Course Selection Guide
2013 – 2014
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Table of Contents
Registration Instructions ……………………………………………………….3
Grading Scale ……………………………………………………………..........3
Middle School Promotion Standards …………………………………………..4
High School Assessment Requirements ………………………………….........4
High School Course Information..………………………………………….4 - 5
Guidance and Counseling Services …………………………………………....5
Information Connection …………………….…………………………………5
Scholarship and Advanced Rigor Opportunities ……………………….…..6 - 7
Advanced Course Requirements ………………………….…………………...7
Testing Information ……………………………………………………………7
2013 – 2014 Core Subject Course Offerings ……………………………..8 - 14
Language Arts ……………………………………………………...…......8 - 10
Mathematics …………………………………………………………..…10 - 11
Science …………………………………………………………………..11 - 12
Social Studies …………………………………………………………....12 - 14
2013 – 2014 Elective Course Offerings ……………………….……...…14 - 18
Art …………………………………………………………………………....14
Band ………………………………………………………………...……14 -15
Technology …………………………………………………………………...15
Foreign Language ………………………………………………………....…16
Other …………………………………………………………………......16 - 17
FLVS Electives………………………………………………………......17 - 18
Athletic and Club Information ………………………………………......18 - 19
High School Course Agreement Form ……………………………...………..20
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Registration Instructions
As a student of ECMS, you and your parents are given an opportunity to select the courses you wish to
take the following school year. This course guide is designed to aid you in making appropriate choices by
providing program offerings, course descriptions, and other important information related to this process.
Please look over the following steps when considering your course choices.
1. READ through the course guide carefully.
2. REVIEW middle school promotion requirements.
3. TALK to teachers and counselor about course selection and appropriate academic levels that will
create the best plan for success.
a. Remedial – These courses serve as extra support for students that may be struggling in
one or more subject areas.
b. Core – These courses follow state mandated standards and are designed with in-depth
instruction that is suitable for all students.
c. Advanced Studies – These courses are designed for highly motivated students that wish
to accelerate their education and overall learning experiences.
4. SELECT courses that align with your goals for the future. Course selection represents a
commitment on the part of the student and parent to complete the schedule of classes chosen.
Therefore, students and parents should remember to carefully weigh the student’s past
performance, teacher recommendations, ability, motivation, and extra-curricular activities when
selecting courses for the next school year.
5. DISCLAIMER – Course offerings are dependent upon compliance with Class Size Reduction,
teacher availability, and number of student requests for a course. Students who have an active IEP
or special needs may be placed through Exceptional Education Staffing or Guidance. Students
who score a Level 1 or Level 2 on FCAT may be placed in remedial courses.
Grading Scale
A student’s average each nine weeks will be based upon a minimum of six (6) graded assignments. These
assignments may include, but are not to be limited to, a combination of summative end-of-unit tests,
homework averages and interim formative assessments. Formative assessments may be included within a
larger, project-based individual or group exercise.
A
B
C
D
F
90 – 100
80 – 89
70 – 79
60 – 69
0 – 59
Outstanding Progress
Above Average Progress
Average Progress
Lowest Acceptable Progress
Failure
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Middle school promotion standards
Grade 5: Promotion from grades 4 and 5 is based on evidence that student has met the Next Generation
Standards or Common Core Standards in four or more academic subjects, three of which must be reading,
language arts, and mathematics. Science and social studies are considered academic subjects. Mastery is
indicated by a final grade of “D” or above, or through evidence of meeting the standards as determined
through teacher observation, class or individual assignments, projects, portfolios, skills checklists,
performance tasks, norm-referenced and/or locally determined assessments – AND – evidence that
student achieved a score of Level 2 or above on the FCAT Reading Assessment.
The following basic subjects are required for all 6th – 8th students:
Subject
Language Arts
Mathematics
Science
Social Studies
Physical Education
Units
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3
3
3
1.5
A student must master 60 percent of the course Next Generation Sunshine State Standards or Common
Core Standards before receiving a passing grade. Mastery may be determined through teacher
observation, class or individual assignments, projects, skills/standard checklists, portfolios, performance
tasks, and/or examinations.
High school Assessment requirements
ENTERING 9th Grade 2014 -2015
Assessment requirements:
PARCC – ELA Common Core Assessments
Algebra I EOC
Geometry EOC
Biology EOC
Earn Algebra II credit
Pass U.S. History (EOC counts as 30% of final US
History grade)
Pass either Physics or Chemistry and one equally
rigorous Science course (from state-approved list)
ENTERING 9th Grade 2015 - 2016
Assessment requirements:
PARCC – ELA Common Core Assessments
Algebra I EOC
Geometry EOC
Biology EOC
Earn Algebra II credit
Pass U.S. History (EOC counts as 30% of final US
History grade)
Pass either Physics or Chemistry and one equally
rigorous Science course (from state-approved list)
Middle School – Must pass Civics EOC and
Civics course (7th grade)
HS Course Information
GPA: Grade-Point-Average is a number calculated based on the points earned when taking a class. Each
letter grade is assigned a point value and based on the letter grade received; a student will have a resulting
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GPA. GPA is used to determine class rank, scholarships and awards, as well as being a minimum
requirement to enroll in colleges or vocational programs.
Grade Forgiveness: Students that take a high school credit course in middle school and earns less than a
“B” average may re-take the course for grade forgiveness. Please understand that all high school
courses taken in middle school will be part of a student’s high school grade-point-average (GPA) and
be listed on his/her high school transcript.
