2013 - 2014
Course Offerings Guide
Grades 6 – 8
Sawgrass Springs Middle School
Mr. James Cecil, Principal
Cynthia Park
Director
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Intervention
Laurie Rich Levinson, Chair
Patricia Good, Vice Chair
Robin Bartleman
Abby M. Freedman
Donna P. Korn
Katherine M. Leach
Ann Murray
Dr. Rosalind Osgood
Nora Rupert
Robert W. Runcie
Superintendent of Schools
The School Board of Broward County, Florida, prohibits any policy or procedure, which results in
discrimination on the basis of age, color, disability, gender, national origin, marital status, race, religion
or sexual orientation. Individuals who wish to file a discrimination and/or harassment complaint may
call the Executive Director, Benefits & EEO Compliance at 754-321-2150 or Teletype Machine (TTY)
754-321-2158.
Individuals with disabilities requesting accommodations under the Americans with Disabilities Act
(ADA) may call Equal Educational Opportunities (EEO) at 754-321-2150 or Teletype Machine (TTY)
754-321-2158.
www.browardschools.com
2
www.ssms.org
Cynthia Park
Director
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Intervention
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
Principal’s Message
Dear Students and Parents,
All 5th, 6th, and 7th grade students will be receiving course cards for the 2013 - 2014 school year. I
urge all students and parents to take time to review these cards and discuss classes for next year.
This discussion should take into account plans for high school and beyond as well. This 2013 –
2014 Course Offering Directory will assist you in selecting your courses for the upcoming school
year. We are very proud of our curriculum program and will continue to have high expectations
while fostering a warm, caring, and safe environment to enhance learning for all.
We challenge you to set high expectations for yourself and follow it through with hard work and
dedication. In doing this, you will ensure a bright future ahead.
Students will be placed appropriately into core classes using FCAT scores, previous grades, and
sometimes placement tests. You will also see our elective offerings. Please review these offerings
and choose the best that coincide with your plans and interests. We will try to provide your first
and/or second choices. We believe that electives are a great way to motivate students through the
middle school years.
Get involved! Students will benefit by joining our many extra-curricular activities. This is a great
way for students to meet friends, enhance learning, and promote good citizenship/character.
Parents and guardians are invited to stay involved in your students’ education by joining our
School Advisory Council (SAC), Volunteer Team (getinvolvedineducation.com), Parent Teacher
Association (PTA- ssmspta4u@gmail.com), and School Advisory Forum (SAF). Faculty, staff, and
administration are looking forward to a rewarding 2013 – 2014 for you.
If you have any questions, your grade level counselor can answer your questions. Please call our
main line at 754-322-4500, and we will be glad to assist.
Respectfully,
James Cecil
Principal
Sawgrass Springs Middle School
We are Sawgrass STRONG!
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
3
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
Table of Contents
Leadership Team…………………………………………………………………...................................... .5
Curricular and Legislative Updates…………………………………………………………….…6
ACCEL…………………………………………………… ......................................................................... 7
Promotion Requirements…………………………………………………… .............................................. 8
GEM/High School Information …………………………………………………………………................9
Graduation Requirements…………………………………………………… ........................................... 10
Making the Right Choice…………………………………… .................................................................... 13
Grading and Promotion……………………………………………………………………………………14
Forgiveness Policy/General Information…………………………………………………………………. 16
SUS Requirements…………………………………………………… ...................................................... 18
Bright Future Scholarship Program…………………………………… .................................................... 19
ePEP/ Virtual Counselor Scheduling…………………………………………… ...................................... 24
Course Offerings………………………………………………………………………..………………….25
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
4
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
L EADERSHIP T EAM
ADMINISTRATION
JAMES CECIL, PRINCIPAL
IVETTE FIGUEROA, 8TH GRADE ASSISTANT PRINCIPAL
MATT BIANCHI, 7TH GRADE ASSISTANT PRINCIPAL
KATHERINE E. DONOVAN, 6TH GRADE ASSISTANT PRINCIPAL
GUIDANCE DEPARTMENT
RON PEARLMAN, GUIDANCE DIRECTOR – 7TH GRADE COUNSELOR
SUSAN BARBAKOFF - 8TH GRADE COUNSELOR
JOHN WHITE - 6TH GRADE COUNSELOR
SUPPORT STAFF
JUDY BARCEL, EXCEPTIONAL STUDENT EDUCATION SPECIALIST
SHARON MURRAY, READING COACH
THERESA GIL, MEDIA SPECIALIST
MARC DESRUISSEAUX, TECHNOLOGY LIAISON
DONNA CAMBRON, OFFICE MANAGER
OFFICER MADISON, SRO
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
5
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
CURRICULAR AND LEGISLATIVE UPDATES
Common Core State Standards
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based
effort to fulfill the charge issued by the states to create the next generation of K–12 standards in
order to help ensure that all students are college and career ready in literacy no later than the end of
high school.
The Standards also draw on the most important international models as well as research and input
from numerous sources, including state departments of education, scholars, assessment developers,
professional organizations, educators from kindergarten through college, and parents, students, and
other members of the public. In their design and content, refined through successive drafts and
numerous rounds of feedback, the Standards represent a synthesis of the best elements of standardsrelated work to date and an important advance over that previous work.
The Standards are (1) research and evidence based, (2) aligned with college and work expectations,
(3) rigorous, and (4) internationally benchmarked. A particular standard was included in the
document only when the best available evidence indicated that its mastery was essential for college
and career readiness in a twenty-first-century, globally competitive society. The Standards are
intended to be a living work: as new and better evidence emerges, the Standards will be revised
accordingly.
The Standards set requirements not only for English language arts (ELA) but also for literacy in
history/social studies, science, and technical subjects. Just as students must learn to read, write,
speak, listen, and use language effectively in a variety of content areas, so too must the Standards
specify the literacy skills and understandings required for college and career readiness in multiple
disciplines. Literacy standards for grade 6 and above are predicated on teachers of ELA,
history/social studies, science, and technical subjects using their content area expertise to help
students meet the particular challenges of reading, writing, speaking, listening, and language in their
respective fields. It is important to note that the 6–12 literacy standards in history/social studies,
science, and technical subjects are not meant to replace content standards in those areas but rather to
supplement them.
As a natural outgrowth of meeting the charge to define college and career readiness, the Standards
also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the
skills and understandings students are expected to demonstrate have wide applicability outside the
classroom or workplace. Students who meet the Standards readily undertake the close, attentive
reading that is at the heart of understanding and enjoying complex works of literature. They
habitually perform the critical reading necessary to pick carefully through the staggering amount of
information available today in print and digitally. They actively seek the wide, deep, and thoughtful
engagement with high-quality literary and informational texts that builds knowledge, enlarges
experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use
of evidence that is essential to both private deliberation and responsible citizenship in a democratic
republic. In short, students who meet the Standards develop the skills in reading, writing, speaking,
and listening that are the foundation for any creative and purposeful expression in language.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
6
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
ACADEMICALLY CHALLENGING CURRICULUM TO ENHANCE LEARNING
(ACCEL)
An Overview of ACCEL Legislation:
• ACCEL Options:
 Educational options that provide academically challenging curriculum or accelerated
instruction to eligible K-12 students.


Minimum options:
 • Whole grade and mid-year promotions
 • Subject-matter acceleration
 • Virtual instruction in higher grade level subjects
 • Credit Acceleration Program (under 1003.4295,(F.S.))

Additional options:
 •Enriched science
 • STEM coursework
 • Enrichment programs
 • Flexible groups
 • Advanced academic coursework
 • Combined classes
 • Self-paced instruction
 • Curriculum compacting
 • Advanced- content instruction
 • Telescoping curriculum

All student eligibility and procedural requirements are located on the Department of College
& Career Readiness website, www.advancedacademicsonline.com. Please visit this website
to obtain information regarding:
 • How a parent may request student participation in whole-grade promotion,
midyear promotion, or subject-matter acceleration that would result in a
student attending a different school.
 • How a parent may request student participation in whole-grade promotion,
midyear promotion, and subject-matter acceleration when the promotion or
acceleration occurs within the principal’s school; virtual instruction in higher
grade level subjects; and any other ACCEL options offered by the principal.
Parents and students may contact the principal at the student’s school for information related
to the school’s process by which a parent may request student participation in whole-grade
promotion, midyear promotion, and subject-matter acceleration when the promotion or
acceleration occurs within the principal’s school; virtual instruction in higher grade level
subjects; and any other ACCEL options offered by the principal.


Additional ACCEL options may be available at the student’s school. Please contact the
principal for all additional options available.
7
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
7
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
PROMOTION REQUIREMENTS
Course Requirements
Promotion to Grades 7 and 8
Middle school students must meet course requirements for grade level promotion. In order to
promote to Grades 7 and 8, students must pass a total of four (4) courses, two (2) of which must be
“core” courses. Core courses are those classes that fall within the English, Mathematics, Science,
and Social Studies subject areas.
Promotion to Grade 9
For promotion to Grade 9, students must successfully complete three (3) courses in each of the core
subject areas. In addition, students must also pass a semester-length course in Career and Education
Planning, including completion of an Electronic Personal Education Plan (ePEP).
Career and Education Planning
The Career and Education Planning course is typically embedded into an existing course, such as
Social Studies, in the 7th or 8th Grade. This course will include career exploration using an online
curriculum, called Career Visions. Career Visions incorporates the State’s academic and career
advisement websites and results in the completion of the ePEP. The ePEP allows students to plan
coursework toward the high school graduation requirements, high school assessment and college
entrance test requirements, Florida Bright Futures Scholarship Program requirements, state
university and Florida college admission requirements, and programs through which a high school
student can earn college credit and courses that lead to national industry certification.
Course Recovery
Students who fail a core course will have the opportunity for “recovery.” Recovery programs differ
at each school. See your guidance counselor for the recovery options available at your school.
Assessment Requirements
There is not an assessment requirement for middle school promotion, such as FCAT. However, for
each year in which a student scores at Level 1 on FCAT Reading, the student must be enrolled in
and complete an intensive reading course the following year. Placement of Level 2 readers in either
an intensive reading course or a content area course in which reading strategies are delivered shall
be determined by diagnosis of reading needs.
Also, for each year in which a student scores at Level 1 or Level 2 on FCAT Mathematics, the
student must receive remediation the following year, which may be integrated into the student’s
required mathematics course.
Please note that each student is governed by the policies from the year in which they first entered
sixth grade. This year of middle school entry is referred to as a student’s “cohort.” Each cohort may
have different requirements, especially for End-of-Course Exams and earning high school credit. It
is very important that students become aware of the specific requirements for their cohort.
8
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
8
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
GEM (Great Explorations in Math)
The GEM Program is designed to allow students to move faster than they would in a regular program.
Qualifying students for the GEM program must have a Developmental Scale Score of 241 or above in Math
and a 215 on the reading portion on the New Generation Sunshine State Standards (NGSSS) - Florida
Comprehensive Assessment Test (FCAT). Since some students are already good technicians, they can follow
rules and apply those rules to routine exercises. GEM students need to go one step further, analyzing nonroutine problems and digging beneath the surface in order to see the beauty, elegance, and application of the
mathematics being learned.
In sixth grade, students take a Pre-Algebra and Pre-Geometry course. During the first half of the year,
students study number theory, rational numbers, statistics, area and perimeter, patterns, variables, and ratio
and proportion. During the second half of the year, they begin to work with symbolic representation needed
to solve algebraic equations. Students also study the Pythagorean Theorem, exponential growth, quadratic
growth, probability, and transformational geometry. These topics are studied in depth and prepare the
students for Algebra in 7th grade and Geometry in 8th grade.
Students in 7th grade take Algebra I, a mathematics "gatekeeper course"; one has to go through it to reach
the possibilities beyond. Algebra is the problem solving language of mathematics and science. It is an
abstract language that uses letters to generalize mathematical operations. The purpose of the GEM Algebra
curriculum is not merely to create computationally efficient students, but to offer a learning environment
where students are challenged and engaged in complex mathematics problems that can be directly applied to
real-world settings. In a technologically-fueled society, not knowing algebra limits what one can do in life.
Students in 8th grade take Geometry, a mathematics course that is the study of visual patterns. The textbook
that the students use is unique in that the students actually create geometry for themselves as they proceed
through the activities and problems. Concepts are first introduced visually, then analytically, then
inductively, and, finally deductively. Students are first involved in investigating and conjecturing before they
are exposed to formal proofs. The purpose of the GEM geometry curriculum is not merely to create
computationally efficient students, but to offer a learning environment where students are challenged and
engaged in complex mathematics problems that can be directly applied to real-world settings.
