WELCOME TO HORACE MANN MIDDLE SCHOOL

Dear Students and Parents:

It is with great enthusiasm that we welcome you to Horace Mann Middle School.  As a middle school, we encompass the middle school philosophy of education which is designed to meet the constant educational and social changes and the ever -demanding needs of the student.  We welcome parent involvement in the education of your child through any available opportunities. 

Middle school students are part of a team that will be comprised of approximately 130 students.  Each team of teachers has an administrator and counselor assigned to assist in the education of the students.  The team teachers teach the core classes of English, social studies, mathematics and science.  Students enrolled in (advanced) courses may have a teacher not assigned to their team. 

Student services at our school will strive to meet the many educational needs of our students.  Students may participate in English as a second language (ELL) and special education programs. 

We look forward to meeting and working with you. Should you have any questions regarding the information presented in this booklet, or any other questions regarding the school, please contact us at 715-261-0725.

Mrs. Julie Sprague                 Mr. Al Betry                                      Josh Ernst

Principal                                Associate Principal                Associate Principal

DEPARTMENT CONTACT GUIDE FOR QUESTIONS

Department Chairs ( dial 261-0725 followed by their 5 digit extension)

WHAT THE MIDDLE SCHOOL STUDENT SHOULD EXPECT

FOOD SERVICE/LUNCH

All students will have a 30-minute lunch period.  During this time period, teams have the opportunity to conduct interdisciplinary projects.

The Wausau School District breakfast, snack, and lunch programs are a pre-payment system.  Payments can be made throughout the school year.  Parents and/or guardians are expected to provide payments in the student’s account for the purchase of meals.  Please maintain a balance of $8.00 in the account so the automatic phone calling system is not activated.  No charging of meals will be allowed.

GRADES

Students will receive report cards four times and progress reports four times during the school year.  In addition, electronic versions will be available on line through the Parent Portal.  Please be sure to register for your Parent Portal login information through our web page.  Students and parents are encouraged to communicate regularly regarding grades.  When necessary, parents may want to schedule a parent conference through their student’s assigned school counselor.

SCHOOL COUNSELORS

The mission of the Wausau School District’s School Counseling Program is to empower ALL students, regardless of individual differences, to acquire the academic, occupational, and personal/social foundations necessary to positively contribute to a changing society. 

All students are assigned to a counselor for their grade level.  Students and parents are encouraged to communicate on a regular basis with the counselor and teachers. 

Counselors are available as a resource to students and service a variety of students’ needs.  Individual, small group and family support are just a few of the many services our department has to offer.

Other services include but are not limited to:

HOMEWORK

All students will be expected to do homework on a regular basis.  It is important that students understand the expectations of their team teachers.  Students are encouraged to spend a minimum of 30 minutes reading per night. 

INSTRUCTIONAL MEDIA CENTER (IMC)

The Horace Mann Middle School IMC services all student and staff informational needs. The IMC has a collection of approximately 19,000 titles and several on-line subscription databases. We offer our students a variety of print and on-line materials dealing with all subject areas. Our collection of books, magazines, newspapers, and other resources are chosen with our students in mind. The IMC is available to meet not only the academic needs of our students but their recreational reading and personal informational needs as well.

Along with the many print resources we have available to our students  for research purposes, the Wausau School District  has also purchased several on-line databases which can be accessed at school as well as at home. These databases will help students conduct information searches, regardless of where they are, as long as they have access to the internet. You can receive information about these resources from our Horace Mann Middle School IMC website: http://www.wausau.k12.wi.us/horacemann/IMC-12-5-08/index.htm  found under “On-line Databases and Informational Resources.” You will need the following information to access these databases from home:  Student Resource Center Jr. Password: hmms ; SIRS Discoverer Deluxe on the Web Customer #: WI2402H  and Password: 54403 ; CultureGrams Online  Login: hmannms  Password: library ; World Book On-line Username: wausauschools Password: library.