Seat time: Students must be in attendance for 67.5 hours of "seat time" per semester in any high school
course in order to be eligible to obtain a half credit in that class. This means that a student can miss no
more than 9 days per semester in these courses.
Any student wishing to take high school level courses will be required to sign with parent/guardians, a
high school course agreement for located at the end of this course guide.
Guidance and counseling services
As part of a comprehensive school counseling program, ECMS counseling department offers the
following services to assist students and parents:
Catharine Taylor M.S., School Counselor
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Academic and career guidance, course selection, and scheduling
Short-term individual counseling – academic, personal/social, and career
Small and large group counseling - academic, personal/social, and career
Support Services to include:
o 504 coordination and advocacy
o Multi-Tiered System Support – academic and behavior consultation
o ESE Student Advocate
 Coordinating with community outreaches and resources
 Testing coordination
Susie Seeger, Guidance Assistant
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Registration and Withdrawal of students
Record requests and records transfer
Parent-Teacher Conference Scheduling
FOCUS Parent Portal registration
Attendance records
Information Connection
Check out the following media outlets to stay up-to-date with school events and happenings:
ECMS Website – http://www.walton.k12.fl.us/schools/ecm/web/Home.html
ECMS Facebook – like us and receive instant updates
Stingray Newsletter – published once a month and distributed to students, also available in the front
office, and sent out as part of Email Blast.
Email Blast – sign up in front office to receive email updates from Meredith Spence, Assistant Principal.
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Scholarship and advanced rigor
opportunities
Duke Tip
The Duke Talent Identification Program (Duke TIP) is a gifted education program based at Duke
University. Its purpose is to identify gifted children and provide them and their parents the resources for
them to reach their full educational potential.
Duke TIP operates in sixteen states throughout the South and Midwest, specifically the states of
Alabama, Arkansas, Florida, Georgia, Iowa, Kansas, Kentucky, Louisiana, Mississippi, Missouri,
Nebraska, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, and in India. Duke TIP was
originally started in 1980.
Children are identified as part of the 4th-6th Grade Talent Search and/or as part of the 7th Grade
Talent Search. In the 7th Grade Talent Search, students take the SAT or ACT. If a student does
exceptionally well on these exams, he or she can receive state and even national recognition for his or her
efforts. This usually entails a congratulatory letter, medals, and an invitation to attend an awards
ceremony.
TIP also runs several summer and weekend residential programs for academically gifted students,
including Summer Studies (grades 7-10), Field Studies and Institutes (grades 9-12), eStudies and
eSeminars (grades 8-12), Academic Adventures (grades 5-6), Scholar Weekends (grades 8-11), and
CRISIS! (grades 5-6). Independent learning opportunities are also available.
John Hopkins Talent Search
The Center for Talented Youth (CTY) is a gifted education program for school-age children,
founded in 1979 by Dr. Julian Stanley at Johns Hopkins University. It was initially a research study of the
rate at which gifted children can learn new material and became the first program of its kind to identify
academically talented youths and provide learning opportunities. CTY offers numerous programs around
the world and online but is best known for its fast-paced Summer Programs, which are held on many
university campuses throughout the United States and the world and serve over 10,000 students each year.
CTY is an accredited school for grades 5 to 12 by the Middle States Association of Colleges and Schools.
Generally from October to February each year, CTY's Talent Search recruits elementary and
middle school students (who have scored at or above the 95th percentile on in-grade standardized tests) to
qualify for CTY's academic programs. Applicants then take a standardized test that is above their grade
level, beyond the ability of most children their age.
The Summer Programs are CTY's hallmark and its most visible public face. Many people use the
term "CTY" as a synonym for the 7th to 11th grade Intensive Studies summer program. CTY sites
typically host a few hundred students each, divided into a few dozen course sections, for one or two threeweek sessions. Separate sites and courses are offered for each level of students (grades 2-4, grades 5-6,
older students). Sites for the youngest group are commuter programs that students attend only in the
daytime. All of the other sites are residential programs where most students live in college dormitories
during the session, but a few in the local area may opt to commute. Classes in CTY are small—usually 12
students, one instructor, and one teaching assistant (TA) per class, making the ratio of students to teachers
6:1.
U.S. Achievement Academy Scholarship
The United States Achievement Academy is an exceptional organization that offers an exclusive
outlet for student recognition and scholarship opportunities. Teachers play the most important role in the
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recognition of these students. They decide which students should be recommended, and the Academy
follows-up on the teachers' recommendations by offering our recognition program and membership to
their students for parental approval.
Each year the top 50 students at the end of the first semester will be recommended for this
scholarship while attending ECMS.
Advanced Class Requirements
All courses follow both Florida’s Next Generation Standards and Common Core Requirements. Students
taking advanced course should expect increased rigor and workload depending on the subject area and
specific teacher requirements. This might include additional projects, assignments and studying, along
with stricter grading criteria.
Student’s that are electing to take advanced classes will be scheduled based on the following three prong
system, in which a student MUST meet at least two of the three requirements to be enrolled in the class:

Recommendation from current subject area teacher

A minimum final grade of an “A” for current subject area core class or a minimum “B” for
current advanced class

An FCAT score of Level 4 or Level 5
All transfer students will be placed in advanced classes based transfer records and state testing scores.
*For all students enrolled in advanced courses, teachers have the right to recommend a student be
dropped from the class at the end of the first 9 weeks if he/she is not meeting advanced requirements.
** Students may elect to drop the advanced class up until the end of the first 9 weeks, after which they
will be required to remain in the course through the end of the school year.