HIGH SCHOOL INFORMATION
It is very important for middle school students to begin planning and preparing for their high school
coursework in order to eventually meet their personal post-secondary goals. Recent legislation has
redesigned the high school graduation requirements for each cohort over the next several years. The course
and assessment requirements will change every year. Therefore, it is imperative that middle school students
know and understand their expected graduation requirements for the year in which they first enter 9th grade.
The chart on the next page represents the graduation requirements for the incoming freshmen class of 2013.
Subsequent cohorts should see their guidance counselor for revised graduation requirements.
One of the most important changes each cohort should know is the requirement for End-of-Course (EOC)
exams for specific high school courses. The EOC began in 2010-11 with Algebra 1, Algebra 1 Honors and
Algebra 1B courses. All middle school students enrolled in these courses and those middle school students
who have previously earned credit in one of these courses will be required to take the EOC. However, 2010
11 middle school students will not have the EOC score factored into their final grade. The EOC results will
be used by the Florida Department of Education for analysis purposes only. In 2011-12 and thereafter, all
middle school students enrolled in one of these Algebra courses will be required to pass the EOC in order to
earn high school credit. If the student passes the course but fails the EOC, then the student will be able to
apply the class toward middle school promotion requirements, but not earn high school credit.
• Beginning in 2011-12, EOC assessments were introduced for Geometry, Geometry Honors, Biology, and
Biology Honors.
• Beginning in 2013-2014, the Middle School Civics EOC assessment is scheduled to become operational.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
9
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
• Additional EOC assessments and courses for high school graduation will be required for future cohorts.
Acceleration Options
Each middle school is required to advise each student of programs through which a middle school student
can earn high school credit. Each middle school is also required to advise each student of the early and
accelerated graduation options under ss. 1003.4281 and 1003.429, F.S.
Each middle school must provide Academically Challenging Curriculum to Enhance Learning (ACCEL)
options. ACCEL options are educational options that provide academically challenging curriculum or
accelerated instruction to eligible students such as:
• Whole-grade and mid-year promotion
• Enrichment programs
• Subject-matter acceleration
• Virtual Instruction in higher grade level subjects
• Credit Acceleration Program (CAP) as specified in s. 1003.4295, F.S.
• Enriches science, technology, engineering and mathematics (STEM) coursework.
The Florida Department of Education’s Bureau of Curriculum and Instruction website provides technical
assistance related to student and course advising, student progression, and graduation requirements at
http://www.fldoe.org/bii/.
Online Course Graduation Requirement
Florida Statute 1003.428 (2)(a) requires of high school students who entered grade nine in 2011-12 and
thereafter, that at least “one full course,” included in the 24 credits required for graduation, be successfully
completed in an online environment.
Recently, the State clarified the meaning of “one full course” as a course listed in the State’s Course Code
Dictionary, whether it carries one credit or one-half credit. “Full course completion” occurs when the credits
attempted by the student match the credits earned by the student. A student who takes a half-credit course
and successfully earns the half-credit has completed a “full course.” A student who takes a full-credit course
and only earns one-half of the credit has not completed a full course. A full-course, whether it carries a half
credit or one credit, will fulfill the online learning requirement for high school graduation. If a student takes a
course such as English I, a one-credit course, the student must pass both semesters of this course in a virtual
environment to meet the online learning requirement. The table below indicates full courses currently offered
by Florida Virtual School, which are half-credit courses. Successful completion of these one-semester
courses will fulfill the online requirement.
Please convey this information to your staff and students to ensure that all students understand the
requirements and have ample time to complete one “full course” in a virtual environment.
Graduation Requirements Charts
The following charts display the requirements for each type of diploma and cohort. This information is
current as of December 2012 and may be subject to change dependent upon new legislation.
10
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
10
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
11
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
12
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
Making The Right Choice
The right graduation program for a particular student is the one that best fits the abilities, interests, and goals
of the individual student. Families should consider the educational benefits of each program and choose the
program that will best prepare the student for his/her postsecondary education or career plan. Here are some
things that students and families should consider:
• What are the student’s postsecondary education and career goals?
• Is the student prepared to make a choice about postsecondary education and possible career paths?
• If the student is planning to attend a postsecondary institution away from home, does he/she have
the mature decision-making skills needed to make the informed, safe choices required for
independent living?
• Are three electives enough or is the student interested in taking additional courses to explore his/her
interests?
• Does the student want to participate in sports or other extracurricular activities for four years, or are
three years enough?
• Does the student intend to play college-level sports and need to meet National Collegiate Athletic
Association (NCAA) course eligibility requirements?
• Can the student meet admission requirements for postsecondary education institutions of his/her
choice by choosing a three-year, 18-credit graduation program?
• Has the family considered expenses and possible financial aid needs that may result from the
student starting postsecondary education a year early?
• Is the student going to compete for scholarships that require certain academic core courses,
community service experiences, demonstrated leadership skills, or participation in extracurricular
activities?
• Has the family considered that the student has the option of taking an additional year of academic
or technical courses through dual enrollment or AP courses to earn college credit by choosing the 24
credit program?
• If the student is enrolled in prepaid college tuition plan, can family pay off balance a year early?
Families and students are encouraged to contact the school counselor on a regular basis during the middle
and high school years to get more information about graduation programs, financial aid opportunities,
acceleration programs, and college or career plans to help make this important decision. The College &
Career Readiness Evaluation from the Florida Virtual Campus at www.flvc.org is available for high school
students to track their individual progress towards graduation and specific college or career prep goals.
Points To Remember When Choosing A Graduation Program
• Students who choose a three-year, 18-credit graduation program may still qualify for acceleration
programs (e.g., AP, dual enrollment, IB, and AICE) and for a Florida Bright Futures Scholarship if
they meet the eligibility and/or admission requirements for those programs and scholarships.
• Students who choose a three-year, 18-credit graduation program can participate in the National
Merit Scholarship Program if they take the Practice Scholastic Aptitude Test (PSAT)/National Merit
Scholarship Qualifying Test (NMSQT) in either the next-to-last year or the last year they are
enrolled in high school. Those who take the PSAT/NMSQT in their last year of high school will be
entering competition for awards to be offered as they are completing their first year of college.
• Students who choose the three-year program, complete the 18 credits, earn a cumulative weighted
GPA (with individual course credit GPA requirements), and pass the Grade 10 FCAT 2.0 Reading
assessment (or scores on a standardized test that are concordant with the passing scores on the Grade
10 FCAT 2.0 Reading assessment), graduate at the end of the three years. Students cannot remain in
school for the fourth year after graduating from high school. Students will lose a year of potential
athletic eligibility by opting for a three-year program.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
13
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
Points To Remember When Choosing A Graduation Program (Continued)
• Students who choose a three-year, 18-credit program will automatically be assigned to the 24credit program if they do not earn five credits by the end of 9th grade or 11 credits by the end of 10th
grade; do not achieve a score of three or higher on the Grade 10 FCAT 2.0; or do not meet credit or
GPA requirements by the end of their third year. Passing the Grade 10 FCAT is critical.
• Students who meet specified requirements for a comprehensive program of study in career
education may be recognized with a Florida Ready to Work Credential or designation reflecting one
or more industry certifications.
• High school credits awarded before grade nine shall be counted toward the required credits for all
graduation programs.
• 3-year, 18-credit graduation programs are available to students who receiving standard diploma.
• Students who complete the 3-year, 18-credit college preparatory program must satisfy minimum
academic core credit requirements for SUS admission.
• Students who choose the three-year, 18-credit career preparatory program must complete their
electives in career or technical education courses.
• Students who plan to apply to an out-of-state or private in-state college or university and who are
interested in one of the three-year graduation programs should contact those institutions as early as
possible for specific admission requirements.
• Students who choose three-year, 18-credit graduation program must be treated equally in all ways
with students who choose the 24-credit program, including eligibility for valedictorian or salutatorian
ranking, Talented 20, and Bright Futures.
• The student and student's parent(s) must meet with designated school personnel to receive an
explanation of the relative requirements, advantages, and disadvantages of each program option.
• The student must receive the written consent of the student's parent.
Diploma Designations
Each standard high school diploma shall include, as applicable:
• A designation reflecting completion of four or more accelerated college credit courses in AP, IB,
AICE, or dual enrollment.
• A designation reflecting the attainment of one or more industry certifications from the list approved
by Workforce Florida, Inc., under s. 1003.492, F.S.
• A designation reflecting a Florida Ready to Work Credential.
15
GRADING AND PROMOTION
Grading
The grading system used in the high schools will be as follows:
Numeric
Letter
Grade
Grade
90 – 100
A
87 – 89
B+
80 – 86
B
77 – 79
C+
70 – 76
C
67 – 69
D+
60 – 66
D
0 – 59
F
Incomplete
I
Please note: Letter grades displaying plus signs (+) shall be used in the calculation of the local (District)
weighted grade point average for the purpose of determining class rank. Plus grades may not be used for
meeting the graduation requirements, determining athletic eligibility, the Bright Futures Scholarship
Program, Florida’s State University System, or the NCAA Clearinghouse.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
14
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
Weighted Quality Points For Class Ranking
Students who choose a more rigorous course of study will be required to do additional class work,
homework, tests, projects, etc. to meet the requirements of the class. Therefore, students in
rigorous courses are rewarded with additional quality points. These additional quality points are
called, “weighted” points. The following chart outlines when students earn weighted points:
Type of Course
Weighted Points
Honors
+1
Foreign Language above second +1
year
Dual Enrollment 2006-07 and prior, +1
1000 level
Dual Enrollment 2006-07 and prior, +2
2000 level or higher
All college level Dual Enrollment +2
2007-08 and thereafter
Pre-AICE or Pre-IB
+1
AP, IB, or AICE
+2
AP, IB, or AICE without the exam
+1
The above weighted quality points shall be used in the calculation of the local (District) weighted
grade point average for the purpose of determining class rank. Weighted quality points will not
be used for meeting the graduation requirements or determining athletic eligibility. The Bright
Futures Scholarship Program, Florida’s State University System, and the NCAA Clearinghouse
employ different weighted point systems for their respective institutions.
High School Courses in Middle School
As of February 22, 2012, high school courses taken by middle school students are calculated into
the student’s weighted (local) GPA. High school courses taken by middle school students prior to
this date are not counted in weighted (local) GPA. Grades earned in high school courses during
middle school also count toward all other important GPAs, including but not limited to:
• State of Florida’s Unweighted GPA
This GPA is used for high school graduation.
• Bright Futures Scholarships
These Scholarships are funded by the State of Florida and students become eligible by
earning specific credits, GPA, and test scores.
• State University System admissions
There are 11 public universities in Florida. Students become eligible for admission by
earning specific credits, GPA, and test scores.
• Florida High School Athletic Association eligibility
The FHSAA is the governing body for high school athletic competition. Students must
maintain at least a 2.0 unweighted GPA to be eligible to play sports.
• Extracurricular activity eligibility
In order to participate in any extracurricular activity (e.g., band, clubs) students must maintain at
least a 2.0 unweighted GPA.
• NCAA Clearinghouse eligibility
NCAA is the governing body for Division 1 and 2 athletic competition in college. Students
become eligible to play sports in college by earning specific credits, GPA, and test scores.
• Core course GPA
Core courses are courses (e.g., English, Math, Science, Social Studies, Foreign
Languages) identified by the Florida Board of Regents for university admissions. This
GPA gives students an indication of their academic GPA without including elective
courses that might inflate the GPA.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
15
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
Forgiveness Policy
High School Grade Forgiveness Policy:
A forgiveness policy for required core courses shall be limited to replacing a grade of:
* D or the grade equivalent 60-69, or
* F or the grade equivalent 0-59
with C or equivalent 70-79 or higher, earned subsequently in same or comparable course.
A forgiveness policy for elective courses shall be limited to replacing a grade of:
* D or the grade equivalent 60-69, or
* F or the grade equivalent 0-59
with a grade of C or the grade equivalent 70-79 or higher, earned subsequently in another course.
Middle School Grade Forgiveness Policy:
A district forgiveness policy for a middle school student who takes any high school course for
high school credit and earns a grade of:
* C or the grade equivalent 70-79,
* D or the grade equivalent 60-69, or
* F or the grade equivalent 0-59
must allow the replacement of the grade with a grade of C or the grade equivalent 70-79 or
higher, earned subsequently in the same or comparable course. Middle school students taking
high school courses, earning a B or B+ will be able to repeat those classes in high school, but not
for credit or grade.
