Horizon Middle School East Campus

Grades 7–8 Course Description and Planning Guide

2018-2019

Moorhead Area Public Schools’ mission is to develop the maximum potential
of every learner to thrive in a changing world.

Horizon East Campus — Home of the World’s Best Students!

Table of Contents

Welcome to Horizon Middle School East Campus!

Horizon Middle School East Campus is home to the world’s best students, and this is achieved by a partnership between the students, the family and a very dedicated staff. Together we can work to help young people discover insights as to their interests, aptitudes and challenges. And, given a supportive staff, young people can grow as scholars, and more importantly they can grow as people seeking self-actualization.

Horizon offers a wealth of opportunities in the classroom, and when coupled with activities and athletics there exists a wealth of options that promote growth. The Horizon East Campus staff encourages all students to seek a rigorous academic program to provide the greatest possible options in the future. At the same time students should try new activities or athletic opportunities — school is more than just the classroom! It is about meeting new people, learning new skills and developing the attributes to be a contributing citizen tomorrow. We encourage your family to help your son or daughter reach a little higher. Students need to take the most challenging possible courses to be ready for high school and ultimately career, college and citizenship readiness. Horizon has the world’s best students because our goal is to challenge every student, to provide avenues of discovery for every student, and to help every student to grow.

Academically it is necessary to take the most demanding courses possible — accept the challenge. By taking the challenging courses now students will gain more options at the high school level….and later in life. If students are struggling, seek help from the teacher. Teachers are happy to help students who want to do the best job possible. Please note that learning is not to know the answer, but to know how to think, solve problems, be creative, communicate, collaborate and think critically. Thinking is the important feature of a quality education. The more students challenge their minds, the more they grow. Accept the challenge!

Students need to discover more about themselves in terms of unknown interests, untouched talents and learning about themselves and others. Horizon East offers a full menu of activities, events and athletics that really enable a young person to grow. These same activities, events and athletic opportunities allow students to connect with school and feel engaged. Whether a student likes athletics, robotics, theater, music, Destination Imagination, Minecraft or more there are a wealth of opportunities for discovery. Take advantage of these opportunities and discover more than you knew was possible.  

If students challenge themselves and seek opportunities they will grow and become better prepared for the world before them. The Horizon East staff will do all they can to support students who want to grow and will also do much to help those who might stumble as they grow.  

New students may find the orientation video to be helpful in learning how Horizon East Campus operates.

Welcome to Horizon East — where new challenges await students and a whole world of discovery exists to help young people grow. Welcome to the world of Horizon East and home of the world’s best students! Watch this and you will see what I mean!

Warmly,

Dr. Jeremy Larson

Horizon Welcomes the Involvement of Families!        

The Parent Teacher Advisory Council (PTAC) at Horizon Middle School gives parents and guardians the opportunity to be involved in their children's education. PTAC works to enhance the education process and provide a better learning environment by bringing parents together with staff for the benefit of the children.

PTAC serves to increase communication between parents and the school, support parent involvement, increase awareness of the school by parents and the community, aid in securing funds for equipment and activities that support education and the school environment, and assist at school functions.

The PTAC membership includes parents and guardians, staff representatives, School Board representatives, and the principal. Any parent or guardian of a Horizon Middle School student is welcome to become a member and attend the PTAC meetings. More than 500 research studies about parent involvement have found that when parents get involved in their children's education, children's grades and test scores go up, children become more likely to pass and to attend better schools after high school, they have fewer discipline problems, and they are less likely to use drugs and alcohol. Parents are encouraged to email hznptac@moorheadschools.org for more information.

Recently PTAC has granted the following requests:

• Purchased books for all students as part of a summer reading program to be incorporated in fall classroom activities,
• Purchased geography curriculum,
• Assisted in covering the cost of author Bill Durbin's visit to speak to all grade 6 students,
• Donated funds to purchase art supplies for the after-school Art Club,
• Promoted nutrition and academic success by purchasing food for a breakfast served to all students on the first day of MCA testing, and
• Enhanced the Horizon community by donating toward the cost of Spring Fling for Horizon students to enjoy on the last day of school.

These are just some of PTAC's previous contributions. There is more to be accomplished, and we need your help in creating a school that is responsive to the community. We do value your participation!

Attendance is a critical part of student achievement. If students do not attend class regularly, they risk missing important concepts and may have a difficult time making up work. Horizon’s attendance policy is designed to:

• provide students with successful learning experiences in every class,

• Increase teacher effectiveness by reducing classroom interruptions, and

• Provide structure for student attendance. (Absences related to family deaths, school activities or

   medical appointments are excluded.)

If your child is going to be absent, please call the school to excuse the student or submit the absence through PowerSchool. Tell the attendance staff the reason for the absence such as an illness, a doctor’s appointment, death in the family or another reason. Please refer to our Student Handbook for more information.