Testing Information
The following is a breakdown of required state testing for each grade level. Each year the state is moving
to having more testing done online. As a school we offer students time in the computer labs to begin
practicing taking assessments online. Students also are required to complete a practice FCAT test, prior to
taking an online FCAT assessment.
Tentative FCAT test dates for 2014 April 22nd -May 7th
5th
FCAT 2.0 Reading
FCAT 2.0 Science
Online
FCAT 2.0 Mathematics
6th
Online
FCAT 2.0 Mathematics
FCAT 2.0 Reading
7th
FCAT 2.0 Mathematics
Online
FCAT 2.0 Reading
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8th
FCAT 2.0 Writing (Feb)
FCAT 2.0 Mathematics
FCAT 2.0 Science
Online
FCAT 2.0 Reading
2013 – 2014 Core Subject Course Offerings
Language Arts
M/J Intensive Reading (MC) – 1000010
The purpose of this course is to provide instruction that enables students to develop and strengthen reading skills and
develop independent reading endurance. 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. Each student’s instructional goals will be
specified in his/her Academic Improvement Plan (AIP)
M/J Critical Thinking - 1700100
The purpose of this course is to provide students additional supports for reading and writing. Students will learn (1)
reading strategies; (2) conduct author studies; (3) read different genres; (4) critical thinking skills; (5) increase
informational text comprehension; and (6) citing textual support.
Language Arts Five – 5010046
The purpose of this course is to provide students integrated language arts study in writing, speaking, listening, and
language in order to develop an appreciation for written and spoken language. Students will use technology to
produce and publish narrative, informational/explanatory, argumentative, and literary forms of writing and to
interact and collaborate with others. Students will use the process of writing to create clear, coherent compositions
that are appropriate to task, purpose, and audience. Students will make formal and informal presentations utilizing
technologies to communicate a variety of messages.
Language Arts Five, Advanced
This course builds on the range of basic content from the on-level course and has students investigate written
language more in depth. Students will be challenged to develop advanced skills in composition, oral communication
and logical argument. The grammatical, mechanical, and syntactical skills of language are taught within the
meaningful context of the writing process. Extensive in and out of class writing, sustained individual and group
research projects, challenging class discussions and a variety of writing experiences will be required.
Reading Elementary – 5010050
The purpose of this course is to provide students integrated social studies in reading and literature. Students will
experience and analyze grade-level print and digital literary texts that represent a variety of genres across cultures
and historical periods. Students will determine logical inferences, draw conclusions, cite textual evidence for
support, understand main idea and details, and utilize a variety of text structures to develop an appreciation for
written and spoken language. Students will determine technical, connotative, figurative meanings and tone of new
words and phrases. Students will read independently and proficiently on a fifth grade level or above.
Reading Elementary, Advanced
This course builds on the range of basic content from the on-level course and features a more in-depth investigation
of literature. Students will be challenged to develop advanced skills in analyzing and interpreting various genres of
text. The course will center on texts above a fifth grade level. Extensive in and out of class reading, sustained
individual and group research projects, challenging class discussions and additional texts will be required.
M/J Language Arts 1 – 1001010
The purpose of this 6th grade course is to provide students integrated language arts study in reading, writing,
speaking, listening, language, and literature. The content should include, but not be limited to, the following: (1)
constructing meaning from reading and writing, while analyzing and evaluating strategies used in a variety of gradelevel print and digital information; (2)using recursive process writing strategies to craft various forms of writing
expressions appropriate to writer, audience, purpose, and context; (3) listen purposefully and speak with clarity for a
variety of purpose, audiences, and contexts; (4) understanding and making effective language choices to
successfully craft the meaning, style, and tone of oral and written communication at grade-level and/or higher
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complexity; (5) acquiring vocabulary through reading, discussion, listening, and directed word study; and (6) use
information and communication technologies (ICT) effectively.
M/J Language Arts 1, Advanced – 1001020
In addition to the content of the 6th grade core class, students will be using higher level thinking for: (1) analyzing
and evaluating the logic and rhetorical strategies used in a variety of print and digital informational text; (2)
immersive reading of print and digital literary texts that represent a variety of genres across cultures and historical
periods; (3) crafting various forms of writing, expressing ideas with maturity and complexity appropriate to writer,
audience, purpose, and context; (4) speaking with clarity for a variety of purposes, audiences, and contexts,
including formal and informal modes of discourse; (5) acquiring an extensive/advanced vocabulary through reading,
discussion, listening, and directed word study; and (6) learning and employing an inquiry-based research process,
i.e. projects, blogs, etc.
M/J Language Arts 2 – 1001040
The purpose of this 7th grade course is to provide students integrated language arts study in reading, writing,
speaking, listening, language, and literature in preparation for college and career readiness. Seventh Grade
Comprehensive Language Arts 2 curriculum follows the New Generation State Standards that includes; (1) Literary
elements: Foreshadowing, flashback, irony, parts of a plot, etc. (2) Literary analysis: Characterization, theme,
author’s purpose, point of view, etc. Grammar: parts of a sentence, sentence structure, clauses and phrases, etc. (3)
Vocabulary: word of the day, roots, prefixes, suffixes, etc. Conventions: commas, quotations, correct punctuation,
editing, etc. (4) Writing: persuasive, personal narrative and expository essay, revision, etc.