Destiny is our IMCs automated catalog. This can be accessed from outside school as well. Go to the Horace Mann webpage (www.wausau.k12.wi.us/horacemann) click on the Instructional Media Center link. There will be an icon on IMC webpage that allows students to access Destiny. When students login to Destiny, they can view what they have checked out and when it is due.  This also allows students to view the items we have in our library collection.

Loan periods: Students may check out up to four items for two weeks at a time (except reference materials which may only be checked out on a week to week basis). We do not place fines on overdue materials; however, students may not check other items out if they have an overdue item. Students may not renew materials unless they physically have the item with them in the library at the time of check out

Lost or damaged items: If material is lost or damaged while checked out to a student, that student will be responsible for paying for a replacement copy or comparable material for our collection. We charge a repair fee of $3 if the item is heavily damaged but salvageable. Our automated library computer system will automatically indicate a book is lost and assess a replacement cost for it if an item is overdue for more than one month.  Overdue notices are sent to students weekly and bills will be sent home starting in January. These policies are in place to help students learn the importance of responsibility and accountability for their actions related to the items they borrow from the IMC.

LOCKERS

Individual lockers will be available for all students to use for storing coats, backpacks, books and school supplies.  Backpacks are to be kept in lockers during the school day.

TRANSPORTATION

Parents are responsible for providing transportation home after the normal school hours.

REQUIRED

6^th Grade Courses

CLASSES

Students will be expected to take seven classes.  Most classes will be for the entire year, some classes are only for a quarter or 9 weeks.  Students will take:  English, Language Arts, Mathematics, Social Studies, Science, and Allied (Health, Art, and Business Education/Technology).

6^th Grade Fun Night

                                                                                                                                6^th Grade Awards

STUDENTS ARE REQUIRED TO TAKE THE FOLLOWING SUBJECTS

The English/Language Arts classes follow a comprehensive literacy program.  This framework refers to one that is balanced in literacy word study/spelling, fluency, vocabulary, comprehension and writing.  Literature, informational text, speaking, listening, writing, and language offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks.  Teachers will be providing instruction through a Reading and Writing Workshop block.  The Six Traits of Writing program has been adopted by the district and is implemented during Writing Workshop.  Writing text types and purposes include:  narrative, informative/explanatory, functional, persuasive and literary response.  It is our goal to prepare students for college and career readiness and provide them with the ability to understand what it means to be literate in the 21^st Century.

Instructional time in 6^th grade mathematics will focus on four critical areas:  (1) connecting ratio and rate to whole number multiplication and division and using concepts of ration and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.

The sixth grade Social Studies curriculum examines the ancient civilizations, including Early People, Mesopotamians, Egypt, Greece, Rome, China, Meso-America, and India.  With these studies, students learn to relate ancient culture universals common among all groups of people.  This provides students with the means to develop an understanding of, and appreciation for, our own current cultural diversity along with the awareness that our actions today will influence societies in the future.

With a spiraling curriculum of life, physical, earth, and space science, our science modules are specifically designed in scope and sequence to provide hands on explorations for students in the middle school years.  A blueprint based on standards and benchmarks, interconnected and reinforced each year, lays a sound foundation of science education.

Every short course module includes a student portfolio designed by Wausau School District science teachers following the principles of Understanding by Design.  The student portfolio is organized in a progression of related learning activities and assessments to monitor the progress and performance of the individual classroom learner. 

The sixth grade curriculum consists of six units of study:

The sixth grade Health Education curriculum consists of lessons/activities that are age-appropriate and applicable to real-life.  The emphasis throughout the health curriculum is:  making wise choices, being a person of good character, supporting and strengthening family relationships, reviewing media, societal and technological influences, thinking “deeply” about health-related issues.  Parental interest and involvement is strongly encouraged. 

Major Units:

·         Personal Health

·         Nutrition

·         Substances

·         Personal Safety

·         Human Growth & Development

The sixth grade art curriculum explores ways to become more creative, be more flexible, problem solve, and take risks.  Students will use various techniques, processes and media to create images and objects that carry meaning and communicate ideas and narratives.  Concepts covered include:  artists and art history, 3-D from 2-D, and the elements and principles of art.

