Table of Contents
Philosophy…………………………………………………………… 2
Organization (includes teaming)……………………………………… 3
Block Schedule……………………………………………………….. 4
Advisory……………………………………………………………….6
Instruction…………………………………………………………......7
Curriculum……………………………………………………………. 8
Exceptional Learners…………………………………………………..10
School Personnel……………………………………………………… 11
Community Involvement…………………………………………........12
HOME OF THE SNAPPING TURTLES!
Middle School Designers:
Abbey Starnes
Kendra Powers
Ashley Calloway
Zachary Smith
Brandon Bower
WCAMS founded in April 2012
1|Page
Philosophy
“At William C. Alexander Middle School, we strive to not only meet the academic
needs of our students, but also to exemplify and teach important life skills that will
enable them to give back to society. We seek to create an environment that is
nurturing for young adolescents and that is safe for both students and staff. We
support and encourage community involvement in both the academic and personal
lives of our students. All of our staff members work to construct curriculum that is
challenging, relevant, and engaging for all students despite varying ability and
learning levels. WCAMS believes in catering to the unique developmental stages
of our adolescent students, and we are always trying to find better ways to meet the
needs of every individual student.”
We built the principles and concepts of this school in honor of Dr. William C.
Alexander, the great “father of the American Middle School”. Without his
guidance and determination to create an educational environment specifically
catering to young adolescence, our school wouldn’t be here today.
Dr. Alexander once stated, “Intellectual growth means more than an increasing
competence in the academic content of curriculum. We must endeavor to stimulate
in the child a love for learning, an attitude of inquiry, a passion for truth and
beauty, a questioning mind. The learning from right answers is not enough…
beyond answers alone, we must help children ask the right questions, and discover
their answers through creative thinking, reasoning, judging, and understanding.”
At William C. Alexander Middle, we strive to use his wisdom and apply it to our
vision in teaching these young minds.
2|Page
Organization
At William C. Alexander Middle School, we are constantly challenging ourselves
to be a middle school that is distinct and successful amongst other schools. We
strive to meet the educational needs of every single student, while constantly
working with all teachers, staff members, and parents. Our efforts are reflected in
how we have carefully planned and executed our organizational patterns for this
school. Our grade level selection, teaming processes, and block scheduling are
ways that we organize our learning community to meet the needs of students and
staff. Below is an explanation of how each of these organizational components
come together to create a developmentally responsive middle school.
William C. Alexander Middle School is organized to accommodate students in
grades sixth through eighth. According to This We Believe, having a middle school
that caters strictly to adolescents in these grade levels is necessary for many
reasons. The rapid growth and development that occurs in 10- to 15-year old
students can cause them to “make critical and complex life choices [which] form
the attitudes, values, and dispositions that will direct their behavior as adults”
(TWB, 3). As your child graduates from their elementary stage into adolescence,
having them attend a middle school that meets their physical, intellectual, moral,
psychological, and social-emotional needs, will increase your child’s success. At
William C. Alexander Middle School we strive to cater to 10- to 15-year old
students by offering “clear, complete, and objective information” in academics, but
we also “formulate positive moral principles” through our organizational teaming,
advisory programs, and other extracurricular activities. Youth are often known to
be very diverse and complex at this time of development; therefore, as a team of
educators and parents/caregivers, we should “care for them and seek to promote
their healthy growth and positive development” (TWB, 53).
Interdisciplinary teaming is very important to a developmentally responsive middle
school. Teaming is described as “literally the heart of the school from which other
desirable programs and experiences evolve” (TWB, 31). Research shows a positive
correlation between middle schools that use teams based on grade level and the
rates of high performance of the students at the school. At William C. Alexander,
each grade level is divided into academic teams with four core-academic teachers
being part of each team. Each grade, 6th, 7th, and 8th, will have three teams, making
a total of nine teams in the entire school. The maximum class size is twenty-five
students per teacher, making a well-proportioned teacher-student ratio. Each
teacher will specialize in teaching a core-academic subject, but will also use the
traditional course materials, and intertwine curricula into other academic
disciplines. This type of interdisciplinary teaming will create a sense of “family”
3|Page
amongst the team’s teachers and students, allowing beneficial learning to take
place. Teams also allows for the teachers of a team to have a common planning
time to discuss effectiveness, needed improvements, and ways to integrate
curriculum.