M/J Language Arts 2, Advanced – 1001050
In addition to the content of the core class, students in Advanced Language Arts 2 should expect the rigor and pace
to be elevated as well as assignments and assessments. The content should include, but not be limited to, the
following: (1) constructing meaning and analyzing and evaluating the logic and rhetorical strategies used in a variety
of grade-level print and digital informational texts (2) reading and analyzing grade-level print and digital literary
texts that represent a variety of genres across cultures and historical periods (3) using recursive process writing
strategies to craft various forms of writing expressing ideas with maturity and complexity appropriate to writer,
audience, purpose, and context (4) listening purposefully to a variety of speakers and messages in both formal and
informal contexts (5) speaking with clarity for a variety of purposes, audiences, and contexts, including formal and
informal modes of discourse (6) understanding and making effective language choices to successfully craft the
meaning, style, and tone of oral and written communication at grade-level and/or higher complexity (7) acquiring an
extensive vocabulary through reading, discussion, listening, and directed word study (8) learning and employing an
inquiry-based research process, and selecting and using information and communication technologies (ICT)
effectively.
M/J Language Arts 3 – 1001070
The purpose of this course is to provide students integrated language arts study in reading, writing, speaking,
listening, language, and literature in preparation for college and career readiness. The content should include, but not
be limited to, the following: (1) analyzing and evaluating the logic and rhetorical strategies used in a variety of
grade-level print and digital informational texts that represent diverse genres across cultures and historical periods;
(2) providing writing practice in argumentation, literary analysis, creative and reflective writing, and research that
shows maturity and complexity appropriate to writer, audience, purpose, and context; (3) listening purposefully to a
variety of speakers and messages in both formal and informal contexts; (4) speaking with clarity for a variety of
purposes, audiences, and contexts, including formal and informal modes of discourse; (5) understanding and making
effective language choices to successfully craft the meaning, style, and tone of oral and written communication at
grade-level and/or higher complexity; (6) acquiring an extensive vocabulary through reading, discussion, listening,
and directed word study; and (7) learning and employing an inquiry-based research process, and selecting and using
information and communication technologies (ICT) effectively.
M/J Language Arts 3, Advanced – 1001080
The purpose of this course is to provide students with an enhanced curriculum that combines the expectations of
Language Arts 3 with a more in depth study using higher order thinking skills. In the advanced course, students will
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complete the content listed above but gain a broader understanding through the following: (1) additional reading and
research of challenging articles and books related to the assigned topics and themes and (2) construction of projects
that reflect extended applications of course objectives and are initiated by students and completed independently and
in groups
Mathematics
Math Five – 5012070 YR
In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and
subtraction of fractions; (2) extending division to 3-digit divisors, integrating decimal fractions into the place value
system and developing understanding of operations with decimals to thousandths, and developing fluency with
whole number and decimal operations; (3) developing understanding of volume and area; (4) developing
understanding of operations and expressions; and (5) developing fluency of solving non-routine problems using
various strategies.
Math Five, Advanced – 5012070 YR
In Grade 5, instructional time should focus on three critical areas: (1) fluency of addition and subtraction of fractions
and understanding of real world applications; (2) extending division to 3-digit divisors and 5-digit dividends,
integrating decimal fractions into the place value system and mastery of operations with decimals to thousandths,
and fluency with whole number and decimal operations; (3) fluency of volume and area; (4) mastery of operations
and expressions; and (5) mastery of solving non-routine problems using various strategies
M/J Mathematics 1 – 1205010 YR
In Grade 6, instructional time should focus on four 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.
M/J Mathematics 1, Advanced – 1205020 YR
In this Grade 6 Advanced Mathematics course, instructional time should focus on six 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.
M/J Mathematics 2 – 1205040 YR
In Grade 7,instructional time should focus on four critical area: (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.
M/J Mathematics 2, Advanced – 1205050 YR
In this Grade 7 Advanced Mathematics course, instructional time should focus on five critical area: (1) solving
problems involving scale drawings and informal geometric constructions, and working with two- and threedimensional 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; (5) analyzing twoand three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and
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applying the Pythagorean Theorem; and (6) working with two and three dimensional shapes to solve problems
involving area and volume.
M/J Pre-Algebra – 1205070 YR
In Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions
and equations, including modeling an association in bivariate data with a linear equation, and solving linear
equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe
quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle,
similarity, and congruence, and understanding and applying the Pythagorean Theorem.
HS Algebra 1 – 1200310 YR
This is a High School Credit course and has a required In Algebra 1 instructional time should focus on five critical
areas: (1) relationships between quantities and reasoning with equations; (2) linear and exponential relationships; (3)
descriptive statistics; (4) expressions and equations; (5) quadratic functions and modeling. This course does require
an End-of-Course exam.
Science
Science Five – 5020060 YR
Teaching from a range of complex text is optimized when teachers in all subject areas implement the following
strategies on a routine basis: (1) ensuring wide reading from complex text that varies in length; (2) making close
reading and rereading of texts central to lessons; (3) emphasizing text-specific complex questions, and cognitively
complex tasks, reinforce focus on the text and cultivate independence; (4) emphasizing students supporting answers
based upon evidence from the text; (5) providing extensive research and writing opportunities (claims and
evidence).
Science Five, Advanced - 5020060 YR
In addition to the content of the core class, students in Advanced Science should expect the rigor and pace to be
elevated as well as assignments and assessments. Also all students will be required to choose a problem based on the
fifth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out a
scientific investigation by experimenting, identifying variables, collecting and organizing data, interpreting data in
charts, tables and graphics, analyzing information, making predictions and defending conclusions. This will be done
as a science fair project that will be entered and presented into a school fair.