Students will learn how to type using the touch-type method.  The objectives of the class are:  operate the keyboard by touch, master correct typing technique, individually attain optimum speed and accuracy, and review basic English skills of punctuation, spelling, and proofreading.  Students will learn to use Microsoft Word, PowerPoint, Google docs web applications as basic communication tools for the preparation of personal and school projects.  Internet safety and ethics will be discussed throughout this course.  Students will also explore careers through WISCareers.

REQUIRED

7^th Grade Courses

CLASSES

Students will be expected to take seven classes.  Most classes will be for the entire year, some classes are only for a quarter or 9 weeks.  Students will take:   English, Language Arts, Mathematics, Social Studies, Science, and Allied (Art, Family Consumer Education, Technology Education, and World Cultures).

STUDENTS ARE REQUIRED TO TAKE THE FOLLOWING SUBJECTS

The English/Language Arts classes follow a comprehensive literacy program.  This framework refers to one that is balanced in literacy word study/spelling, fluency, vocabulary, comprehension and writing.  Literature, informational text, speaking, listening, writing, and language offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks.  Teachers will be providing instruction through a Reading and Writing Workshop block.  The Six Traits of Writing program has been adopted by the district and is implemented during Writing Workshop.  Writing text types and purposes include:  narrative, informative/explanatory, functional, persuasive and literary response.  It is our goal to prepare students for college and career readiness and provide them with the ability to understand what it means to be literate in the 21^st Century.

Instructional time in 7^th grade mathematics will focus on four critical areas:  (1) developing understanding of numerical proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations: (3) solving problems involving scarce drawings and informal geometric construction, and working with two and three dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples. 

The seventh grade Social Studies class is World Geography.  We will be focusing on current and past events to learn about the physical and cultural geography of our planet.  Map use and other geography skills will be emphasized throughout the year.

Units include the United States, Europe, West Asia, Latin America, Asia and Africa.  These units focus on the big ideas or enduring understandings below. 

With a spiraling curriculum of life, physical, earth, and space science, our science modules are specifically designed in scope and sequence to provide hands on explorations for students in the middle school years.  A blueprint based on standards and benchmarks interconnected and reinforced each year lays a sound foundation of science education. 

Every short course module includes a student portfolio designed by Wausau School District science teachers following the principles of Understanding by Design.  The student portfolio is organized in a progression of related learning activities and assessments to monitor the progress and performance of the individual classroom learner. 

The seventh grade curriculum consists of seven units of study:

The seventh grade art curriculum examines how visual images and forms give us the ability to understand world cultures and the cultures of other times.  Students will develop knowledgeable use of formal qualities and will work with various techniques, processes and media.  Students will develop the critical skills of describing, analyzing and interpreting visual images.  Some assignments reflect the theme of integrated units jointly designed by the team and the art teacher.

Family and Consumer Education at the seventh grade explore developing a positive self-concept, taking responsibility for your actions, and decision making for a healthy life style.  Students are encouraged to accept the responsibilities of life changes.  An emphasis is placed on self-concept, responsible interpersonal relationships, communication skills, the student’s role in the family, and an awareness of societal influences on the individual.  Good communication skills, technical reading and self-worth are emphasized throughout the construction of a project. 

The purpose of this course is to introduce students to the world of technology.  Students will explore the areas of communication, transportation, design, engineering and nanotechnologies.  Computer aided design and engineering software, desktop publishing, word processing and presentation software will also be used.  As a final project, students will design, build, and race a magnetic levitation train.  Students will study the characteristics of successful inventors and innovators, and will apply the 6-steps of the design process to meet a number of different design and problem-solving challenges.

Students will explore the languages and cultures of Arabic, Chinese and Hmong.  They will learn thematic vocabulary to express themselves in these languages.  Students will also study the history, geography and traditions. 