Any course grade not replaced according to a district school board forgiveness policy shall be
included in the calculation of the 2.0 cumulative GPA required for graduation.
GENERAL INFORMATION
Exceptional Student Education
Eligibility for ESE Program is based on district and state requirements. Individual Educational
Plan (IEP) Committee is responsible for making educational placement decisions, determining
appropriate educational services, and developing an IEP for eligible students. The school's ESE
Specialist will offer assistance in determining the appropriate placement of ESE students.
English Language Learners
Students whose language of origin is other than English have educational needs that are
somewhat different from those of native English-speaking students. Students in the English for
Speakers of Other Languages (ESOL) program are required to meet the same curriculum
standards as any other student in English and content area instruction. Teachers provide
comprehensible instruction to English Language Learners through the use of ESOL instructional
strategies. The Guidance Department and ELL contact personnel will offer assistance in
determining the appropriate placement, testing, and language assessment of ELLs.
Broward Virtual
Broward Virtual School offers full-time enrollment to students in grades K-12 through an online
educational delivery system. BVS offers equitable access to high quality, individualized
education, through the Internet and other distance learning technologies where students have the
opportunity to earn a standard high school diploma entirely online. Students must meet eligibility
criteria: a) reside in Broward County, b) FCAT Reading level 2 or higher, c) grades of C or
higher in current semester coursework. The virtual environment provides flexibility of time and
location. Students may learn wherever they are, whenever they choose, maintaining a specified
course pace. Successful online students are self-disciplined, motivated to learn, possess time
management skills, and 21st century technology skills.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
16
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
Broward Virtual (Continued)
As a component of The School Board of Broward County, Broward Virtual School is fully
accredited by the Southern Association of Colleges and Schools (SACS) and Commission on
International and Trans-Regional Accreditation (CITA). Broward Virtual School is a franchise
partner with Florida Virtual School for middle and high school curriculum. All courses are based
on the Sunshine State and Next Generation Standards. BVS partners with K12 Inc. for its
elementary school program.
For course offerings please visit our website at www.bved.net or call 754-321-1100.
The Florida Virtual Campus
The Florida Virtual Campus (FLVC) provides a variety of online services for students from
Florida’s public high schools, colleges, and universities, including those previously provided by
FACTS.org. FLVC’s academic advising services make it easy for high school students to prepare
for college or a career after graduation. Students can monitor their progress by running
evaluations against their transcript information and the requirements for high school graduation,
college and career readiness, and Bright Futures Scholarships. In addition, they can explore
Florida’s college and university offerings (both traditional and distance learning programs), learn
about financial aid, and apply for admission. Dual enrolled high school students and those in
accelerated education programs can even access online library resources used within Florida’s
colleges and universities. For more information, visit http://www.flvc.org.
New College & Career Readiness Evaluation Available
The Bright Futures Scholarship Eligibility Evaluation and High School Graduation Evaluation
(now called the College & Career Readiness Evaluation) are still available to students. The
evaluations have been refreshed and offer a new, easier-to-read format that incorporates college
and career readiness goals. Students access the evaluations from www.flvc.org> My Records>
High School Students. A login ID and password are required. If students previously created a
login ID using FACTS, that is the same login ID needed for the Florida Virtual Campus website.
BROWARD ADVISORS FOR CONTINUING EDUCATION (BRACE)
The BRACE Program is unique to the Broward County School System. BRACE Advisors
provide students with information on scholarships, financial aid, and the college application
process. Advisors also provide information on technical schools, military options, and direct
workforce entry.
 BRACE Advisors help to successfully bridge a high school graduate to his/her
postsecondary choice.
 BRACE Advisors help students explore their options, ranging from apprenticeships and
college/university enrollment to workforce entrance, military or technical schools.
 BRACE Advisors also review job applications, college applications and advise on grants,
scholarships and financial aid.
STATE UNIVERSITY SYSTEM (SUS) ADMISSION REQUIREMENTS
There are eleven public universities in Florida. Admission into Florida’s state universities is
limited by available space. Competition for space depends on the number and qualifications of
those who apply for admission. To increase the chance of admission, high school students should
try to exceed the minimum requirements and apply to more than one university.
Admission decisions are based on: 1) high school graduation; 2) grade point average in academic
core courses; 3) admission test scores; and 4) course distribution requirements.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
17
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
STATE UNIVERSITY SYSTEM (SUS) ADMISSION REQUIREMENTS (CONTINUED)
Students must complete at least 18 units of high school work in the five core areas listed below in
addition to two or three additional electives:
o 4 credits – English/Language Arts (three of which must have included substantial
writing requirements);
o 3 credits – Natural Science (two of which must have included substantial
laboratory requirements);
o 3 credits – Social Science (to include anthropology, history, civics, political
science, economics, sociology, psychology, and/or geography);
o 2 credits – Foreign Language (Both credits must have been in the same language.
For the purposes of this requirement, American Sign Language will be accepted
in place of a foreign language. Students may not have one high school credit and
one 3-4 credit hour postsecondary foreign language course unless the college
credit course is at least at the second level of a foreign language);
o 4 credits – Mathematics (at or above the Algebra I level).
o 2 credits – Additional Academic Credits:
 2 credits among Level II courses in Department of Education Course
Code Directory in English/Language Arts, Mathematics, Natural
Science, Social Science, Foreign Language, Fine Arts; Level III courses
listed in the Directory in any academic credited discipline; or Dual
Enrollment courses for which both high school and postsecondary
academic credits are granted; OR
 1 credit from the list directly above and one credit from grade nine or
above in ROTC/Military Training, or an equivalent course in any
discipline as determined by the Articulation Coordinating Committee and
listed in the Florida Counseling for Future Education Handbook.
STATE UNIVERSITY SYSTEM (SUS) ELECTIVE REQUIREMENTS
Freshman applicants to the State University System must have two or three additional high school
credits as electives.
Students and counselors are advised to consider carefully the importance of elective course work.
Completion of the required 18 credits for SUS admission guarantees acceptance only in the case
of Talented 20 students. Therefore, the stronger an applicant’s preparation, the better their
chance of admission into the university of choice.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
18
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
BRIGHT FUTURES SCHOLARSHIP PROGRAM
The Florida Bright Futures Scholarship Program establishes three lottery-funded scholarships for
Florida high school graduates who demonstrate high academic achievement and enroll in eligible
Florida public or private postsecondary institutions. There are three award levels for which high
school seniors may qualify. The scholarship may be used for either full-time or part-time
enrollment and is renewable. All initial applicants must meet the general requirements for
participation in this program and specific requirements for the individual award. To be eligible
for an initial award from any of the three types of scholarships, a student must:
 Apply online and complete the Initial Student Florida Financial Aid Application at
www.FloridaStudentFinancialAid.org, by selecting State Grants, Scholarships &
Applications, then Apply Here, during their last year in high school (after December 1
and prior to graduation). Students must apply by high school graduation or all future
eligibility for a Bright Futures Scholarship is forfeited.
 File a completed, error-free FAFSA prior to receiving funding for 2013-14.
 Be a Florida resident and a U.S. citizen or eligible non-citizen. The postsecondary
institution the student attends is responsible for verifying Florida residency and U.S.
citizenship status.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
19
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
BRIGHT FUTURES SCHOLARSHIP PROGRAM (CONTINUED)
 Earn a Florida standard high school diploma or its equivalent. For information on GED,
Home Education, or dependents of military or public service personnel outside of Florida,
students should visit the State Student Financial Aid website at
www.FloridaStudentFinancialAid.org/SSFAD/bf. Under the title First Time Applicants,
select the links for Home Educated, GED, or Out-of-State.
 Be accepted by and enrolled in an eligible Florida public or independent postsecondary
education institution. All public colleges, state universities, and public vocational
technical schools are eligible, as are many private postsecondary institutions. For a list of
eligible institutions, students should visit www.FloridaStudentFinancialAid.org, State
Grants, Scholarships & Applications. Select the tab State Program Links from the
blue toolbar across the top of the page. Look for the links under the title Eligible
Institution Information.
 Be enrolled for at least six non-remedial semester credit hours or the equivalent.
 Not have been found guilty of, nor pled no contest to, a felony charge.
 Begin receiving funding for the award within two years of high school graduation. If
enlisting directly into the military after graduation, the two-year period begins upon the
date of separation from active duty.
The following charts outline the eligibility requirements for each of the three types of Bright
Futures awards for 2013 high school graduates. A student may receive funding for only one
award. The highest award earned by the student will be selected. Note: The Florida Legislature
is authorized to change eligibility and funding requirements for future graduating classes.
Initial Eligibility Requirements for Year 2013 High School Graduates
The following initial eligibility requirements must be met, in addition to earning a standard
Florida high school diploma, prior to graduation from a Florida public high school or a registered
Florida Department of Education private high school. Students must apply by submitting an:
Initial Student Florida Financial Aid Application
at www.FloridaStudentFinancialAid.org/SSFAD/home/uamain.htm during their last year in high
school, prior to their high school graduation or forever forfeit a Bright Futures
Scholarship.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
20
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
21
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
22
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
23
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
Electronic Personal Education Planner (ePEP)
The ePEP is an interactive online planner that enables students to map out coursework for every
year of high school. Students choose from school specific course options, based on their goals
after graduation, such as admission to college, attending a career technical center, or going
directly into the workforce. The ePEP automatically populates the courses in which the students
are enrolled and those completed, along with the students’ grades. For students entering 9th grade
in 2007 and beyond are required to have four credits in the same Major Area of Interest (MAI).
Through ePEP, students choose their MAI.
Virtual Counselor: A Great Resource for Scheduling
Did you know that students and parents can access school records electronically? Use Virtual
Counselor to review your courses, grades, graduations requirements and progress toward
graduation, test scores, and select the best courses to take next year and more. Students begin by
creating an account at school at http://web/dwh.
Parents can create their own account at www.browardschools.com.
 Click the Virtual Counselor link. Enter the student’s ID# found on their ID
badge, schedule, report card, or interim report.
 Enter the student’s birthday- MM/DD/YYYY.
If a student has been entering into Virtual Counselor at school, there is a possibility that they
changed their password. If you need assistance, please call your grade level guidance counselor.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
24
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
SSMS COURSE OFFERINGS
We believe that the students’ years at Sawgrass Springs Middle School will provide them with successful
and positive experiences. Students will encounter many opportunities for academic, physical, social, and
emotional growth. They will not only enhance their present skills and abilities, but also be better prepared
for success in the next grade as well as future endeavors. Course descriptions are as follows:
6th – 8th Developmental Language Arts ESOL - Reading
Course Number: 1002181
The purpose of this course is to provide instruction that enables students who are native speakers of
languages other than English to develop and strengthen reading skills and develop independent reading
endurance. Special Note. This course may be repeated by a student as needed. The content should
include, but not be limited to, the following:
 reading instruction in phonemic awareness, phonics (advanced phonics instruction that includes
an explicit, systematic approach to orthography, structural analysis, and morphemic analysis),
fluency, vocabulary and comprehension as necessary. The relative balance of instruction in these
areas will be determined by screening, group diagnostic, progress monitoring and individual
diagnostic measures of each student.
 critical thinking, problem-solving, and test-taking skills and strategies
 reading for meaning through varied reading materials at appropriate independent and instructional
reading levels representing a minimum balance of 70% /30% informational to narrative text
 integration of reading with student written responses to text
 high frequency content area vocabulary
6th - 8th Language Arts, Science, Social Studies, Math
Course Number: Various courses beginning with 7
Access Courses: Access courses are intended only for students with a significant cognitive disability.
Access courses are designed to provide tiered access to the general curriculum through three levels of
access points (Participatory, Supported, and Independent), which reflect increasing levels of complexity
and depth of knowledge aligned with grade level expectations. The access points included in access
courses are intentionally designed to foster high expectations for students with significant cognitive
disabilities.
7th – 8th Spanish I - Novice Low – Novice High
Course Number: 0708340M
Spanish I introduce students to the target language and its culture. The student will develop
communicative skills in all 3 modes of communication and cross-cultural understanding. Emphasis is
placed on proficient communication in the language. An introduction to reading and writing is also
included as well as culture, connections, comparisons, and communities. Course Standards and
Benchmarks are aligned to Common Core. Teacher recommendation.
SPECIAL NOTE: High School Credit
8th Spanish II
Course Number: 0708350M
Spanish II reinforces the fundamental skills acquired by the students in Spanish I. The course develops
increased listening, speaking, reading, and writing skills as well as cultural awareness. Specific content to
be covered is a continuation of listening and oral skills acquired in Spanish I. Reading and writing receive
more emphasis, while oral communication remains the primary objective. The cultural survey of the
target language speaking people is continued. Course Standards and Benchmarks are aligned to Common
Core.