M/J Comprehensive Science 1 – 2002040 YR
This course will present 6th graders with a broad overview of combined Physical, Biological, and Earth sciences. It is
the goal of the course and instructor to foster in students a more complete understanding of the world around
through hands on learning as well as in-depth discussion and investigation. This course follows and presents the
Florida Next Generation Sunshine State Standards. Areas of study include, but are not limited to scientific inquiry,
changing of Earth’s geologic surface, weather and climate interactions, cellular biology, human anatomy, forces and
motion, and biological classification. Students will be expected to maintain a high level or organization and
participation throughout the course.
M/J Comprehensive Science 1, Advanced – 2002050 YR
This course will present 6th graders with a broad overview of combined Physical, Biological, and Earth sciences. It is
the goal of the course and instructor to foster in students a more complete understanding of the world around
through hands on learning as well as in-depth discussion and investigation. This course follows and presents the
Florida Next Generation Sunshine State Standards. Areas of study include, but are not limited to scientific inquiry,
changing of Earth’s geologic surface, weather and climate interactions, cellular biology, human anatomy, forces and
motion, and biological classification. Students will be expected to maintain a science journal throughout the course.
Students in advanced science will also be expected to contribute to a classroom blog throughout the course and will
produce a research paper on a topic chosen in cooperation with instructor. Assessments and activities will also
reflect a rigorous nature and high academic standards.
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M/J Comprehensive Science 2 – 2002070 YR
Seventh Grade Comprehensive Science 2 curriculum follows the New Generation State Standards that includes;
laboratory investigations that involve the use of scientific inquiry, research, measurement, problem solving, and
technologies, where experimental and safety procedures are an integral part of this course. School laboratory
investigations will offer students an experience in the science lab, classroom, or the field that provides students with
opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data
collection techniques, and models. These investigations will help develop the students’ growing understanding of
the complexity of empirical work, as well as the skills to use equipment to make observations. Students will
understand measurement error; and have the skills to interpret, and present the resulting data. Areas of study are, but
not limited to, are; the practices of science, characteristics of scientific knowledge, the role of theories, laws,
hypotheses, and models, society of science, geology, genetics, evolution, relationships among organisms and the
environment, properties of matter, changes of matter, and matter and energy transformations.
M/J Comprehensive Science, Advanced 2 – 2002080 YR
In addition to the content of the core class, students in Advanced Science should expect the rigor and pace will be
elevated as well as the assignments and assessments. In this class, students are expected to take more responsibility
for their studies and complete homework without direct supervision. This allows for further in depth and use of
additional resources to enrich the student's learning experience and further understanding of the required material.
Additional scientific subject material may be presented when time allows. Project and writing standards are graded
at a higher level representing the increased ability of the students.
M/J Comprehensive Science 3 – 2002100 YR
Eighth Grade Comprehensive Science 3 curriculum follows the New Generation State Standards that includes;
laboratory investigations that involve the use of scientific inquiry, research, measurement, problem solving, and
technologies, where experimental and safety procedures are an integral part of this course. All students will have
multiple opportunities every week to explore science laboratory investigations. School laboratory investigations
will offer students an experience in the science lab, classroom, or the field that provides students with opportunities
to interact directly with natural phenomena or with data collected by others using tools, materials, data collection
techniques, and models. These investigations will help develop the students’ growing understanding of the
complexity of empirical work, as well as the skills to use equipment to make observations. Learners will understand
measurement error; and have the skills to interpret, and present the resulting data. Areas of study are but not limited
to are; the practices of science, characteristics of scientific knowledge, the role of theories, laws, hypotheses, and
models, Society of science, Earth in space and time, properties of matter, changes of matter, and matter and energy
transformations.
M/J Comprehensive Science, Advanced 3 – 2002110 YR
In addition to the content of the core class, students in Advanced Science should expect the rigor and pace will be
elevated as well as the assignments and assessments. Also, all students will be required to define a problem from the
eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out
a scientific investigation, by experimenting, identifying variables, collecting and organizing data, interpreting data
in charts, tables, and graphics, analyzing information, making predictions, and defending conclusions. This will be
done as a science fair project that will be entered and presented into a school fair.
Social Studies
Social Studies Five – 5021070
The fifth grade Social Studies curriculum consists of the following content area strands: American History,
Geography, Economics, and Civics. Fifth grade students will study the development of our nation with emphasis on
the people, places and events up to approximately 1850. Students will be exposed to the historical, geographic,
political, economic, and sociological events which influenced the initial inhabitation, exploration, colonization, and
early national periods of American History. So that students can see clearly the relationship between cause and
effect in history, students should also have the opportunity to understand how individuals and events of this period
influenced later events in the development of our nation.
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Social Studies Five, Advanced
Advanced Fifth Grade Social Studies is an in-depth and highly challenging examination of the development of our
nation with emphasis on the people, places and events up to approximately 1850. The course features inquiry based,
open-ended research projects during which students will use critical and creative thinking skills to synthesize
concepts related to the following content strands: American History, Geography, Economics, and Civics. The
course will include heavy integration of language arts skills with students engaging in independent and small group
reading and writing activities.
M/J World History – 2109010
The sixth grade Social Studies curriculum consists of the 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, and religion/philosophy. Students will study methods of
historical inquiry and primary and secondary historical documents.
M/J World History, Advanced – 2109020
In addition to the content of the core class, students in Advanced World History should expect the rigor and pace
will be elevated as well as the assignments and assessments. This course offers scaffold 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 note-taking, participating in Socratic seminars/discussions, emphasizing free-response and
document-based writing, contrasting opposing viewpoints, solving problems, etc.