REQUIRED

8^th Grade Courses

CLASSES

Students will be expected to take seven classes.  Most classes will be for the entire year, some classes are only for a quarter or 9 weeks.  Students will take:  English, Mathematics, Intro Social Sciences, Science, Foreign Language (Spanish/French/German), and Allied (Art, Family Consumer Education, Business Education, Technology Education).

STUDENTS ARE REQUIRED TO TAKE THE FOLLOWING SUBJECTS

The English classes follow a comprehensive literacy program.  This framework refers to one that is balanced in literacy word study,  vocabulary, comprehension and writing.  Literature, informational text, speaking, listening, writing, and language offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks.  The Six Traits of Writing program has been adopted by the district and is implemented as part of the writing curriculum.  Writing text types and purposes include narrative, informative/explanatory, functional, persuasive and literary response.  It is our goal to prepare students for college and career readiness and provide them with the ability to understand what it means to be literate in the 21^st Century.

Instructional time in 8^th grade mathematics will focus on three critical areas:  (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two and three dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem. 

The eighth grade social science program is designed as an introductory course exploring the behavioral sciences.  The first half of the year is devoted to political science, focusing heavily on our U.S. government.  The second half of the year gives an overview in the areas of psychology, sociology, anthropology, economics and Wisconsin Native Americans.  Built into every unit is a variety of critical thinking skills, vocabulary, and study skills that are important to the field of social studies as well as to learning in general.  As students look to the future, social studies is one area that provides direct instruction on career planning as well as being the place where high school registration takes place. 

The eighth grade curriculum continues to build on previous knowledge that students have gained in sixth and seventh grade.  The curriculum touches on the three areas of science:  life, earth and physical.  Our goal is to create a learning atmosphere that enables the students to make connections between what they learn in the classroom and to the world around them.  Lessons are developed using the Understand by Design framework.  This framework allows students to experience science at a hands-on minds-on level.  Eighth grade curriculum focuses on current scientific theories related to each of the areas listed below. 

The 8^th grade art curriculum delves into new technologies and how they are used to create images and art; additionally how new technologies shape our culture and identity.  Students will work with digital cameras, graphics tablets, and computers with digital editing and imaging software in the Visual Communication Technology lab.  Students will develop processes and knowledge in and through art that can be applied to daily life and build problem solving strategies that promote fluency, flexibility, elaboration and originality.

The purpose of this course is to introduce students to the business world.  Emphasis will be on entrepreneurship.  Students will use the Internet, Microsoft Word, Excel, Publisher and PowerPoint, logo Creator, Photo Story 3, and WISCareers career exploration software. Junior Achievement volunteers will meet six times with students during this quarter. 

Family and Consumer Education at the eighth grade continues to explore developing a positive self-concept, taking responsibility for your actions, and decision making for a healthy lifestyle.  The course emphasis is on adolescents and their role in the family and society.  Nutrition, food preparation and management skills are included throughout the curriculum.  The curriculum also promotes resistance to negative peer pressure relating to drugs, sexuality, and other aspects of adolescent and adult life.  Classroom experiences involve learning how to plan a positive course of action and accept responsibility for that action and their own behavior by applying a decision-making process to a variety for real-life concerns.  The students are encouraged to use critical thinking skills for decision-making and goal settings that will enable them to live healthy, productive lives. 

The purpose of this course is to introduce students to the business world.  Emphasis will be on entrepreneurship.  Students will use the Internet, Microsoft Word, Excel, Publisher and PowerPoint, Logo Creator, Photo Story 3, and Wiscareers career exploration software.  Junior Achievement volunteers will meet six times with students during this quarter.

Students will also be introduced to the world of modern manufacturing processes, systems and technologies.  Students will study careers, human relations, safety and material processes, and lean manufacturing to include continuous improvement and global awareness.  Students will apply what they have learned to design and build a project.  Students will have an opportunity to work in teams and solve problems.