PREREQUISITES: Spanish I or mastery of Student Performance Standards corresponding Spanish I and
teacher recommendation.
SPECIAL NOTE: High School Credit
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
25
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
7th – 8th Spanish for Spanish Speakers I - Novice Low – Novice High
Course Number: 0709300M
The purpose of this course is to enable students whose heritage language is Spanish to develop, maintain, and
enhance proficiency in their heritage language by reinforcing and acquiring skills in listening, speaking, reading, and
writing, including the fundamentals of Spanish grammar. Language Arts Standards are also included in this course
to enable students to become literate in the Spanish language and gain a better understanding of the nature of their
own language as well as other languages to be acquired. Course
Standards and Benchmarks are aligned to Common Core Standards. The course content will reflect the cultural
values of Spanish language cultures and societies.
PREREQUISITES: Placement Test
SPECIAL NOTE: High School Credit
8th Spanish for Spanish Speakers II – Intermediate Low - Intermediate Middle
Course Number: 0709310M
The purpose of this course is to enable students whose heritage language is Spanish to develop, maintain,
and enhance proficiency in their heritage language by reinforcing and expanding skills in listening,
speaking, reading, and writing, as well as Spanish grammar skills acquired in Spanish for Spanish
Speakers 1. Students are exposed to a variety of Spanish literary genres and authors. Language Arts
Standards are also included in this course to enable students to become literate in Spanish and gain a
better understanding of the nature of their own language as well as other languages to be acquired. Course
Standards and Benchmarks are aligned to Common Core Standards.
PREREQUISITES: Spanish S II or mastery of Student Performance Standards corresponding to Spanish
S I and teacher recommendation.
SPECIAL NOTE: High School Credit
6th Language Arts 1
Course Number: 10010000
The purpose of this course is to provide integrated educational experiences in the language arts strands of
Reading Process, Literary Analysis, Writing Process, Writing Application, Communication, and
Information and Media Literacy. It offers instruction in the reading process to construct meaning from a
wide range of literary, information, and technical text; the writing process is taught (prewriting, drafting,
revising, editing, publishing) through multiple genres, which allows students to critically respond to
visual, oral, and written text. Opportunities for students to communicate using listening, viewing, and
speaking strategies to understand the power of language and its use in authentic contexts are also included
in the course. Technology is incorporated into this course. This course provides a blended implementation
of the Next Generation Sunshine State Standards and the Common Core State Standards as per state
requirements.
6th Language Arts 1 Advanced
Course Number: 10010200
Reading Application, Literary Analysis, Writing Application, Writing Process, Communication, and
Information and Media Literacy strands are integrated throughout students’ learning experiences. The
course offers instruction in the reading process to construct meaning from a wide range of literary,
informational, and technical texts; the writing process is taught (prewriting, drafting, revising, editing,
publishing) through multiple genres. The course offers students the opportunity to critically respond to
visual, oral, and written text and to communicate using listening, viewing, and speaking strategies to
understand the power of language and its use in authentic contexts. As students progress from one course
to the next, increases should occur in the complexity of materials and tasks and in the students’
independence in the application of skills and strategies. Learning tasks and materials accommodate the
individual needs of students. Technology is available for students to develop competencies in the
language arts. This course provides a blended implementation of the Next Generation Sunshine State
Standards and the Common Core State Standards as per state requirements.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
26
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
7th Language Arts 2
Course Number: 10010200
The purpose of this course is to provide integrated educational experiences in the language arts strands of
Reading Process, Literary Analysis, Writing Process, Writing Application, Communication, and
Information/Media Literacy. It offers instruction in reading process to construct meaning from a wide
range of literary, information, and technical text; the writing process is taught (prewriting, drafting,
revising, editing, publishing) through multiple genres, which allows students to critically respond to
visual, oral, and written text. Opportunities for students to communicate using listening, viewing, and
speaking strategies to understand the power of language and its use in authentic contexts are also included
in the course. Technology is incorporated into this course. This course provides a blended implementation
of the Next Generation Sunshine State Standards and the Common Core State Standards.
7th Language 2 Advanced
Course Number: 10010500
Reading Application, Literary Analysis, Writing Application, Writing Process, Communication, and
Information and Media Literacy strands are integrated throughout students’ learning experiences. The
course offers instruction in the reading process to construct meaning from a wide range of literary,
informational, and technical texts; the writing process is taught (prewriting, drafting, revising, editing,
publishing) through multiple genres. The course offers students the opportunity to critically respond to
visual, oral, and written text and to communicate using listening, viewing, and speaking strategies to
understand the power of language and its use in authentic contexts. As students progress from one course
to the next, increases should occur in the complexity of materials and tasks and in the students’
independence in the application of skills and strategies. Learning tasks and materials accommodate the
individual needs of students. Technology is available for students to develop competencies in the
language arts. This course provides a blended implementation of the Next Generation Sunshine State
Standards and the Common Core State Standards as per state requirements.
8th Language Arts 3
Course Number: 10010700
The purpose of this course is to provide integrated educational experiences in the language arts strands of
Reading Process, Literary Analysis, Writing Process, Writing Application, Communication, and
Information and Media Literacy. It offers instruction in the reading process to construct meaning from a
wide range of literary, information, and technical text; the writing process is taught (prewriting, drafting,
revising, editing, publishing) through multiple genres, which allows students to critically respond to
visual, oral, and written text. Opportunities for students to communicate using listening, viewing, and
speaking strategies to understand the power of language and its use in authentic contexts are also included
in the course. Technology is incorporated into this course. This course provides a blended implementation
of the Next Generation Sunshine State Standards and the Common Core State Standards.
8th M/J Language Arts 3, Advanced
Course Number: 1001080
Reading Application, Literary Analysis, Writing Application, Writing Process, Communication, and
Information/Media Literacy strands are integrated throughout students’ learning experiences. The course
offers instruction in the reading process to construct meaning from a wide range of literary, informational,
and technical texts; the writing process is taught (prewriting, drafting, revising, editing, publishing)
through multiple genres. The course offers students the opportunity to critically respond to visual, oral,
and written text and to communicate using listening, viewing, and speaking strategies to understand the
power of language and its use in authentic contexts. As students progress from one course to the next,
increases should occur in the complexity of materials and tasks and in the students’ independence in the
application of skills and strategies. Learning tasks accommodate the individual needs of students.
Technology is available to develop competencies in the language arts. This course provides a blended
implementation of the Next Generation Sunshine State Standards and the Common Core State Standards.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
27
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
6th – 7th M/J Drama 1
Course Number: 0400000
The purpose of this course is to enable students to develop fundamental knowledge and skills in the
elements of theatre arts. This course should give students the opportunity to participate in acting,
characterization, movement, vocal production, pantomime, improvisation, theatre terminology, dramatic
literature, historical, cultural, and societal perspectives, technical theatre, playwriting, artistic discipline,
audience etiquette, roles, and careers in theatre arts. This course provides a blended implementation of the
Next Generation Sunshine State Standards and the Common Core State Standards.
7th – 8th Drama 2
Course Number: 0400010
The purpose of this course is to enable students to increase fundamental knowledge and skills in the
elements of theatre arts, with an emphasis on performance. Students should be exposed to improvisation,
theatre terminology, dramatic literature, historical, cultural, and societal perspectives, technical theatre,
playwriting, director’s role, artistic discipline, audience etiquette roles, and careers in theatre arts. This
course provides a blended implementation of the Next Generation Sunshine State Standards and the
Common Core State Standards as per state requirements.
6th – 8th Research
Course Number: 1700000
Located in the Media Center, the purpose of this course is to enable students to develop fundamental
knowledge of the steps in the research process. The course should also include opportunities for
alternative research, i.e., I search, etc. Students will develop research questions and hypotheses, review
literature and other resources, research methods and procedures, report formats, styles, and content,
directed investigations, and understand the critical analysis of research. This course provides a blended
implementation of the Next Generation Sunshine State Standards and the Common Core State Standards.
6th Earth/Space Science
Course Number: 20010108
This course focuses on the Next Generation Sunshine State Standard (NGSSS) from the Nature of
Science and the Earth Space Science bodies of knowledge. Laboratory investigations that include the use
of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies,
experimental procedures, and safety procedures are an integral part of this course. The Common Core
State Standards (CCSS) for literacy are infused through instructional practices that ensure reading from a
wide range of informational texts and those that provide research and writing opportunities, while the
mathematical practices focus on critical thinking skill development and logical reasoning.
6th Earth/Space Science Advanced
Course Number: 20010208
This course focuses on the Next Generation Sunshine State Standard (NGSSS) from the Nature of
Science and the Earth Space Science bodies of knowledge with greater acceleration and rigor. Laboratory
investigations that include the use of scientific inquiry, research, measurement, problem solving,
laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part
of this course. The Common Core State Standards (CCSS) for literacy are infused through instructional
practices that ensure reading from a wide range of informational texts and those that provide extensive
research and writing opportunities, while the mathematical practices focus on critical thinking skill
development and logical reasoning.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
28
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
7th Life Science
Course Number: 20000108
This course focuses on the Next Generation Sunshine State Standard (NGSSS) from the Nature of
Science and the Life Science bodies of knowledge. Laboratory investigations that include the use of
scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies,
experimental procedures, and safety procedures are an integral part of this course. The Common Core
State Standards (CCSS) for literacy are infused through instructional practices that ensure reading from a
wide range of informational texts and those that provide research and writing opportunities, while the
mathematical practices focus on critical thinking skill development and logical reasoning.
7th Life Science Advanced
Course Number: 20000208
This course focuses on the Next Generation Sunshine State Standard (NGSSS) from the Nature of
Science and the Life Science bodies of knowledge with greater acceleration and rigor. Laboratory
investigations that include the use of scientific inquiry, research, measurement, problem solving,
laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part
of this course. The Common Core State Standards (CCSS) for literacy are infused through instructional
practices that ensure reading from a wide range of informational texts and those that provide extensive
research and writing opportunities, while the mathematical practices focus on critical thinking skill
development and logical reasoning.
8th Physical Science
Course Number: 20030108
This course focuses on the Next Generation Sunshine State Standard (NGSSS) from the Nature of
Science and the Physical Science bodies of knowledge. Laboratory investigations that include the use of
scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies,
experimental procedures, and safety procedures are an integral part of this course. The Common Core
State Standards (CCSS) for literacy are infused through instructional practices that ensure reading from a
wide range of informational texts and those that provide research and writing opportunities, while the
mathematical practices focus on critical thinking skill development and logical reasoning.
8th Physical Science Advanced
Course Number: 20030208
This course focuses on the Next Generation Sunshine State Standard (NGSSS) from the Nature of
Science and the Physical Science bodies of knowledge with greater acceleration and rigor. Laboratory
investigations that include the use of scientific inquiry, research, measurement, problem solving,
laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part
of this course. The Common Core State Standards (CCSS) for literacy are infused through instructional
practices that ensure reading from a wide range of informational texts and those that provide extensive
research and writing opportunities, while the mathematical practices focus on critical thinking skill
development and logical reasoning.
6th – 7th Comprehensive Fitness
Course Number: 1508600, 15011100
This course is designed for 6th and 7th grade students and intended to be 18 weeks in length. The purpose
of this course is to provide a foundation of knowledge, skills, and values necessary for the development of
a physically active lifestyle. The course content provides exposure to a variety of movement opportunities
and experiences which includes, but is not limited to: Fitness Activities, Educational Gymnastics and
Dance, and Team Sports. The integration of fitness concepts throughout the content is critical to student
success in this course and in the development of a healthy and physically active lifestyle.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
29
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
7th – 8th Comprehensive Fitness
Course Number: 1508700, 1501050
This course is designed for 7th and 8th grade students and is intended to be 18 weeks in length. The
purpose of this course is to build on previously acquired knowledge, skills, and values necessary for the
implementation and maintenance of a physically active lifestyle. The course content provides exposure to
a variety of movement opportunities and experiences which include, but is not limited to: Outdoor
Pursuits, Individual/Dual Sports and Alternative/Extreme Sports. The integration of fitness concepts
throughout the content is critical to student success in this course and in the development of a healthy and
physically active lifestyle.
6th Chorus 1
Course Number: 1303000
The purpose of this course is to enable students to develop fundamental vocal musicianship, technical
skills, and aesthetic awareness through the study and performance of varied middle/junior high choral
literature. The content should include: vocal production -choral performance techniques; music literacy;
elements and characteristics of music –improvisation, composition, and arranging -performance analysis;
role and influence of choral music and musicians; connections between music and other subject areas;
responsible participation in music activities. This course generally requires students to participate in
extra rehearsals and performances beyond the school day.