Block Scheduling
William C. Alexander Middle operates on a flexible block schedule, specific to
grade level. Each grade has a specific schedule that allows a smooth rotation
between exploratory courses, advisory time, and a lunch period. Each academic
class period is 60 to 70 minutes long. At WCAMS, we practice what many
effective middle schools practice, which is to allow large blocks of class time. This
70 minute period is to be utilized by teachers in valuable ways to enhance learning;
such as group projects, field trips, service opportunities, experiments, debates, and
enrichment. There is a 90 minute period in the day that students are to go to their
two chosen exploratory classes. These are chosen by your child at the beginning of
the year. This allows your student to explore different areas and topics that are
outside of core-academics. The exploratory courses offered at WAMS are listed
under curriculum. While students are in their exploratory classes, team teachers are
given the ability to attend a team planning session. Advisory is held every day for
30 minutes, and is explained more in depth under our advisory page. The idea of
our schedule being “flexible” is so that teachers and staff are open for changes and
are willing to make adjustments in certain areas.
6th Grade
7:45-7:55
8:00-8:45
8:50-9:35
9:40-10:50
10:50-11:30
11:30-12:00
12:00-1:10
1:10-1:20
1:20-2:20
2:20-3:30
Homeroom
Exploratory A
Exploratory B
1st
Lunch
Advisory
2nd
Break
3rd
4th
7th Grade
7:45-7:55
8:00-9:10
9:10-10:20
10:20-10:50
10:50-11:35
11:35-12:15
12:15-12:55
1:00-2:10
2:10-2:20
2:20-3:30
Homeroom
1st
2nd
Advisory
Exploratory A
Exploratory B
Lunch
3rd
Break
4th
4|Page
8th Grade
7:45-7:55
8:00-9:10
9:10-10:20
10:20-10:30
10:30-11:30
11:30-12:00
12:00-12:40
12:45-1:30
1:30-2:15
2:20-3:30
Homeroom
1st
2nd
Break
3rd
Advisory
Lunch
Exploratory A
Exploratory B
4th
Each student will be placed in teams specific to their grade.
The 6th grade teams are the Sharks, the Lobsters, and the Dolphins.
The 7th grade teams are the Gorillas, the Tigers, and the Crocodiles.
The 8th grade teams are the Tyrannosaurus Rexes, the Pterodactyls, and the
Raptors.
The teams are not specific to any regulations. Meaning each team is built of every
student on every single type of ability level. This heterogeneous mixture of
students will encourage equality and promote diversity.
5|Page
Advisory
Advisory at William C. Alexander is a very important part of how we are different
from elementary and high schools. Middle grade students will be participating in a
daily “advisory period” that lasts 30 minutes. Each student is assigned an advisor,
which can be any staff or teacher at WCAMS, not just their regular four core
teachers. These individuals serve as mentors, advocates, and advisors for each
student, providing a safe, trusting, and comfortable environment for everyone.
Each advisory group is made up of a maximum of 15 students per advisor. Because
of the small class size, this course gives students the opportunity to build a one-onone relationship with a staff member at our school. During advisory, students will
be able to have open discussions about social issues like bullying and peer
pressure, while also learning and discussing issues that may or may not be related
to academics. We have come to find that when students are able to trust an
individual outside of their home life, their performance in school greatly increases,
and the transition into adulthood is made much easier. The goal of advisory is to do
just that: be an advocate for young adolescents by listening to and guiding youth
“through the ups and downs” (TWB 35).
Some activities that occur in advisory periods are listed below according to grade
level:
6th Grade:
Transition
D.A.R.E.reviews
Bullying
8th grade mentoring
7th Grade:
Emotion and Health Factors
Community Involvement/Activism
Internet Awareness
8th Grade:
Transition to high school
Sex Education
Ways to prevent bullying
6|Page
Instruction
Learning at William C. Alexander Middle School is engaging and challenging to
all students. Teachers and staff are highly-qualified to teach students in the 21stcentury by incorporating technology and activities that challenge students to apply
real-world knowledge to even the most basic academic lessons. At WCAMS, we
guarantee that teachers will create enriching experiences by teaching students the
basics of how to live a democratic lifestyle. These experiences can be seen when
students are given the opportunity to share their views and opinions in the
classroom. Teachers are encouraged to periodically let students lead the class
through cooperative group learning, designing and presenting projects, and
sharing. We strongly believe that students, especially at such a developmental age
for their bodies, need to be interactive in their learning. Therefore, we encourage
teachers to plan lessons that get students moving through exercises for the mind
and body, making learning fun for all parties involved.