Foreign Language becomes a part of the high school transcript and counts toward fulfilling the foreign language requirement for the first year of foreign language.

Students in the eighth grade have an opportunity to study level one French, German or Spanish.  The foreign language curriculum provides students with progressive experiences of these four basic skills:  listening, speaking, reading and writing.  These skills, integrated with the study of culture will prepare them to compete globally.  Students need to maintain a C average to advance to level II and/or receive teacher recommendation. 

                                         MUSIC CHOICES

The mission of music education in the Wausau School District is to develop musical literacy, appreciation, and an understanding of the role music plays for all students through comprehensive instruction and musical experience.

Music classes meet two times each week, opposite students’ Physical Education classes. Each student is assigned to a general music section or choir section.

The main difference between the Choir classes and the General Music classes is that the Choir groups do most of their performing vocally in preparation for public performances, whereas the General Music groups perform in-class, through the use of a variety of music media.   Both Choir and General Music are performance-based learning experiences.  The music grade is based on each student’s individual level of participation during these group performances.

Each individual student knows that they are expected to be productive and to demonstrate good quality participation in order for the group, music-making process to be successful.

The students will be able to:

• Demonstrate appropriate posture, diction, eye contact and voice tone
• Follow directions in a timely manner
• Stay on task
• Gauge when it is appropriate to interrupt during a class performance --  Does this interruption need to take place now?  Or can it wait until the piece is finished?
• Accept correction appropriately
• Use class time wisely
• Demonstrate quality work
• Help establish a safe environment which is conducive to risk-taking and trying new things.   

The General Music classes include vocal development, enunciation, and expression, as well as a variety of in-class performance activities.  The musical skills and techniques developed in this class are preparing the students for in-class, whole-group music-making, using the guitar, recorder, voice, movement, dance, keyboard, Orff instruments, etc.  The in-class assignments mainly focus on group performances, note reading, music history, and focused/active listening experiences.  There are no public performance requirements for the General Music students.

The main focus of Choir is Vocal Performance & Development.  The skills the students work to develop include:  pitch-matching, range extension, breath control, correct vocal posture, tone, part-singing, blend, mouth, jaw and vowel formation, enunciation and articulation, and learning to select the appropriate expression level required to effectively communicate the composer’s intent in a given piece.  Individual vocal and aural development as well as vocal independence is what we work toward.  Students will experience a variety of music repertoire, as well as some music literacy and history.  The main focus is on vocal development and preparing the students to perform well as a group.  Choir sections have three performance opportunities during the school year (Winter Concert, Variety Show, and Spring Concert). On occasion, there may be an additional city wide concert also during the spring. 

Sixth Grade Band & Orchestra starts in the fall after the school year has begun.  During the first week of school, all students will see a demonstration of all instruments available to play.  A registration form will be given to the students at this time for them to bring home to discuss with parents about the possibility of joining the Orchestra or Band.  Students will have an opportunity to try different instruments during the weeks that follow to find out which instrument is best suited for them.  Beginning instruction is given on the following instruments:  Violin, Viola, Cello, Bass, Flute, Clarinet, Saxophone*, Trumpet, French Horn, Trombone, Baritone, Tuba and Percussion**.

* In order to insure proper instrumental balance, there will be a maximum of 4 saxophones allowed into the beginning band.  Saxophone auditions take place after the first concert of the year.  In order to be eligible for saxophone auditions, one must participate in band at the beginning of the school year and maintain an “A” in the previous quarter in band. It is recommended that students select clarinet in the fall if they wish to play saxophone in the spring.

**In order to participate on percussion, a September audition is required involving rhythm reading, note reading in Treble Clef and physical coordination skills.  We have found that students with at least 2 years of private piano lessons possess the skills necessary to succeed on percussion.  In order to insure proper instrumental balance, there will be a maximum of 4 percussionists for beginning band.