7th Chorus 2
Course Number: 1303010
The purpose of this course is to enable students to develop basic vocal musicianship, technical skills, and
aesthetic awareness through the study and performance of varied middle grades choral literature. The
content should include: vocal production; -choral performance techniques; -music literacy; -elements and
characteristics of music; -improvisation, composition, and arranging; -performance analysis; -role and
influence of choral music and musicians; - connections between music and other subject areas responsible participation in music activities. This course generally requires students to participate in
extra rehearsals and performances beyond the school day.
8th Chorus 3
Course Number: 1303020
The purpose of this course is to enable students to develop intermediate-level vocal musicianship,
technical skills, and aesthetic awareness through the study and performance of varied middle/junior high
choral literature. The content should include: -vocal production; -choral performance techniques; -music
literacy; -elements and characteristics of music; -improvisation, composition, and arranging -performance
analysis; -role and influence of choral music and musicians; - connections between music and other
subject areas; -responsible participation in music activities. This course generally requires students to
participate in extra rehearsals and performances beyond the school day.
8th United States History and Career Planning
Course Number: 2100015
Primary content emphasis for this course pertains to the study of American history from the Exploration
and Colonization period to the Reconstruction Period following the Civil War. Students will be exposed
to the historical, geographic, political, economic, and sociological events which influenced the
development of the United States and the resulting impact on world history. So that students can clearly
see the relationship between cause and effect in historical events, students should have the opportunity to
explore those fundamental ideas and events which occurred after Reconstruction. Mathematics
Benchmark Guidance - Instruction of U.S. History should include opportunities for students to interpret
and create representations of historical events using mathematical tables, charts, and graphs. Career and
Education Planning - The career and education planning course required by Section 1003.4156, Florida
Statutes, has been integrated into this course. This course must include career exploration using
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
30
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
CHOICES or a comparable cost-effective program and educational planning using the online student
advising system known as Florida Academic Counseling and Tracking for Students at the Internet website
FACTS.org; and shall result in the completion of a personalized academic and career plan. The NAEP
frameworks
for
United
States
History
may
be
accessed
at
http://www.nagb.org/publications/frameworks/history_06.pdf.
8th United States History, Advanced & Career Planning
Course Number: 2100025
Primary content emphasis for this course pertains to the study of American history from the Exploration
and Colonization period to the Reconstruction Period following the Civil War. Students will be exposed
to the historical, geographic, political, economic, and sociological events which influenced the
development of the United States and the resulting impact on world history. So that students can clearly
see the relationship between cause and effect in historical events, students should have the opportunity to
explore those fundamental ideas and events which occurred after Reconstruction. Advanced courses offer
scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and
evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at
higher levels as they engage in the following: analyzing historical documents and supplementary
readings, working in the context of thematically categorized information, becoming proficient in notetaking, participating in Socratic seminars/discussions, emphasizing free-response and document-based
writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate
their skills through participation in a capstone and/or extended research-based paper/project (e.g., history
fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation,
investment portfolio contests, or other teacher-directed projects). Mathematics Benchmark Guidance Instruction of U.S. History should include opportunities for students to interpret and create
representations of historical events using mathematical tables, charts, and graphs. Career and Education
Planning - The career and education planning course required by Section 1003.4156, Florida Statutes, has
been integrated into this course. This course must include career exploration using CHOICES or a
comparable cost-effective program and educational planning using the online student advising system
known as Florida Academic Counseling and Tracking for Students at the Internet website FACTS.org;
The
NAEP
frameworks
for
United
States
History
may
be
accessed
at
http://www.nagb.org/publications/frameworks/history_06.pdf.
7th Civics
Course Number: 2106010
The primary content for the course pertains to the principles, functions, and organization of government;
the origins of the American political system; the roles, rights, responsibilities of United States citizens;
and methods of active participation in our political system. The course is embedded with strong
geographic and economic components to support civic education instruction. Additional content that may
be included in the Grade 8 NAEP Civics assessment includes:
• Distinctive characteristics of American society
• Unity/diversity in American society
• Civil society: nongovernmental associations, groups
• Nation-states
• Interaction among nation-states
• Major governmental, nongovernmental international organizations
NAEP frameworks: http://www.nagb.org/publications/frameworks/civicsframework.pdf
Teaching from a well-written, grade-level textbook enhances students’ content area knowledge and also
strengthens their ability to comprehend longer, complex reading passages on any topic for any reason.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
31
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
7th Civics, Advanced
Course Number: 2106020
The primary content for the course pertains to the principles, functions, and organization of government;
the origins of the American political system; the roles, rights, responsibilities of United States citizens;
and methods of active participation in our political system. The course is embedded with strong
geographic and economic components to support civic education instruction. Honors/Advanced courses
offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and
evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at
higher levels as they engage in the following: analyzing historical documents and supplementary
readings, working in the context of thematically categorized information, becoming proficient in notetaking, participating in Socratic seminars/discussions, emphasizing free-response and document-based
writing, contrasting opposing viewpoints, solving problems, etc.
6th World History
Course Number: 2109010
The Social Studies curriculum consists ofthe following content area strands: World History, Geography,
Civics, and Economics. The primary content for this course pertains to the world’s earliest civilizations to
the ancient and classical civilizations of Africa, Asia, and Europe. Students will be exposed to the
multiple dynamics of world history including economics, geography, politics, religion, and philosophy.
Students will study methods of historical inquiry and primary/secondary historical documents.
6th World History, Advanced
Course Number: 2109020
The primary content for this course pertains to the world’s earliest civilizations to the ancient and
classical civilizations of Africa, Asia, and Europe. Students will be exposed to the multiple dynamics of
world history including economics, geography, politics, and religion/philosophy. Students will study
methods of historical inquiry and primary and secondary historical documents. Advanced courses offer
scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and
evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at
higher levels as they engage in the following: analyzing historical documents and supplementary
readings, working in the context of thematically categorized information, becoming proficient in notetaking, participating in Socratic seminars/discussions, emphasizing free-response and document-based
writing, contrasting opposing viewpoints, solving problems, etc.
6th – 7th Music Appreciation 1
Course Number: 1301090
The purpose of this course is to provide the knowledge needed to develop the skills necessary for musical
discrimination. The content should include: development of aural skills-knowledge of varied musical
styles-appropriate vocabulary. In addition, students will research genres, musical styles, instruments, and
artists.
6th Band 1
Course Number: 1302000
The purpose of this course is to enable students to develop fundamental skills on wind or percussion
instruments through the refinement and performance of middle/junior high band literature. The content
should include: -technical skills -individual and ensemble techniques - music literacy -elements and
characteristics of music -improvisation, composition, and arranging -performance analysis -role and
influence of instrumental music and musicians -connections between music and other subject areas instrument care and maintenance -responsible participation in music activities. This course generally
requires students to participate in extra rehearsals and performances beyond the school day.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
32
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
7th Band 2
Course Number: 1302010
The purpose of this course is to enable students to develop basic skills on wind or percussion instruments
through the refinement and performance of middle/junior high band literature. The content should
include: -technical skills -individual and ensemble techniques –music literacy -elements and
characteristics of music -improvisation, composition, and arranging -performance analysis -role and
influence of instrumental music and musicians -connections between music and other subject areas instrument care and maintenance -responsible participation in music activities. This course generally
requires students to participate in extra rehearsals and performances beyond the school day.
8th Band 3
Course Number: 1302020
The purpose of this course is to enable students to develop intermediate-level skills on wind or percussion
instruments through the refinement and performance of middle/junior high band literature. The content
should include: -technical skills -individual and ensemble techniques - music literacy -elements and
characteristics of music -improvisation, composition, and arranging -performance analysis -role and
influence of instrumental music and musicians -connections between music and other subject areas instrument care and maintenance -responsible participation in music activities. This course generally
requires students to participate in extra rehearsals and performances beyond the school day.
6th – 7th Orchestra 1
Course Number: 1302040
The purpose of this course is to enable students to develop fundamental skills on string or other orchestral
instruments through the refinement and performance of middle/junior high orchestra literature. The
content should include: -technical skills-individual and ensemble techniques-music literacy-elements and
characteristics of music-improvisation, composition, and arranging-performance analysis-role and
influence of orchestral music and musicians connections between music and other subject areasinstrument care and maintenance responsible participation in music activities. This course generally
requires students to participate in extra rehearsals and performances beyond the school day. NO prior
knowledge is needed.
7th – 8th Orchestra 2
Course Number: 1302050
The purpose of this course is to enable students to develop basic skills on string or other orchestral
instruments through the refinement and performance of middle/junior high orchestra literature. The
content should include: -technical skills-individual and ensemble techniques-music literacy-elements and
characteristics of music-improvisation, composition, and arranging-performance analysis-role and
influence of orchestral music and musicians connections between music and other subject areasinstrument care and maintenance responsible participation in music activities. This course generally
requires students to participate in extra rehearsals and performances beyond the school day. Must have
taken Orchestra 1.
8th Orchestra 3
Course Number: 1302060
The purpose of this course is to enable students to develop intermediate-level skills on string or other
orchestral instruments through the refinement and performance of middle orchestra literature. The content
should include: -technical skills-individual and ensemble techniques-music literacy-elements and
characteristics of music-improvisation, composition, and arranging-performance analysis-role and
influence of orchestral music and musicians connections between music and other subject areasinstrument care and maintenance responsible participation in music activities. This course generally
requires students to participate in extra rehearsals and performances beyond the school day. Must have
taken Orchestra 1 and 2.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
33
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
6th Mathematics 1
Course Number: 1205010
Instructional time focus is on four CCSS critical areas: (1) connecting ratio and rate to whole number
multiplication and division and using concepts of ratio 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.
(1) Students use reasoning about multiplication and division to solve ratio and rate problems about
quantities. By viewing equivalent ratios and rates as deriving from, and extending, pairs of rows
(or columns) in the multiplication table, and by analyzing simple drawings that indicate the
relative size of quantities, students connect their understanding of multiplication and division
with ratios and rates. Thus students expand the scope of problems for which they can use
multiplication and division to solve problems, and they connect ratios and fractions. Students
solve a wide variety of problems involving ratios and rates.
(2) Students use the meaning of fractions, the meanings of multiplication and division, and the
relationship between multiplication and division to understand and explain why the procedures
for dividing fractions make sense. Students use these operations to solve problems. Students
extend their previous understandings of number and the ordering of numbers to the full system of
rational numbers, which includes negative rational numbers, and in particular negative integers.
They reason about the order and absolute value of rational numbers and about the location of
points in all four quadrants of the coordinate plane.
(3) Students understand the use of variables in mathematical expressions. They write expressions and
equations that correspond to given situations, evaluate expressions, and use expressions and
formulas to solve problems. Students understand that expressions in different forms can be
equivalent, and they use the properties of operations to rewrite expressions in equivalent forms.
Students know that the solutions of an equation are the values of the variables that make the
equation true. Students use properties of operations and the idea of maintaining the equality of
both sides of an equation to solve simple one-step equations. Students construct and analyze
tables, such as tables of quantities that are equivalent ratios, and use equations (such as 3x = y) to
describe relationships between quantities.
(4) Building on and reinforcing their understanding of number, students begin to develop their ability
to think statistically. Students recognize that a data distribution may not have a definite center and
that different ways to measure center yield different values.
The median measures center in the sense that it is roughly the middle value. The mean measures center in
the sense that it is the value that each data point would take on if the total of the data values were
redistributed equally, and also in the sense that it is a balance point. Students recognize that a measure of
variability (inter-quartile range or mean absolute deviation) can also be useful for summarizing data
because two very different set of data can have the same mean and median yet be distinguished by their
variability. Students learn to describe and summarize numerical data sets, identifying clusters, peaks,
gaps, and symmetry, considering the context in which the data were collected. Students also build on their
work with area in elementary school by reasoning about relationships among shapes to determine area,
surface area, and volume. They find areas of right triangles, other triangles, and special quadrilaterals by
decomposing these shapes, rearranging or removing pieces, and relating the shapes to rectangles. Using
these methods, students discuss, develop, and justify formulas for areas of triangles and parallelograms.
Students find areas of polygons and surface areas of prisms and pyramids by decomposing them into
pieces whose area they can determine. They reason about right rectangular prisms with fractional side
lengths to extend formulas for the volume of a right rectangular prism to fractional side lengths. They
work on scale drawings and constructions by drawing polygons in the coordinate plane.