M/J Civics– 2106016
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.
M/J Civics, Advanced– 2106026
In addition to the content of the core class, students in Advanced Civics should expect the rigor and pace will be
elevated as well as the assignments and assessments. This course offers scaffold 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
note-taking, 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).
M/J United States History & Career Planning – 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 CHOICES or a
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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.
M/J United States History, Advanced & Career Planning– 2100025
This course is designed to provide students with the necessary skills needed to excel in High School Advanced
Placement courses. Students will be learning and implementing strategies and terminology that are in alignment
with Advanced Placement U.S. History.
An emphasis will be placed on interpreting documents, mastering a significant body of factual information, and
writing critical essays. Students will be expected to demonstrate their knowledge through Document Based
Questions, cartoon analysis, as well as Free Response Questions where students will be honing their essay writing
and problem solving skills.
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; and shall result in the
completion of a personalized academic and career plan.
2013 – 2014 Elective Course Offerings
Art
Intro to Art (SEM)
Grade five art incorporates a variety of two- and three-dimensional concepts and ideas in art and processes to
influence personal artistic decisions and create visual unity. Materials are correctly, safely, and responsibly applied
to achieve diverse effects and meet established criteria. An art-criticism process leads to a hypothesis about the
meanings of creative products and utilitarian objects. Observation skills and prior knowledge are employed to reflect
on and revise personal works of art. During the creative process, students use accurate art vocabulary, terms, and
procedures, as well as time-management and collaborative skills
M/J Exploring Art – 0104000 (SEM)
This course is a developmental program which provides students with an understanding and application of art
concepts and their formal elements. The artistic foundation formed in elementary art classes will be expanded upon
to build the student’s awareness, comprehension, and application of skills. We will talk and write about our art, the
art of others and the role of art in contemporary and historical culture. Students will engage in a variety of processes
and techniques while experimenting with many materials; for example, paint, pastel, charcoal and clay. Evaluation
of student work will be based on the demonstration of stated objectives and classroom participation.
M/J Experiencing Art – 0104010 (SEM)
This course will develop a student’s creative thought process through the study and exploration of art history,
aesthetics, art production and art criticism. This class synthesizes and utilizes both abstract and critical thinking
skills in order to develop a more sophisticated approach to art production. We will read art based articles and
engage in verbal and written discussion about subjects, styles and designs. Students will engage in a variety of
processes and techniques, while experimenting with many materials; for example, digital photography and kiln fired
ceramics. Assessment of student work will be based on the demonstration of stated objectives, self-evaluation and
classroom participation.
Band
M/J Band 1 – 1302000 (YR)
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Students will little or no instrumental experience develop foundational instrumental technique, foundational music
literacy, and aesthetic musical awareness through rehearsal, performance, and study of high-quality band literature.
Instrumentalists work on the fundamentals of music notation, sound production, instrument care and maintenance,
and personal and group rehearsal strategies. Public performances may serve as a culmination of specific
instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the
school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a
musical instrument (e.g., borrow, rent, purchase) from an outside source.
M/J Band 2 (Jazz Band) – 1302010 (YR)
Students with previous band experience build on instrumental technique, music literacy, and aesthetic response
through rehearsal, performance, and study of a variety of high-quality band literature. Instrumentalists expand their
knowledge of music notation, music theory, sound production, and personal and group rehearsal strategies. Public
performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or
participate in rehearsals and performances outside the school day to support, extend, and assess learning in the
classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from
an outside source.
M/J Band 3 – 1302020 (YR)
Students with considerable band experience strengthen their instrumental technique, music literacy, and aesthetic
response through rehearsal, performance, and study of a variety of advanced, high-quality band literature.
Instrumentalists refine their knowledge of music notation and theory, sound production, and personal and group
rehearsal strategies. Public performances may serve as a culmination of specific instructional goals. Students may be
required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and
assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow,
rent, purchase) from an outside source.
TECHNOLOGY
Introduction to Computers – 5002000 (SEM)
The purpose of this course is to enable students to develop basic skills in computer fundamentals, keyboarding,
computer applications, research tolls, and educational applications.
Information Technology I – 8200520 (SEM)
The purpose of this course is to assist students in making informed decisions regarding their future academic and
occupational goals and to provide information regarding careers in the Business, Management, and Administration
career cluster. The content includes but is not limited to instruction in intermediate keyboarding, intermediate word
processing, intermediate electronic presentation, intermediate computer hardware, intermediate Internet,
introductory spreadsheet, and soft skills for business application.
Introduction to Information Technology HS – 8207310 (YR)*
Using Microsoft certified curriculum, this course is designed to provide an introduction to information technology
concepts and careers as well as the impact information technology has on the world, people, and industry and basic
web design concepts. The content includes information technology career research; operating systems and software
applications; electronic communications including e-mail and Internet services; basic HTML, DHTML, and XML
web commands and design; and emerging technologies and web page design. *This course requires an application.
Business and Entrepreneurial Principles HS – 8215120 (YR)*
Using Microsoft certified curriculum, this course is designed to provide an introduction to business organization,
management, and entrepreneurial principles. Topics include communication skills, various forms of business
ownership and organizational structures, supervisory/management skills, leadership skills, human resources
management activities, business ethics, and cultural diversity. Emphasis is placed on job readiness and career
development. The use of computers is an integral part of this program.*Prerequisite IIT
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Foreign Language
Spanish Elementary – 5007020 (SEM)
Spanish-Elementary introduces students to the target language and its culture. Students will learn beginning skills in
listening and speaking and an introduction to basic skills in reading and writing. Also, culture, connections,
comparisons, and communities are included in this course.