Instruments are available at our local music stores with a rent to buy contract or from other private parties.  Horace Mann provides many of the larger instruments and we have a few other instruments available for students in need.  Students who may have previous experience (another school district) will be given continued instruction to advance their skills.  These students would also be eligible to audition for Jazz Band & Chamber Orchestra which meets once a week after school with additional performances each year.

Classes meet two days per week during team study plus students will have a 20-minute small group lesson during one of their two General Music classes. 

There will be at least two performances per school year.  Concerts take place in Horace Mann’s Cafetorium at 7:00 PM once at the end of January and once in May.  On occasion, there may be a city wide concert also during the spring. 

Seventh grade Band & Orchestra meets three days a week.  Two days are full group and one day is as a sectional (like instrument groups).  All students will receive one 20-minute small group lesson during their music class or band class.

The course of study in seventh grade instrumental music is continued skill development on tone, techniques and range on their instruments. There will be at least two performances per school year.  Concerts take place in Horace Mann’s Cafetorium at 7:00 PM once in November and once in May.  Orchestra students also have a concert in February.  On occasion, there may be a city wide music concert also during the spring. 

New musical opportunities for seventh grade instrumental students include Chamber Orchestra, Jazz Band, Solo Ensemble and the WSMA Honors Band and Orchestra.  Chamber Orchestra & Jazz Band meet once a week after school and participate in several performances each year.  Admission is by audition in September. These groups play for various functions throughout the year.

Solo Ensemble is a Festival that is run through the Wisconsin State Music Association.  Students choose a musical selection from the WSMA Festival Music list to study and perform before an adjudicator (judge).  The adjudicator provides a written and verbal critique of the performance and awards a rating based on defined criteria.  Selections are categorized by difficulty from Class A to Class C, Class A being the most challenging music to perform.   Students that receive a “first-star” rating at the Class A level advance on to State Solo & Ensemble.  The Wausau district festival is held in February.  WSMA Festivals have five primary goals:             

A. Improve students’ music performance                                                                                                                       

B. Increase students’ understanding of music literature and music concepts                                                   

C. Motivate students to continue their study of music;                                                                                            

D. Establish standards of excellence in music performance;                                                                                   

E. Provide opportunities for students to understand the relationship of music experiences to other life experiences.

The WSMA Honors Band, Choir & Orchestra provides musically talented students with the opportunity to rehearse and perform with the nation's finest conductors in a professional, highly disciplined setting. Selected through a rigorous audition process in April, students are challenged to perform at their musical best throughout the short rehearsal period, which culminates with a performance in October at the Wisconsin State Music Conference held in Madison each year.

Eighth grade Band & Orchestra meets four days a week.  Three days are full group and one day is as a sectional (like instrument groups).  All students will receive one 20-minute small group lesson during their music class or band class when available.

The course of study in eighth grade Orchestra and Band is focused on advanced technical skills and tone generation.  There will be at least two performances per school year.  Concerts take place in Horace Mann’s Cafetorium at 7:00 PM once in December and once in May.  Orchestra students have an additional concert in February.  On occasion, there may be a city wide concert held at Wausau West High School during the spring. 

Other musical opportunities for eighth grade Band and Orchestra students include Chamber Orchestra, Jazz Band, Solo Ensemble and the WSMA Honors Orchestra and Band.  Chamber Orchestra & Jazz Band meet once a week after school and participates in several performances each year.  Admission is by audition in September. These groups play for various functions throughout the year.

Solo Ensemble is a Festival that is run through the Wisconsin State Music Association.  Students choose a musical selection from the WSMA Festival Music list to study and perform before an adjudicator (judge).  The adjudicator provides a written and verbal critique of the performance and awards a rating based on defined criteria.  Selections are categorized by difficulty from Class A to Class C, Class A being the most challenging music to perform.   Students that receive a “first-star” rating at the Class A level advance on to State Solo & Ensemble. The Wausau district festival is held in February.  WSMA Festivals have five primary goals: 

A. Improve students’ music performance                                                                                                                       B. Increase students’ understanding of music literature and music concepts                                                           C. Motivate students to continue their study of music;                                                                                                        D. Establish standards of excellence in music performance;                                                                                      E. Provide opportunities for students to understand the relationship of music experiences to other life experiences.