During the 2013-2014 school year Florida will be transitioning to the Common Core State Standards for
Mathematics. The content standards for M/J Mathematics 1 are based upon these new standards; however,
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
34
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
during this transition year students will be assessed using the FCAT 2.0 for Grade 6 aligned with the Next
Generation Sunshine State Standards. For this reason, instruction should include the NGSSS found at
http://www.cpalms.org/Courses/PublicPreviewCourse25.aspx.
6th Mathematics 1, Advanced
Course Number: 1205020
Advanced Mathematics course, instructional time focuses on six CCSS critical areas: (1) connecting ratio
and rate to whole number multiplication and division and using concepts of ratio 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; (4) developing understanding of statistical thinking; (5) developing
understanding of and applying proportional relationships; and (6) developing understanding of operations
with rational numbers and working with expressions and linear equations.
(1) Students use reasoning about multiplication and division to solve ratio and rate problems about
quantities. By viewing equivalent ratios and rates as deriving from, and extending, pairs of rows
(or columns) in the multiplication table, and by analyzing simple drawings that indicate the
relative size of quantities, students connect their understanding of multiplication and division
with ratios and rates. Thus students expand the scope of problems for which they can use
multiplication and division to solve problems, and they connect ratios and fractions. Students
solve a wide variety of problems involving ratios and rates.
(2) Students use the meaning of fractions, the meanings of multiplication and division, and the
relationship between multiplication and division to understand and explain why the procedures
for dividing fractions make sense. Students use these operations to solve problems. Students
extend their previous understandings of number and the ordering of numbers to the full system of
rational numbers, which includes negative rational numbers, and in particular negative integers.
They reason about the order and absolute value of rational numbers and about the location of
points in all four quadrants of the coordinate plane.
(3) Students understand the use of variables in mathematical expressions. They write expressions and
equations that correspond to given situations, evaluate expressions, and use expressions and
formulas to solve problems. Students understand that expressions in different forms can be
equivalent, and they use the properties of operations to rewrite expressions in equivalent forms.
Students know that the solutions of an equation are the values of the variables that make the
equation true. Students use properties of operations and the idea of maintaining the equality of
both sides of an equation to solve simple one-step equations. Students construct and analyze
tables, such as tables of quantities that are equivalent ratios, and they use equations (such as 3x =
y) to describe relationships between quantities.
(4) Building on and reinforcing their understanding of number, students begin to develop their ability
to think statistically. Students recognize that a data distribution may not have a definite center and
that different ways to measure center yield different values.
The median measures center in the sense that it is roughly the middle value. The mean measures center in
the sense that it is the value that each data point would take on if the total of the data values were
redistributed equally, and also in the sense that it is a balance point. Students recognize that a measure of
variability (inter-quartile range or mean absolute deviation) can also be useful for summarizing data
because two very different set of data can have the same mean and median yet be distinguished by their
variability. Students learn to describe and summarize numerical data sets, identifying clusters, peaks,
gaps, and symmetry, considering the context in which the data were collected.
(5) Students extend their understanding of ratios and develop understanding of proportionality to
solve single- and multi-step problems. Students use their understanding of ratios and
proportionality to solve a wide variety of percent problems, including those involving discounts,
interest, taxes, tips, and percent increase or decrease. Students solve problems about scale
drawings by relating corresponding lengths between the objects or by using the fact that
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
35
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
relationships of lengths within an object are preserved in similar objects. Students graph
proportional relationships and understand the unit rate informally as a measure of the steepness of
the related line, called the slope. They distinguish proportional relationships from other
relationships.
(6) Students develop a unified understanding of number, recognizing fractions, decimals (that have a
finite or a repeating decimal representation), and percents as different representations of rational
numbers. Students extend addition, subtraction, multiplication, and division to all rational
numbers, maintaining the properties of operations and the relationships between addition and
subtraction, and multiplication and division. By applying these properties, and by viewing
negative numbers in terms of everyday contexts (e.g., amounts owed or temperatures below zero),
students explain and interpret the rules for adding, subtracting, multiplying, and dividing with
negative numbers. They use the arithmetic of rational numbers as they formulate expressions and
equations in one variable and use these equations to solve problems.
Students in Grade 6 also build on their work with area in elementary school by reasoning about
relationships among shapes to determine area, surface area, and volume. They find areas of right
triangles, other triangles, and special quadrilaterals by decomposing these shapes, rearranging or
removing pieces, and relating the shapes to rectangles. Using these methods, students discuss, develop,
and justify formulas for areas of triangles and parallelograms. Students find areas of polygons and surface
areas of prisms and pyramids by decomposing them into pieces whose area they can determine. They
reason about right rectangular prisms with fractional side lengths to extend formulas for the volume of a
right rectangular prism to fractional side lengths. They prepare for work on scale drawings and
constructions in Grade 7 by drawing polygons in the coordinate plane.
During the 2013-2014 school year Florida will be transitioning to the Common Core State Standards for
Mathematics. The content standards for M/J Mathematics 1 Advanced are based upon these new
standards; however, during this transition year students will be assessed using the FCAT 2.0 for Grade 6
aligned with the Next Generation Sunshine State Standards. For this reason, instruction should include the
NGSSS found at http://www.cpalms.org/Courses/PublicPreviewCourse26.aspx.
7th Mathematics 2
Course Number: 1205040
Instructional time focuses on four CCSS critical areas: (1) developing understanding of and applying
proportional relationships; (2) developing understanding of operations with rational numbers and working
with expressions and linear equations; (3) solving problems involving scale drawings and informal
geometric constructions, 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.
(1) Students extend their understanding of ratios and develop understanding of proportionality to
solve single- and multi-step problems. Students use their understanding of ratios and
proportionality to solve a wide variety of percent problems, including those involving discounts,
interest, taxes, tips, and percent increase or decrease. Students solve problems about scale
drawings by relating corresponding lengths between the objects or by using the fact that
relationships of lengths within an object are preserved in similar objects. Students graph
proportional relationships and understand the unit rate informally as a measure of the steepness of
the related line, called the slope. They distinguish proportional relationships from other
relationships.
(2) Students develop a unified understanding of number, recognizing fractions, decimals (that have a
finite or a repeating decimal representation), and percents as different representations of rational
numbers. Students extend addition, subtraction, multiplication, and division to all rational
numbers, maintaining the properties of operations and the relationships between addition and
subtraction, and multiplication and division. By applying these properties, and by viewing
negative numbers in terms of everyday contexts (e.g., amounts owed or temperatures below zero),
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
36
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
students explain and interpret the rules for adding, subtracting, multiplying, and dividing with
negative numbers. They use the arithmetic of rational numbers as they formulate expressions and
equations in one variable and use these equations to solve problems.
(3) Students continue their work with area from Grade 6, solving problems involving area and
circumference of a circle and surface area of three-dimensional objects. In preparation for work
on congruence and similarity in Grade 8 they reason about relationships among two-dimensional
figures using scale drawings and informal geometric constructions, and they gain familiarity with
the relationship between angles formed by intersecting lines. Students work with threedimensional figures, relating them to two-dimensional figures by examining cross-sections. They
solve real-world and mathematical problems involving area, surface area, and volume of two- and
three dimensional objects composed of triangles, quadrilaterals, polygons, cubes and right prisms.
(4) Students build on their previous work with single data distributions to compare two data
distributions and address questions about difference between populations. They begin informal
work with random sampling to generate data sets and learn about the importance of representative
samples for drawing inferences.
During the 2013-2014 school year Florida will be transitioning to the Common Core State Standards for
Mathematics. The content standards for M/J Mathematics 2 are based upon these new standards; however,
during this transition year students will be assessed using the FCAT 2.0 for Grade 7 aligned with the Next
Generation Sunshine State Standards. For this reason, instruction should include the NGSSS found at
http://www.cpalms.org/Courses/PublicPreviewCourse27.aspx.
7th Mathematics 2, Advanced
Course Number: 1205050
Advanced Mathematics focuses on five CCSS critical areas: (1) solving problems involving scale
drawings and informal geometric constructions, and working with two- and three-dimensional shapes to
solve problems involving area, surface area, and volume; (2) drawing inferences about populations based
on samples; (3) 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; (4) grasping the concept of a function and using functions to describe quantitative
relationships; and (5) analyzing two- and three-dimensional space and figures using distance, angle,
similarity, and congruence, and understanding and applying the Pythagorean Theorem.
(1) Students continue their work with area from Grade 6, solving problems involving area and
circumference of a circle and surface area of three-dimensional objects. In preparation for work
on congruence and similarity in Grade 8 they reason about relationships among two-dimensional
figures using scale drawings and informal geometric constructions, and they gain familiarity with
the relationship between angles formed by intersecting lines. Students work with threedimensional figures, relating them to two-dimensional figures by examining cross-sections. They
solve real-world and mathematical problems involving area, surface area, and volume of two- and
three dimensional objects composed of triangles, quadrilaterals, polygons, cubes and right prisms.
(2) Students build on their previous work with single data distributions to compare two data
distributions and address questions about difference between populations. They begin informal
work with random sampling to generate data sets and learn about the importance of representative
samples for drawing inferences.
(3) Students use linear equations and systems of linear equations to represent, analyze, and solve a
variety of problems. Students recognize equations for proportions (y/x = m or y = mx) as special
linear equations (y = mx + b), understanding that the constant of proportionality (m) is the slope,
and the graphs are lines through the origin. They understand that the slope (m) of a line is a
constant rate of change, so that if the input or x-coordinate changes by an amount A, the output or
y-coordinate changes by the amount m(A). Students also use a linear equation to describe the
association between two quantities in bivariate data (such as arm span vs. height for students in a
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
37
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
classroom). At this grade, fitting the model, and assessing its fit to the data are done informally.
Interpreting the model in the context of the data requires students to express a relationship
between the two quantities in question and to interpret components of the relationship (such as
slope and y-intercept) in terms of the situation. Students strategically choose and efficiently
implement procedures to solve linear equations in one variable, understanding that when they use
the properties of equality and concept of logical equivalence, they maintain the solutions of the
original equation. Students solve systems of two linear equations in two variables and relate the
systems to pairs of lines in the plane; these intersect, are parallel, or are the same line. Students
use linear equations, systems of linear equations, linear functions, and their understanding of
slope of a line to analyze situations and solve problems.
(4) Students grasp the concept of a function as a rule that assigns to each input exactly one output.
They understand that functions describe situations where one quantity determines another. They
can translate among representations and partial representations of functions (noting that tabular
and graphical representations may be partial representations), and they describe how aspects of
the function are reflected in the different representations.
(5) Students use ideas about distance and angles, how they behave under translations, rotations,
reflections, and dilations, and ideas about congruence and similarity to describe and analyze twodimensional figures and to solve problems. Students show that the sum of the angles in a triangle
is the angle formed by a straight line, and that various configurations of lines give rise to similar
triangles because of the angles created when a transversal cuts parallel lines. Students understand
the statement of the Pythagorean Theorem and its converse, and can explain why the Pythagorean
Theorem holds, for example, by decomposing a square in two different ways. They apply the
Pythagorean Theorem to find distances between points on the coordinate plane, to find lengths,
and to analyze polygons. Students complete their work on volume by solving problems involving
cones, cylinders, and spheres.
During the 2013-2014 school year, Florida will be transitioning to the Common Core State Standards for
Mathematics. The content standards for M/J Mathematics 2 Advanced are based upon these new
standards; however, during this transition year students will be assessed using the FCAT 2.0 for Grade 7
aligned with the Next Generation Sunshine State Standards. For this reason, instruction should include the
NGSSS found at http://www.cpalms.org/Courses/PublicPreviewCourse28.aspx.
8th Pre-Algebra
Course Number: 1205070
Instructional time focuses on CCSS 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/three-dimensional space and figures using distance,
angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.
(1) Students use linear equations and systems of linear equations to represent, analyze, and solve a
variety of problems. Students recognize equations for proportions (y/x = m or y = mx) as special
linear equations (y = mx + b), understanding that the constant of proportionality (m) is the slope,
and the graphs are lines through the origin. They understand that the slope (m) of a line is a
constant rate of change, so that if the input or x-coordinate changes by an amount A, the output or
y-coordinate changes by the amount m(A). Students also use a linear equation to describe the
association between two quantities in bivariate data (such as arm span vs. height for students in a
classroom). At this grade, fitting the model, and assessing its fit to the data are done informally.