M/J Spanish, Intermediate – 0708010 (SEM)
M/J Spanish Intermediate is a continuation of Spanish Elementary. Students will expand their knowledge of the
language and its culture. Students will be able to engage in basic listening and speaking activities. Basic skills in
reading and writing, and culture, connections, comparisons, and communities are included in this course.
Spanish I HS – 0708340 (YR)
Spanish 1 introduces 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.
Spanish II HS – 0708350 (YR)*
Spanish 2 reinforces the fundamental skills acquired by the students in Spanish 1. 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 1. Reading and writing receive more emphasis, while
oral communication remains the primary objective. The cultural survey of the target language-speaking people is
continued. *Prerequisite Spanish I
OTHER
M/J AVID 8th – 1700130
Advancement Via Individual Determination (AVID) is offered as an academic elective course that prepares students
for college readiness and success. AVID is scheduled during the regular school day as a year-long course. Each
week students receive instruction utilizing a rigorous college preparatory curriculum provided by AVID Center,
tutor-facilitated study groups, motivational activities and academic survival skills. In AVID, students participate in
activities that incorporate strategies focused on writing, inquiry, collaboration, and reading to support their academic
growth.
Culinary*
This course will provide students with a basic knowledge of culinary techniques through lecture, hands-on
experience and projects. Students will learn basic cooking skills, culinary terminology, food safety, nutritional
guidelines, the identification and use of ingredients and the proper handling of kitchen tools. Students will be given
ample opportunities to demonstrate their acquired skills and techniques. *Cooking Fee: $ 20.00
Media Production
Media Production is intended to introduce the middle school student to production, performance, and theory
involved in the creation of digital video and photography. Emphasis will include media literacy, manipulation of the
message, technical aspects of video production, advertising, photography, and physical and verbal communication.
In addition to concept oriented class assignments, students are responsible for collaboration, following directions,
and critique of peer work, as well as, critique of their own work, on a daily basis.
Please note that students in Media Production will be required to attend at least 2 after school activities as part of
a journalism assignment. As a part of the team, students must be able to perform in front of an audience and on live
Closed Circuit Television as part of the W.R.A.Y. News Crew that reports daily school news to the rest of the
school. Grading is based on Responsibility, Accountability, Cooperation, and Engagement and as such students will
need to present themselves as a role model for other students at ECMS.
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Physical Education
The purpose of this course is to provide students with the knowledge, skills and values they need to become healthy
and physically active for a lifetime. This course addresses both the health and skill related components of fitness
which are critical for students’ success. Activities in this course may include, but are not limited to the following:
health-related fitness components, basketball, flag football, soccer, softball, track and field and volleyball.
Yearbook
The purpose of Yearbook is to document with words and pictures the people and events of a school year using an
online website. Students interested in this elective should be creative, responsible, organized, reliable, and selfmotivated. In this elective, students will use photography skills, writing skills, and design skills to follow a
production schedule and meet a publication deadline. In order, to acquire the necessary pictures and information to
complete the yearbook, students will be required to attend some after-school games, events and dances.
FLVS Electives
(5th – 8th, subject to counselor approval)
MS Business Keyboarding (SEM)
.5 Credit - Gain typing speed and learn the proper technique to become a keyboarding master by using special
downloadable software. You will also learn business skills to prepare you for your future career.
MS Career Exploration and Decision Making (SEM)
.5 Credit - Learn how to set goals and develop an understanding about making informed career decisions.
Throughout this course, you will participate in several self-assessment activities to help you become more aware of
your unique interests, values, and skills.
MS Creative Photography (SEM)*
.5 Credit - Learn and apply basic camera skills to photograph animals, people, and landscapes. You will select
subjects, take photographs, and print and display memories in your own portfolio. *You must have access to a
digital camera (cell phone cameras do not meet this requirement) to take this course.
(7th -8th only, subject to counselor approval)
HS Creative Photography (YR)*
1 Credit – Develop your photography knowledge, including the basics of lighting, shutter speed, and composition.
Gain an understanding of professional photography, learn what creates an eye-catching photo, and build a portfolio
of images. *You must have access to a digital camera (cell phone cameras do not meet this requirement) to take this
course.
HS Chinese 1
1 Credit – Learn conversation elements in Mandarin Chinese, including greetings, introductions, and the exchange
of basic information with others.
HS Health Opportunities through Physical Education (HOPE) (8 Only)
1 Credit – Experience the many benefits of regular physical activity, proper nutrition, and sound decision making.
After assessing you current physical condition and defining personal goals, you will apply fitness training principles
to improve health and skill-related areas of fitness.
HS Journalism I
1 Credit – Explore the history of journalism in the United States from its key role in the first amendment all the way
up to present day issues regarding “right to know” and the changing landscape of journalistic media in the 21st
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century. Acquire the skills and information needed to actively participate in the consumption, analysis, and creation
of news media.
HS Forensic Science
.5 Credits – Fingerprints. Blood splatter. DVA analysis. Discover how clues and data are recorded and preserved,
and examine some of the basic scientific principles that guide forensic laboratory processes like DNA testing,
toxicology, and material analysis. This course focuses on techniques and practices used by forensic scientist during a
crime scene investigation (CSI).
