Be considerate of the feelings of others • Don’t threaten, hit or hurt anyone • Deal peacefully with anger,insults and disagreementsc. Responsibility Do what you are supposed to do • Persevere: keep on trying! • Always do your best

• Use self-control• Be self-disciplined • Think before you act consider the consequences • Be accountable for your choices

d. Fairness Play by the rules • Take turns and share • Be open-minded; listen to others • Don’t takeadvantage of others • Don’t blame others carelesslye. Caring Be kind • Be compassionate and show you care • Express gratitude • Forgive others • Help

people in needf. Citizenship Do your share to make your school and community better • Cooperate get involved in community affairs • Stay informed; vote • Be a good neighbor • Obey laws and rules • Respect authority • Protect the environment

____________________________ ______________________(Print Student’s Name) (Student’s Signature) Date

Parent/Guardian Agreement

I will strive to put forth my best effort to achieve the following:

1. I will send my child to school, regularly, on time, and prepared for learning.2. I will provide a home environment that encourages my child to learn.3. I will communicate with my child's teacher on a regular basis4. Support the school in developing good character by supporting The Six Pillars of Character(defined in the Student Agreement)from Character Counts!.5. Make sure my child is following The Student Handbook/Contract for Success / Dress Code.6. I will make every effort to volunteer at least 5 hours a year.

____________________________ _______________________________(Print Parent/Guardian Name) (Parent/Guardian Signature) Date

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Staff Responsibility

I will strive to put forth my best effort to achieve the following:

1. We will communicate to parents our expectations of high student social behavior and academic growth. This will include the Six Pillars of Character.2. Will provide high quality curriculum and instruction that enables students to meet California State Standards of Academic Achievement.3. Provide a supportive and effective learning environment that allows positive communication among stakeholders.4. Ensure that parents have reasonable access to staff which will enable us to listen to students' and parents' concerns.5. Provide classwork and homework that is Standards Based and supports California State Curriculum.6. Provide a safe and orderly environment conducive to learning.

_________________________________ ____________________________(Principal’s Name) (Principal’s Signature) Date

Teacher’s Name(s) Teacher(s) Signature and Date

________________________________ ____________________________

________________________________ ____________________________

________________________________ ____________________________

________________________________ ____________________________

_______________________________ ____________________________

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Documents

California City Middle School - Mojave Unified School Web viewCalifornia City Middle School. ... Physical education and elective courses are included in the ... Awards for Presidential