The WSMA Honors Band, Choir & Orchestra provides musically talented students with the opportunity to rehearse and perform with the nation's finest conductors in a professional, highly disciplined setting. Selected through a rigorous audition process in April, students are challenged to perform at their musical best throughout the short rehearsal period, which culminates with a performance in October at the Wisconsin State Music Conference held in Madison each year.

PHYSICAL EDUCATION

The mission of physical education in the Wausau School District is to develop an understanding of and an appreciation for health-related lifelong personal activities through physical, mental, social and emotional experiences. 

Physical education is an integral part of the educational process.  As a result of physical education, students are more likely to be better prepared as productive students, workers, and contributors to their communities and organizations within society.

Physical education classes meet three times a week for the entire school year.  Each quarter of the school year, the Physical Education Instructors will emphasize one of the following themes; team sport/activities, individual skill development, fitness and nutrition, and lifelong sports and activities.  During the quarter, students will participate in a variety of activities ranging from one week to 4 weeks in length.  Activities could include the following areas of emphasis, depending on the students individual instructor;  soccer, basketball, volleyball, team handball, ultimate, floor hockey, weight training, swim instruction, pool games, winter outdoor activities, snow shoeing, cross country skiing, inline skating, and bicycling to name a few. 

Students will be assessed during class activities on their participation, team work and effort.  A portion of their grade will be bases on written tests and outside assignments as well as their fitness level and skill development. 

Students will be required to hand in take home assignments, pass written tests or quizzes and complete a variety of fitness and nutrition tests or questionnaires.

ENGLISH LANGUAGE LEARNER

The middle school ELL program comprises a range of courses to meet the cultural, linguistic, and academic needs of middle school Levels 1, 2, 3, 4, and 5 students.  The primary goal of all middle school ELL courses is to help students develop social and academic language proficiency, and to provide them with foundational academic learning that will support their achievement.

ACCESS testing for ELL will be administered during the year.  Results of this assessment, along with teacher input, help in determining course placement.

Spelling through Morphographs

Morphographs is a comprehensive spelling program made up of 140 lessons which teach students the basics of phonemic awareness and the building of words using chunks that have meaning – Morphographs.  The class focuses on both written and oral response and is designed to build a life-long foundation for the struggling speller. 

Reading Mastery

Reading Mastery uses the highly explicit, systematic approach of Direct Instruction to accelerate reading and help students achieve a high rate of success.  Reading strategies are taught through a common instructional design that helps students learn more efficiently.  Reading Mastery:

·         Addresses all five essential components of reading as identified by Reading First – phonemic awareness, phonics and word analysis, fluency, vocabulary, and comprehension.

·         Provides spelling instruction to help students make the connection between decoding and spelling patterns.

·         Develops decoding, word recognition, and comprehension skills that transfer to other subject areas.

·         Provides multiple opportunities for students to practice vocabulary and comprehension strategies and write for authentic purposes.

·         Gives ample opportunity for students to read at their independent level.

·         Helps students communicate ideas and information effectively.

Reading Mastery can supplement the core curriculum for targeted intervention or be combined for use as a comprehensive, stand-alone reading and language arts program that meets rigorous state standards.

Reading Mastery 4

Emphasizes both reading comprehension and the understanding of both fiction and non-fiction text.  The class is designed to transition the student from ‘learning to read’ to ‘reading to learn’.  There are 70 lessons that emphasize vocabulary, fluency, comprehension, and recall over time by using group and individual work in close conjunction with instruction.

Reading Mastery 5

As a part of the Reading Intervention program for ELL, this course emphasizes pronunciation skills, vocabulary acquisition, reading comprehension, and basic writing skills.  Content is centered on literature including Frank Baum’s The Wizard of Oz and other classics.  Through this direct instruction course, students interact with the teacher the entire class period, have their writing skills assessed on nearly a daily basis, and are continually checked informally for reading comprehension.  This class is often taken along with Spelling through Morphographs or Writing Mastery. 