Interpreting the model in the context of the data requires students to express a relationship
between the two quantities in question and to interpret components of the relationship (such as
slope and y-intercept) in terms of the situation. Students strategically choose and efficiently
implement procedures to solve linear equations in one variable, understanding that when they use
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
38
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
the properties of equality and concept of logical equivalence, they maintain the solutions of the
original equation. Students solve systems of two linear equations in two variables and relate the
systems to pairs of lines in the plane; these intersect, are parallel, or are the same line. Students
use linear equations, systems of linear equations, linear functions, and their understanding of
slope of a line to analyze situations and solve problems.
(2) Students grasp the concept of a function as a rule that assigns to each input exactly one output.
They understand that functions describe situations where one quantity determines another. They
can translate among representations and partial representations of functions (noting that tabular
and graphical representations may be partial representations), and they describe how aspects of
the function are reflected in the different representations.
(3) Students use ideas about distance and angles, how they behave under translations, rotations,
reflections, and dilations, and ideas about congruence and similarity to describe and analyze twodimensional figures and to solve problems. Students show that the sum of the angles in a triangle
is the angle formed by a straight line, and that various configurations of lines give rise to similar
triangles because of the angles created when a transversal cuts parallel lines. Students understand
the statement of the Pythagorean Theorem and its converse, and can explain why the Pythagorean
Theorem holds, for example, by decomposing a square in two different ways. They apply the
Pythagorean Theorem to find distances between points on the coordinate plane, to find lengths,
and to analyze polygons. Students complete their work on volume by solving problems involving
cones, cylinders, and spheres.
During the 2013-2014 school year, Florida will be transitioning to the Common Core State Standards for
Mathematics. The content standards for M/J Pre-Algebra are based upon these new standards; however,
during this transition year students will be assessed using the FCAT 2.0 for Grade 8 aligned with the Next
Generation Sunshine State Standards. For this reason, instruction should include the NGSSS found at
http://www.cpalms.org/Courses/PublicPreviewCourse29.aspx.
GEM 6 (Pre-Algebra)
Course Number: 1205020H
GEM 6 is a fast paced course designed to cover all of the necessary benchmarks from grades 6-8 which
prepare students for the course Algebra 1 Honors. Students will master concepts from algebra, geometry,
probability and statistics. New topics shall include, but not be limited to, understanding equivalent forms
of numbers, performing operations on real numbers (including integer exponents & radicals, percents,
scientific notation, absolute value, rational & irrational numbers), identifying/applying properties of real
numbers, comparing and simplifying real number expressions, using dimensional (unit) analysis, creating
and interpreting a graph representing a real-world situation, solving linear equations in one variable, simplifying
monomial expressions, using counting principles to determine size of finite sample spaces and probabilities of
events in those spaces, determining probability of independent and dependent events, and applying the definition of
random sample and basic types of sampling. Countywide exams will be administered on a quarterly basis.
7th Grade GEM Algebra I Honors (A)
Course Number: 1200320T, 1200320M, 12003201
The fundamental purpose of Algebra 1 Honors is to formalize and extend the mathematics that students
learned in the middle grades. The critical areas or units, deepen and extend understanding of linear and
exponential relationships by contrasting them with each other and by applying linear models to data that
exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic
functions. The CCSS Mathematical Practice Standards apply throughout each course and, together with
the content standards, prescribe that students experience mathematics as a coherent, useful, and logical
subject that makes use of their ability to make sense of problem situations.
Unit 1- Relationships Between Quantities and Reasoning with Equations: By the end of pre-algebra,
students have learned to solve linear equations in one variable and have applied graphical and algebraic
methods to analyze and solve systems of linear equations in two variables. Now, students analyze and
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
39
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
explain the process of solving an equation. Students develop fluency writing, interpreting, and translating
between various forms of linear equations and inequalities, and using them to solve problems. They
master the solution of linear equations and apply related solution techniques and the laws of exponents to
the creation and solution of simple exponential equations.
Unit 2- Linear and Exponential Relationships: In earlier grades, students define, evaluate, and compare
functions, and use them to model relationships between quantities. In this unit, students will learn
function notation and develop the concepts of domain and range. They explore many examples of
functions, including sequences; they interpret functions given graphically, numerically, symbolically, and
verbally, translate between representations, and understand the limitations of various representations.
Students build on and informally extend their understanding of integer exponents to consider exponential
functions. They compare and contrast linear and exponential functions, distinguishing between additive
and multiplicative change. Students explore systems of equations and inequalities, and they find and
interpret their solutions. They interpret arithmetic sequences as linear functions and geometric sequences
as exponential functions.
Unit 3- Descriptive Statistics: This unit builds upon students’ prior experiences with data, providing
students with more formal means of assessing how a model fits data. Students use regression techniques
to describe and approximate linear relationships between quantities. They use graphical representations
and knowledge of the context to make judgments about the appropriateness of linear models. With linear
models, they look at residuals to analyze the goodness of fit.
Unit 4- Expressions and Equations: In this unit, students build on their knowledge from unit 2, where
they extended the laws of exponents to rational exponents. Students apply this new understanding of
number and strengthen their ability to see structure in and create quadratic and exponential expressions.
They create and solve equations, inequalities, and systems of equations involving quadratic expressions.
Unit 5- Quadratic Functions and Modeling: In this unit, students consider quadratic functions,
comparing the key characteristics of quadratic functions to those of linear and exponential functions.
They select from among these functions to model phenomena. Students learn to anticipate the graph of a
quadratic function by interpreting various forms of quadratic expressions. In particular, they identify the
real solutions of a quadratic equation as the zeros of a related quadratic function. Students expand their
experience with functions to include more specialized functions—absolute value, step, and those that are
piecewise-defined.
During the 2013-2014 school year, Florida will be transitioning to the Common Core State Standards for
Mathematics. The content standards for Algebra 1 are based upon these new standards; however, during
this transition year students will be assessed using the Algebra 1 End-of-Course Assessment aligned with
the Next Generation Sunshine State Standards.
PREREQUISITE: Teacher Recommendation.
SPECIAL NOTE: Earning credit in this course precludes the earning of credit in Algebra I, Algebra IB.
This course satisfies the algebra graduation requirement. Students completing this course will be required
to take the State of Florida End-of Course Algebra Exam. This course meets an academic unit for some
Bright Futures Scholarship Program and NCAA. . It will also be counted in the local weighted high
school GPA.
GEM 8th Grade Geometry Honors (A)
Course Number: 1206320T, 1206320M, 12063201
Geometry Honors is a rigorous course designed to develop the geometric relationships and deductive
strategies that can be used to solve a variety of real world and mathematics problems. The fundamental
purpose of Geometry Honors is to formalize and extend students’ geometric experiences from the middle
grades. Students explore more complex geometric situations and deepen their explanations of geometric
relationships, moving towards formal mathematical arguments. Important differences exist between this
Geometry course and the historical approach taken in Geometry classes. For example, transformations are
emphasized early in this course. Close attention should be paid to the introductory content for the
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
40
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
Geometry conceptual category found in the high school CCSS. The Mathematical Practice Standards
apply throughout each course and, together with the content standards, prescribe that students experience
mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of
problem situations. The critical areas, organized into five units are as follows.
Unit 1- Congruence, Proof, and Constructions: In previous grades, students were asked to draw
triangles based on given measurements. They also have prior experience with rigid motions: translations,
reflections, and rotations and have used these to develop notions about what it means for two objects to be
congruent. In this unit, students establish triangle congruence criteria, based on analyses of rigid motions
and formal constructions. They use triangle congruence as a familiar foundation for the development of
formal proof. Students prove theorems—using a variety of formats—and solve problems about triangles,
quadrilaterals, and other polygons. They apply reasoning to complete geometric constructions and explain
why they work.
Unit 2- Similarity, Proof, and Trigonometry: Students apply their earlier experience with dilations and
proportional reasoning to build a formal understanding of similarity. They identify criteria for similarity
of triangles, use similarity to solve problems, and apply similarity in right triangles to understand right
triangle trigonometry, with particular attention to special right triangles and the Pythagorean theorem.
Students develop the Laws of Sines and Cosines in order to find missing measures of general (not
necessarily right) triangles, building on students’ work with quadratic equations done in the first course.
They are able to distinguish whether three given measures define 0, 1, 2, or infinitely many triangles.
Unit 3- Extending to Three Dimensions: Students’ experience with two-dimensional and threedimensional objects is extended to include informal explanations of circumference, area and volume
formulas. Additionally, students apply their knowledge of two-dimensional shapes to consider the shapes
of cross-sections and the result of rotating a two-dimensional object about a line.
Unit 4- Connecting Algebra and Geometry Through Coordinates: Building on their work with the
Pythagorean theorem in 8th grade to find distances, students use a rectangular coordinate system to verify
geometric relationships, including properties of special triangles and quadrilaterals and slopes of parallel
and perpendicular lines, which relates back to work done in the first course. Students continue their study
of quadratics by connecting the geometric and algebraic definitions of the parabola.
Unit 5 Circles With and Without Coordinates: In this unit students prove basic theorems about circles,
such as a tangent line is perpendicular to a radius, inscribed angle theorem, and theorems about chords,
secants, and tangents dealing with segment lengths and angle measures. They study relationships among
segments on chords, secants, and tangents as an application of similarity. In the Cartesian coordinate
system, students use the distance formula to write the equation of a circle when given the radius and the
coordinates of its center. Given an equation of a circle, they draw the graph in the coordinate plane, and
apply techniques for solving quadratic equations, which relates back to work done in the first course, to
determine intersections between lines and circles or parabolas and between two circles.
During the 2013-2014 school year, Florida will be transitioning to the Common Core State Standards for
Mathematics. The content standards for Geometry Honors are based upon these new standards. During
this transition year, students will be assessed using the Geometry End-of-Course Assessment aligned with
the Next Generation Sunshine State Standards. For this reason, instruction should include the NGSSS
found at http://www.cpalms.org/Courses/PublicPreviewCourse37.aspx.
PREREQUISITE: Algebra I Honors and Teacher Recommendation.
SPECIAL NOTE: Earning credit in this course precludes earning credit in Geometry. This course satisfies
the geometry graduation requirement. Students completing this course will be required to take the State of
Florida End-of Course Geometry Exam. This course meets an academic unit for some Bright Futures
Scholarship Program and NCAA. It will also be counted in the local weighted high school GPA.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
41
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
6th - 8th Intensive Reading
Course Number: 1000010(+)
The purpose of this course is to provide instruction that enables students to develop and strengthen reading skills and
develop independent reading proficiency. These courses focus on strategies to remediate deficits, in oral language,
phonics, fluency, vocabulary, comprehension, and critical thinking skills for reading increasingly complex, grade
level texts. Instruction should focus on a blended implementation of the Next Generation Sunshine State Standards
(NGSSS) and the Common Core State Standards (CCSS) as per state requirements. Emphasis will be on developing
skills and strategies across texts of increasingly higher complexity to ensure college and career preparation.
The content includes, but not be limited to, the following:

Reading instruction in phonemic awareness, phonics (advanced phonics instruction that includes an
explicit, systematic approach to orthography, structural analysis, and morphemic analysis), fluency,
vocabulary and comprehension as necessary. The relative balance of instruction in these areas will be
determined by screening, group diagnostic, progress monitoring and individual diagnostic measures of each
student.
 Critical thinking, problem-solving, and test-taking skills and strategies, reading for meaning through varied
reading materials at appropriate independent and instructional reading levels representing a minimum
balance of 60%/40% informational to narrative text;
 Integration of reading with student written responses to text;
 General academic and discipline-specific vocabulary, including technical terms
 Extracting and using information from informational and technical texts
 High-level comprehension and critical literary analysis
 Student question generation, inquiry, and research processes for validation and corroboration of complex
information
PREREQUISITE: FCAT scores Level 1 or 2 and additional reading assessment scores
6th Intensive Reading: PW Impact with REWARDS
Course Number: 1000010D/G
The purpose of this course is to provide instruction which enables students to develop and strengthen
reading skills and develop independent reading proficiency. This course provides an extended/double
block of instruction for students with significant deficits in phonics (decoding multisyllabic words),
fluency, vocabulary and comprehension, and includes strategies to develop phonics, fluency, vocabulary,
comprehension, and critical thinking skills for reading increasingly complex, grade level texts. Instruction
should focus on a blended implementation of the Next Generation Sunshine State Standards (NGSSS) and
the Common Core State Standards (CCSS) as per state requirements. Emphasis will be on developing
skills and strategies across texts of increasingly higher complexity to ensure college and career
preparation and readiness.