HS Law Studies
.5 Credits – What are your rights as an American citizen? In this course, you will investigate aspects of family and
consumer law, and learn how the state and federal court systems work. Gain an understanding of the judicial system,
and examine key differences between civil and criminal law.
HS Psychology I
.5 Credits – Do you wonder things like why you learn the way you do, how you forget, and what makes you
remember? Develop an understanding of and an appreciation for human behavior, behavior interaction, and the
progressive development of individuals in the highly-interactive course.
HS Sociology
.5 Credits – In an increasingly globalized world, it is important to recognize how group behavior impacts both the
individual and society. By interviewing, analyzing, and reporting on group behavior, you will gain a better
understanding of you community and your involvement in society.
Athletic and Club Information
All athletic programs require a current physical! Forms are available in the main office and
registration packets.
FALL SPORTS
Who Can Participate?
When Do We Practice?
Football (July – Nov)
6th – 8th Graders
Cross-Country (Aug – Nov)
(Coed)
5th – 8th Graders
Cheerleading (Aug – Dec)
Dance Team
Soccer (Oct – Dec)
Boys & Girls
Basketball (Oct – Dec)
Boys & Girls
Practices & Games are after-school. A summer program
is also held for conditioning.
Practices & meets are held after-school and on some
weekends.
5th – 8th Graders
Tryouts are held each spring.
5th – 8th Graders
Tryouts are held each spring.
Practice & games are after-school
Practice & games are after-school
5th – 8th Graders
Practice & games are after-school
5th – 8th Graders
Practice & games are after-school
SPRING SPORTS
Who Can Participate?
When Do We Practice?
Baseball (Feb – Apr)
5 – 8 Graders
Practice & games are after-school
Softball (Feb – Apr)
Golf (Mar – May)
Boys & Girls
Tennis (Feb – Apr)
Boys & Girls
Track & Field (Mar – May)
Boys & Girls
Volleyball (Feb – Apr)
5 – 8 Graders
Practice & games are after-school
5th – 8th Graders
Practice & matches are after-school
5th – 8th Graders
Practice & matches are after-school
5th – 8th Graders
Practice & meets are after-school and some on weekends
5th – 8th Graders
Practice & matches are after-school
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th
th
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Club/Special
Activity
Who Can Participate?
When Do We
Meet?
Tell Me More…
Academic Team
5 – 8 Graders – Team consists of 8 -15
students (tryouts may be necessary based on
interest)
Academic Team is involved in a
Jeopardy style competition against
other county schools.
Band
6th – 8th Graders
Jr. Beta Club
5th - 8th grade students who achieve and
maintain a GPA of 3.0 or higher. Teacher
recommendations & discipline are also
considered for student eligibility.
Practice & meet are
after-school all year
Meets (Nov – Feb)
All year during school
hours with a Winter &
Spring Concert
Monthly after-school
all year. Additional
meetings may be
necessary to prepare
for special events
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Drama Club
Fellowship of
Christian
Athletes
th
ECMS is known for having a
GREAT band program!
Jr. Beta’s mission is to promote
the idea of academics, service,
character, and leadership for
students.
5th – 8th Graders.
Tryouts will be performed for specific roles
when preparing for a performance.
All year after-school.
Additional times may
be needed for
rehearsals and
performances
Drama club is a great way to bring
literature to life for students.
Drama club is not just for
performers, but also set designers,
technical support with
lights/music/sound, costume
design, etc.
Parent volunteers welcome!
5th – 8th Graders
Meetings are twice a
month after-school –
Special events and
community service
projects
Fellowship of Christian Athletes is
one of the oldest faith-based youth
organizations in the US.
Student Council
6th – 8th Graders
Monthly meetings
Technology
Club
5th – 8th Graders
Meets weekly afterschool
WorldStides
Leadership Club
7th & 8th grade students demonstrating
academic (As/Bs) excellence & leadership
Monthly meetings
after-school until 3:30
all year
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The Student Council is primarily
responsible for student activities
which impact the entire student
body, the school and the
community we serve.
The ECMS technology club is a
student organization designed to
train, educate, and engage students
of the 21st century. Concepts will
include, but are not limited to
computer use basics both pc and
mac, web design, web 2.0 tools
such as Youtube and blogging,
robotics, and building electronics.
Students will also help with
maintenance and upkeep of current
ECMS technologyA membership
fee of $20
WorldStrides Leadership Club
provides exceptional educational
travel (Spring trip to NYC) and
experiences that enrich and inspire
the lives of students)
High School Course Agreement Form
ECMS 2013 -2014
GPA: Grade-Point-Average is a number calculated based on the points earned when taking a
class. Each letter grade is assigned a point value and based on the letter grade received; a student
will have a resulting GPA. GPA is used to determine class rank, scholarships and awards, as well
as being a minimum requirement to enroll in colleges or vocational programs.
Grade Forgiveness: Students that take a high school credit course in middle school and earns
less than a “B” average may re-take the course for grade forgiveness. Please understand that all
high school courses taken in middle school will be part of a student’s high school grade-pointaverage (GPA) and be listed on his/her high school transcript.
Seat time: Students must be in attendance for 67.5 hours of "seat time" per semester in any high
school course in order to be eligible to obtain a half credit in that class. This means that a
student can miss no more than 9 days per semester in these courses.
By signing below you acknowledge the above mentioned information, as well as understand the
increased coursework and rigor that comes with taking a high school course while in middle
school.
______________________________________________
Parent/Guardian Signature
______________
Date
______________________________________________
Student Signature
______________
Date
*Please hand this in with your registration form, if you intend on taking any HS credit courses
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