Writing Mastery

This course is typically taken as a follow-up course for eighth graders enrolled in Reading Mastery 5.  Infused with a daily dose of grammar and emphasizing the Six Traits of Writing, students learn writing skills at every step of the writing process.  In order to create a better learning environment, students also acquire a variety of content centered around identity units such as:  Hmong culture, Hispanic culture, Chinese culture, career research, fictional and real heroes, and the capstone project or writing of a prospective autobiography which includes everything they’ve learned all year. 

SPECIAL EDUCATION PROGRAMS

The program for students with special education needs is based on the philosophy that individuals with disabilities have the right to a free, appropriate public education designed to meet their unique needs and learning styles.  Although guided by the Wisconsin Department of Public Instruction, instruction is adapted and modified based on individual needs as outlined in the current level of functioning in each student’s IEP.  Instruction is provided in the least restrictive environment by appropriate personnel based on the student’s needs as reviewed at least yearly at the IEP.  Programs offered include services for students with learning disabilities, emotional disabilities, other health impairments, intellectually disabled, autism, speech and language impairment, hearing, and vision impairments.

READ 180

READ 180 is a full year reading intervention course designed to meet the needs of students whose reading achievement is well below proficient level.  The course addresses individual needs through direct teacher instruction, high-interest reading material, and adaptive instructional software.  Because it is an intervention course, READ 180 is capped at 15 students.  It can be accessed by all grade levels.  Depending on their proficiency level, some students might be in the course for two years.

CORRECTIVE READING

Corrective Reading provides intensive, sustained direct instruction to address deficiencies in decoding and comprehension.

Features:

·         Research-based direct instruction teaching model

·         Direct teaching of critical skills and strategies to accelerate progress

·         Frequent interactions between teacher and students to maximize time spent learning

·         Teacher modeling and demonstration to boost student confidence and success

·         Guided and independent practice and application to gradually transfer responsibility for learning

·         Adequate practice and review to develop deep mastery of skills and concepts

The Decoding strand is for students who do not read accurately or whose oral reading is choppy, as well as for less fluent readers who lack comprehension when they read.  The Decoding Comprehension strand is for more fluent readers who have difficulty reading text book material from Science or Social Studies courses.  This strand will help students who need to develop vocabulary, background information and reasoning skills that are the foundation of comprehension. This level specifically teaches the strategies and vocabulary needed to support independent reading in middle school and beyond.

CO-CURRICULAR ACTIVITIES

Horace Mann offers a multi-dimensional program of activities and athletics for students of all ages, interests and ability levels.  A summary of these programs is listed below:

If you have any questions or concerns, please contact the Activity/Athletic Director, Lisa Peck (715-261-0736) lpeck@wausauschools.org

FALL ATHLETICS

                Boys:                     8^th Football

                Girls:                      7^th & 8^th Volleyball, 6^th – 8^th Swimming, 6^th Intramural Volleyball

                Boys & Girls:       6^th - 8^th Cross Country, 7^th – 8^th Soccer, 6^th Intramural Soccer

WINTER ATHLETICS

                Boys:                     7^th – 8^th Basketball, 6^th – 8^th Intramural Swimming

                Girls:                      7^th – 8^th Basketball

                Boys & Girls:       6^th – 8^th Wrestling, 6^th Intramural Basketball

SPRING ATHLETICS

                Boys & Girls:       6^th – 8^th Track, 6^th – 8^th Intramural Golf

$30 Athletic User Fee per sport/season/year

$10 Intramural User Fee per sport/season/year

AFTER SCHOOL CLUBS AND ACTIVITIES

Shortly after the school year begins, after-school clubs and activities meet on established dates.  Any child staying after school must have parent permission. 

The list of clubs is subject to change each year based on current student and sponsor interest.  Students will learn about these through  . . . . . .