The content includes, but not be limited to, the following:
• Reading instruction in phonemic awareness, phonics (advanced phonics instruction that includes an
explicit, systematic approach to orthography, structural analysis, and morphemic analysis), fluency,
vocabulary and comprehension as necessary. The relative balance of instruction in these areas will be
determined by screening, group diagnostic, progress monitoring and individual diagnostic measures of
each student.
• Critical thinking, problem-solving, and test-taking skills and strategies, reading for meaning through
varied reading materials at appropriate independent and instructional reading levels representing a
minimum balance of 60% /40% informational to narrative text;
• Integration of reading with student written responses to text;
• General academic and discipline-specific vocabulary, including technical terms
• Extracting and using information from informational and technical texts
• High-level comprehension and critical literary analysis
• Student question generation, inquiry, and research processes for validation and corroboration of
complex information.
PREREQUISITE: FCAT scores Level 1 or 2, and additional reading assessment scores.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
42
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
7th Intensive Reading: PW Impact with REWARDS
Course Number: 1000010E/H
The purpose of this course is to provide instruction that enables students to develop and strengthen
reading skills and develop independent reading proficiency. This course provides an extended/double
block of instruction for students with significant deficits in phonics (decoding multisyllabic words),
fluency, vocabulary and comprehension, and includes strategies to develop phonics, fluency, vocabulary,
comprehension, and critical thinking skills for reading increasingly complex, grade level texts. Instruction
should focus on a blended implementation of the Next Generation Sunshine State Standards (NGSSS) and
the Common Core State Standards (CCSS) as per state requirements. Emphasis will be on developing
skills and strategies across texts of increasingly higher complexity to ensure college and career
preparation and readiness.
The content includes, but not be limited to, the following:
• Reading instruction in phonemic awareness, phonics (advanced phonics instruction that includes an
explicit, systematic approach to orthography, structural analysis, and morphemic analysis), fluency,
vocabulary and comprehension as necessary. The relative balance of instruction in these areas will be
determined by screening, group diagnostic, progress monitoring and individual diagnostic measures of
each student.
• Critical thinking, problem-solving, and test-taking skills and strategies, reading for meaning through
varied reading materials at appropriate independent and instructional reading levels representing a
minimum balance of 60% /40% informational to narrative text;
• Integration of reading with student written responses to text;
• General academic and discipline-specific vocabulary, including technical terms
• Extracting and using information from informational and technical texts
• High-level comprehension and critical literary analysis
• Student question generation, inquiry, and research processes for validation and corroboration of
complex information.
PREREQUISITE: FCAT scores Level 1 or 2 and additional reading assessment scores.
8th Intensive Reading: PW Impact with REWARDS
Course Number: 1000010F/I
The purpose of this course is to provide instruction that enables students to develop and strengthen
reading skills and develop independent reading proficiency. This course provides an extended/double
block of instruction for students with significant deficits in phonics (decoding multisyllabic words),
fluency, vocabulary and comprehension, and includes strategies to develop phonics, fluency, vocabulary,
comprehension, and critical thinking skills for reading increasingly complex, grade level texts. Instruction
should focus on a blended implementation of the Next Generation Sunshine State Standards (NGSSS) and
the Common Core State Standards (CCSS) as per state requirements. Emphasis will be on developing skills and
strategies across texts of increasingly higher complexity to ensure college and career preparation and readiness.
The content should include, but not be limited to, the following:
• Reading instruction in phonemic awareness, phonics (advanced phonics instruction that includes an
explicit, systematic approach to orthography, structural analysis, and morphemic analysis), fluency,
vocabulary and comprehension as necessary. The relative balance of instruction in these areas will be
determined by screening, group diagnostic, progress monitoring and individual diagnostic measures of each
student.
• Critical thinking, problem-solving, and test-taking skills and strategies, reading for meaning through
varied reading materials at appropriate independent and instructional reading levels representing a
minimum balance of 60% /40% informational to narrative text;
• Integration of reading with student written responses to text;
• General academic and discipline-specific vocabulary, including technical terms
• Extracting and using information from informational and technical texts
• High-level comprehension and critical literary analysis
• Student question generation, inquiry, and research processes for validation and corroboration of complex
information.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
43
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
PREREQUISITE: FCAT scores Level 1 or 2 and additional reading assessment scores.
6th – 8th Intensive Reading: Wilson Reading
Course Number: 1000010Y/T, 1000010S/W
The purpose of this course is to provide instruction that enables students to develop and strengthen reading skills and
develop independent reading proficiency. This course provides an extended/double block of instruction for students
with significant deficits in phonics (decoding multisyllabic words), fluency, vocabulary and comprehension, and
includes strategies to develop phonics, fluency, vocabulary, comprehension, and critical thinking skills for reading
increasingly complex, grade level texts. Instruction should focus on a blended implementation of the Next
Generation Sunshine State Standards (NGSSS) and the Common Core State Standards (CCSS) as per state
requirements.
The content includes, but not be limited to, the following:
• Reading instruction in phonemic awareness, phonics (advanced phonics instruction that includes an
explicit, systematic approach to orthography, structural analysis, and morphemic analysis), fluency,
vocabulary and comprehension as necessary. The relative balance of instruction in these areas will be
determined by screening, group diagnostic, progress monitoring and individual diagnostic measures of each
student.
• Critical thinking, problem-solving, and test-taking skills and strategies, reading for meaning through
varied reading materials at appropriate independent and instructional reading levels representing a
minimum balance of 70% /30% informational to narrative text;
• Integration of reading with student written responses to text;
• General academic and discipline-specific vocabulary, including technical terms
• Extracting and using information from informational and technical texts
• High-level comprehension and critical literary analysis
• Student question generation, inquiry, and research processes for validation and corroboration of complex
information
PREREQUISITE: FCAT scores Level 1 and additional reading assessment scores.
7th – 8th Aerobics
Course Number: 80002200
In this class, students will learn various formats of Aerobic Exercise, including Kickboxing
(Shadowboxing), Step Aerobics, Weight Training, Circuit Training, Boot Camp, Pilates and Yoga.
Information about the body's systems and major muscle groups will be learned through these fun
methods. With the knowledge learned from this class, students should be able to go to a corporate gym,
(such as LA Fitness, Gold's Gym, etc.) and feel comfortable taking classes. (18 weeks)
6th – 7th Art Appreciation
Course Number: 0600000A
This is a discipline based art education course with an emphasis on using the environments of the World
as subject matter for projects.. The four disciplines include aesthetics, art history, art criticism, and art
production. This course will provide experiences necessary to understand, appreciate and produce twodimensional art work. The content should include, but not be limited to, the elements of art and the
principles of design. This will assist students with the perception of and the response to basic concepts.
The students will also learn seeing techniques combined with internationally known drawing techniques.
They will be using a variety of art mediums such as watercolor, colored pencils, pastels and others
necessary to produce two-dimensional art-work. A highlight of this class is participation with large
mural-sized paintings of the Mangrove environment of Florida. (18 weeks)
7th – 8th Art 2
Course Number: 01010200
This is a discipline based art education course. The four disciplines include aesthetics, art history, art
criticism, and art production. This course is designed to provide experiences necessary to produce twodimensional and three-dimensional artwork. Art Appreciation II offers more independent study with
projects being more self-motivated and self-directed. The content may include, but not limited to, the
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
44
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
basic design concepts of ceramics and contribution to the SSMS Beautification Project by designing and
painting large scale
murals around the campus.
8th Broward Student Leadership Development Corps (SLDC - ROTC)
Course Number: 17000002
The mission of The Broward Student Leadership Development Corps (SLDC) is to produce betterinformed middle school students whose focus is on preparing for their next educational challenge.
SLDC’s spiraling curriculum enhances classroom learning, participation in extracurricular and social
development activities, and developing a healthy lifestyle. A key goal of SLDC is to improve student
achievement across the curriculum and to insure that student’s transition seamlessly from middle school
to high school while developing a focus toward post secondary life. The course includes development of
basic leadership skills to include leadership principles, values, and attributes. Students are encouraged to
master appreciation for diversity. Active learning strategies are integrated throughout the course.
Physical fitness, Basic first aid measures, diet, nutrition, healthy lifestyles, and awareness of substance
abuse and prevention are included. Also included is a study of the U.S. Constitution, Bill of Rights,
responsibilities of U.S. citizens, and the federal justice system.
6th – 7th Computer Application/Video Game Design
Course Number: 0600000C
The objective of this course is to understand the general functions and capabilities of the computer
systems and their impact on society. It also provides opportunities for beginning study of computer
applications. The content may include, but not be limited to, the operation and function of computers, the
ethical use of computers in society, personal and career applications of computers, sequential and
logistical problem solving, basic principles, concepts and processes in computer application through
hands-on experiences. Students will learn to design video games and compete against other teams.
6th – 7th Eco Ed-Venture
Course Number: 0600000B
Let the environment come to the classroom! This hands-on approach to learning is all about our
Environmental Innovative Program. The program encompasses on and off campus fieldtrips, contests,
competition, reuse/recycle projects, campus beautification based on eco-friendly/drought resistant native
species, and community outreach. Responsible angling, organic gardening, and care of our National
Tortoise Preservation Habitat are a few of the highlights. Students will learn life-long strategies to
preserve the environment and to reduce his/her carbon footprint. (18 weeks)
7th – 8th Eco Ed-Venture 2
Course Number: 0600030A
Same as above if student successfully participated in ECO ED-VENTURE during the 2011 – 2012 school
year. This course will focus on more sophisticated skills and knowledge of lowering our carbon footprint.
7th – 8th TECHNOLOGY 2/Video Game Design
Course Number: 80002200
The objective of this course is to explore the evolution of different technologies
throughout the ages. Laboratory experiences revolve around communication, information, manufacturing,
transportation, construction and bio-related technologies. Students will explore the prerequisites and
career opportunities of our technological environment. The content may include, but not be limited to, the
organization and functions of a technological world, occupations, problem solving, leadership and
evolving technologies. Students will design video games and compete against other gaming teams.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
45
MIDDLE SCHOOL COURSE OFFERINGS GUIDE, 2013-2014
7th – 8th Peer Counseling 1 and 2
Course Number: 14000000, 14000100
Peer counseling is a two year (prerequisite screening) curriculum designed to develop and enhance the
health, safety and well being of our students by focusing on peer education through a comprehensive
program and curriculum that encompasses social and emotional skills and awareness, peer mediation,
academic opportunity, student service and referral. Through classroom instruction, role-playing and skill
building activities, peer counselors develop basic knowledge and life skills to help their peers with
academic and individual concerns. This course is an elective class that provides a full range of services to
students, the school and the zone through structured in-school and outreach activities. In addition to
working with students individually and in groups, the peer counselors provide a variety of other services.
They act as conflict mediators and peer tutors, assist special groups or students within the school and the
zone, provide classroom presentations on teen issues, welcome new students and promote special
violence and substance abuse prevention projects and initiatives.
6th – 7th TV Production
Course Number: 17000100
This course helps students to gain understanding and critical insight into a variety of mass media as
vehicles of information, entertainment, and propaganda. It emphasizes the study of print and electronic
media. Students will be taught several aspects of television production, including technical skills such as
editing, filming, audio/visual coordination, and live production to on-camera skills such as reporting,
interviewing, and live anchoring. Students will also play an active role in script writing, directing, and
advertising. This course requires the study of theory and practical applications of commercial and artistic
programs along with oral and written analyses. Computer programs including iMovie and Photoshop
along with Internet usage will be taught and utilized on a regular basis. (full year)
7th – 8th TV Production 2
Course Number: 1700010A
Same as above with more sophisticated projects and challenges. (Must have taken TV Production 1.)
7th – 8th Yearbook
Course Number: 17000200
This course provides instruction in aspects of journalism and photography in the publication of the
schools ‘ yearbook in a workshop setting/experience. The content stresses instruction and practice in
applying all aspects of the writing process (including prewriting, drafting, editing, and proofreading) to
written work prepared according to journalistic standards. Students will learn photography and graphic
design & layout techniques and practice in the gathering and preparation of advertisements as part of the
business aspect of the curriculum. Organization and management techniques related to journalistic
productions will be stressed, including leadership skills, record keeping, time management, utilization of
personnel, and task organization. Students of this course must have additional responsibilities after school
and/or before school assignments will be expected. Computer programs including Balfour Studioworks
and Photoshop will be taught and utilized on a regular basis.
Please call 754-322-4500 with any concerns, questions, or suggestions. New registrations will begin
in July- visit ssms.org for additional details.
Cynthia Park
Director,
College and Career Readiness
Marie Wright, Ph.D.
Executive Director,
Instruction and Interventions
46