At William C. Alexander, we understand that every student is different. Teachers
are trained to recognize students’ different learning styles, and adjust their lesson
plans to fit the needs of these students. In a developmentally responsive middle
school, teachers and staff “are sensitive to individual and varied learning styles,
[and] respond positively to the many dimensions of diversity students present”
(TWB, 15). Our middle school strives to follow This We Believe, and our
administration consistently holds themselves and our teachers accountable for
meeting every need.
Students will be placed into classes that are specified to their intellectual growth.
We believe in placing students in classes that will cater to their needs in the best
way possible. Therefore, students in each team will be placed in different core
academic classes based on their ability level. Assessments will occur periodically
to gage students’ improvements and areas that need remedial help. Teaming
supports a heterogeneous grouping of students, and we focus on grouping students
based on their individual academic needs in core classes. Every class should be
challenging for the students and while also meeting their intellectual needs. Each
class period is 60 to 70 minutes long, allowing time for independent study and
cooperative group learning. Enrichment programs will be offered to students who
need or want extra help in certain academic areas. The goal of instruction at
WCAMS is to guarantee that students gain knowledge through a variety of
teaching strategies that prepare them for the future.
7|Page
Curriculum
We value our students; therefore curriculum is very important to how our school
functions. “The Association for Middle Level Education asserts that in order to
become a fully functioning, self-actualized person, each young adolescent should
become actively aware of the larger world, asking significant and relevant
questions about the world and wrestling with big ideas and questions for which
there may not be one right answer” (TWB 11). We have many components to
curriculum that relate to the whole school and to every grade level. We also
consider our non-core exploratory curriculum to be just as important as our coreacademic subjects. Below, is a brief description of how our curriculum is
organized at WCAMS:
Total School Curriculum:
 Promotes an intimate learner-centered environment where each student is
engaged and challenged despite various ability levels.
 Curriculum units are organized around various themes:
-Existing subject curriculum (focuses on learning topics from different
subject perspectives)
-Major social issues or problems that are relevant to students’ lives
-Appealing topics that engage and interest adolescent students
-Process concepts (focuses on relationships and/or cycles)
 Units are focused on helping students make sense of their lives and the
world around them.
 Encourages students to take action, make informed choices, work
collaboratively, and solve conflicts in effective ways.
 Emphasizes the use of technology in the classroom, and focuses on
advancing students’ skills and knowledge in core and non-core subject areas.
Core Subjects:
 Language Arts/Reading
 Social Studies (Focuses on integrating visual information, cultures, and
geographic areas with print and digital texts)
* We will have a Community Culture Night every two months to celebrate
one specific culture or geographic area that students study in class.
 Mathematics (Basic Math, Pre-Algebra, Algebra, Pre-Calculus, Calculus,
AP Calculus, Advanced Functions & Modeling, Geometry)
 Science (Earth Science, Biology, Physical Science, Geology, Physics, AP
Physics, Chemistry)
*Honors courses are available
8|Page
Our core subjects are at the very heart of our middle school. We value their
importance and strive to ensure every student achieves through learning. Each
teacher will be certified in two areas of concentration, and will be fully equipped
with a depth of knowledge to teach their area of expertise. All core subjects are
based on the Common Core Standards, set by the state of North Carolina. Linked
with the instruction, curriculum is interdisciplinary, integrated and focused on
using 21st-century methods and technology. Educators will use multiple learning
and teaching approaches.
Non-Core Curriculum
 Advisory Programs
 Exploratory Classes (ex: Weight lifting, knitting, hiking, baking)
 Clubs (ex: Yearbook, newspaper, student government, dance)
 Athletic Programs (ex: Football, soccer, basketball, softball, baseball,
wrestling, track and field, cheerleading)
 Intramurals (ex: Volleyball, flag football, kickball, soccer, tennis)
 Band (Marching and symphonic)
 Arts (ex: Basic Art, Ceramics, Painting)
 Chorus
 Health/Physical Education
 Foreign Language Courses (ex: Spanish, French, German)
 Computer Studies
 SAT/ACT Preparation Courses
Non-core curriculum subjects are a very important aspect to our school. They
allow students to find other areas in which they learn something new or exercise a
gift or talent. These courses are designed to allow students to express themselves
differently than they do in academic core classes, including school-wide services
and programs such as guidance, music/drama productions, and service learning
opportunities. In our non-core academics, students have opportunities to
demonstrate active citizenship through participation in endeavors that serve and
benefit larger communities. These courses allow students to develop “his or her
own strengths, particular skills, talents, or interests and have an emerging
understanding of his or her potential contributions to society and to personal
fulfillment” (TWB 12).
9|Page
Exceptional Learners
As we continue with our mission to meet the needs of every individual student,
WCAMS offers special services for those who have been categorized as being
exceptional learners. With the help of families, teachers, and staff, we will be able
to recognize and help students with learning disabilities.
If a student has a learning disability or any other kind of exceptionality, we
promise to work closely with the family and student, so that they are able to learn
as much as possible. Through conducting Individualized Education
Plans/Programs, also known as IEPs, and working closely with parents/guardians,
we will be able to identify and help these students with special needs. At our
school, we have six teachers that are actively involved with these students and
other teachers. We abide by IDEA’s [Individuals with Disabilities Education Act]
purpose, which is to “ensure that each child is educated in the least restrictive
environment possible unless specified to be placed in a special class”. Therefore,
our teachers are present to assist in an inclusive classroom so that each student is
taught as effectively as possible.
10 | P a g e
School Personnel
Support Staff:
Principal
Assistant principal
Secretary
6th and 7th grade Guidance Counselor
8th grade Guidance Counselor
Nurse/ nutritionist
Resource officer
Media specialist
Librarian
Cafeteria personnel
Custodians
Bus drivers *
Special education specialist
How to contact our school personnel:
The principal, assistant principal, secretary and both guidance counselors can be
found in the front office and have open door policies. If the door is open, students
are encouraged to walk in as needed. If the door is closed, students are encouraged
to wait by the door or speak with the secretary to leave a notice.
The school nurse and the resource officer are both located down the hall from the
office. The nurse has a desk inside her door where you can fill out a short form
stating your needs. The resource officer has a similar procedure, but emergencies
can be reported directly to him when the need arises.
The librarian and the media specialist are located in the library. The media
specialist is located in an office behind the librarian’s desk and both are accessible
at any time between 7:30 A.M. and 4:00 P.M.
Cafeteria personnel are located in the cafeteria between 9 A.M. and 2 P.M.
Students can make requests for the lunch calendar one month before the calendar is
printed (the 24th of every month). Nutritional questions and classroom needs can
also be addressed during this time.
Custodians can be found in the custodial office on the 2nd floor. Volunteer hours
can be discussed with the custodians at their convenience, and appointments can be
made through the secretary. If a custodian is needed, but they are not in their
office, they can be paged by the secretary.
11 | P a g e
Bus drivers will be in the teacher lounge for 30 minutes after school begins and
for 30 minutes before school ends. If a student needs to have a note approved,
reclaim forgotten property, discuss an issue regarding the bus, or request
information, the bus drivers will be located in the 2 nd floor lounge during the above
times.
Community Involvement
Community Involvement is an essential part of our middle school program. Our
school values the community and wants to be as active as possible in helping
improve students’ lives. Our school offers several events and ways the community
can be involved with WCAMS.
Our school sponsors a Community Culture Night once every two months. This
night is held and organized by our students for families, teachers, staff, and other
community members. Every Culture Night will have a specific theme which relates
to a certain country or geographic region’s culture that they have studied in their
social studies course at some point during the year. The students will display
artwork, music, and cook food that is common to that region. The purpose of
sponsoring this event is to build awareness about diversity, expose people to
different cultures, and to give students a chance to share the knowledge that they
have gained.
The school hosts a Parents’ Night at the end of every nine weeks. These nights are
opportunities for parents to meet with teachers to discuss grades and any other
concerns. WCAMS strongly supports events such as this because they help to
establish a relationship and communication between parents, students, and
teachers. Teachers will also host Parent-Teacher Organization meetings, display
student work, and have refreshments on Parents’ Nights.
Another way that WACMS involves the community is through allowing the
community’s recreational department to utilize school-owned fields on the
weekends. This encourages students at our school to join recreational teams and
become more active. The community also is able to acknowledge the value that we
place on teaming and athletics.
A growing concern in society today is the increase of obesity in both children and
adults. As a way to encourage people to live a healthier lifestyle, our school will be
sponsoring community-wide nutritional courses that are led by our school nurse
12 | P a g e
and nutritionist. These courses will teach families and other community members
the importance of eating healthy, how to eat healthy, and will even provide
samples of healthy recipes, snacks, and foods.
Fundraising is a very important aspect to our school and to our community. Our
school is involved in so many ways, but funding for these activities is definitely a
necessity. With the help of the community, our school is able to raise money via
car washes, recycling, bake sales, etc.
There are many other ways that William C. Alexander Middle School is involved
in the community. These activities include:
 Hosting a Career Day for students (Opportunities for shadowing and
apprenticeships for students to participate in)
 Relay for Life and other Awareness walks/runs
13 | P a g e