Overview of Course Sequence:

Horizon East Bell schedule

Horizon East uses a modified bell schedule. On Monday, Wednesday and Friday the schedule consists of six periods of 60 minutes in duration. On Tuesday and Thursday there is an eight-period schedule of approximately 44-minute classes. This schedule gives students an increase in music and physical education classes and provides ALL students with an Advisory/Response to Intervention (RtI) class. Students will use this time for opportunities to receive support in the following areas: intervention time, enrichment activities, student advising and character development.

Innovation

What is innovation? Three pillars will serve as the foundation of learning at Horizon East: skill and will to ask new questions, solve problems, and apply new knowledge. Problem- and project-based learning will be the central focus for students. The goal of Horizon East is to provide all students with opportunities to be innovative. Our guiding principles are:

• Students will learn and apply their knowledge through problem- and project-based learning.
• Students will synthesize their learning by creating a unique portfolio.  
• Grading will be based on students demonstrating their content knowledge in a variety of ways. The focus will be on the process of learning.
• Design thinking will be used as the framework for teaching students how to solve problems.
• Key component of an innovative environment is not being afraid to fail. Students have the flexibility to think big, embrace failure and be rewarded through their resilience (Fail Early, Fail Often, Fail Forward).
• Students will create authentic connections with adults.

1:1 Initiative – Technology in the Hands of Students

Moorhead Area Public Schools believes inspirational teaching and learning must include the effective use of technology to best prepare each student for the world in which they will live. To accomplish this vision, the school district is making a portable computer device, a ChromeBook, available to all students in grades 5-8.

This is an exciting initiative for students and families. But please understand that Moorhead Schools is not merely seeking to provide an “expensive” pencil for students to “push paper down a wire,” but rather seeks to revolutionize the means of instruction and learning that promotes the skills needed for the 21st century.  Chromebooks will enable students to work collaboratively with peers — in school and out of school.  Chromebooks help to expand the boundaries for critical and creative thinking as students can seek immediate answers to questions or readily try new ideas — and just as readily start over when armed with new insight or seeing the results of their first efforts. From that platform students can easily make digital adjustments to do an even better job. Finally, the Chromebooks afford new ways of communicating via text, music, drawing, sound or a combination of all mediums.  

Chromebooks also enable teachers to differentiate instruction or employ a “backward” design where information can be gathered at home and class time is used to provide feedback, correction or enrichment.  Chromebooks are not intended to be a digital path to repeat the instruction of the past but empower teachers to unleash their creativity.

The 1:1 Initiative should do much to foster the skills of the 21st century enriching the creativity, collaboration, critical thinking and communication skills of all students. At the same time the 1:1 Initiative broadens the opportunity for creative instruction by all educators. Horizon Middle School Campus is proud to be part of this effort.

College and Career Prep Starts in Middle School

Your child may just be starting middle school, but it can be an ideal time to start career and college planning. Starting the process now, before college application and career or military deadlines loom, will make the process easier. In ACT research, middle and early high school students reported high educational expectations. Over three-quarters (77%) of students indicated that they planned to enter a four-year college or university. Although most students planned to pursue postsecondary education, fewer described their high school program of study as college preparatory. This case was well researched and described in the monograph The Forgotten Middle by ACT.

ACT recommends students take a rigorous core curriculum. Standardized tests help schools measure what their students are learning. Parents can review their child's tests scores, and help identify subject areas for improvement and the appropriate classes and resources for additional study. Help your student explore careers and identify course options now and through high school. Starting early will give your child a solid jump on planning his or her future. What is earned in middle school will pay rich dividends in high school and beyond. Take rigorous coursework, seek help when stuck and explore a wealth of opportunities to meet new friends, learn new skills and interests as well as have fun!

                   College and Career Preparation Timeline                                

21st Century Skills 

In the manufacturing and agrarian economies that existed 50 years ago, it was enough to master the “three Rs” (reading, writing and arithmetic). In the modern “flat world,” the “three Rs” simply are not enough. If today’s students want to compete in this global society, however, they must also be proficient communicators, creators, critical thinkers, and collaborators (the “4Cs”). Students need to master additional subject areas, including foreign languages, the arts, geography, science and social studies.

To prepare for college, careers, and citizenship, it’s not enough to master academics. Students also need to acquire a set of skills that will last for a lifetime. To be able to solve problems in our complex, fast-changing world, students must become nimble, creative thinkers who can work well with others. These competencies — known as 21st-century skills — are summed up as the “4Cs” by the Partnership for 21st Century Skills. They include: Collaboration: Students are able to work effectively with diverse groups and exercise flexibility in making compromises to achieve common goals. Creativity: Students are able to generate and improve on original ideas and also work creatively with others. Communication: Students are able to communicate effectively across multiple media and for various purposes. Critical Thinking: Students are able to analyze, evaluate, and understand complex systems and apply strategies to solve problems.

World’s Best Workforce

“College, Career, and Citizenship Readiness” – Minnesota strives to prepare every student to be career and college ready. There are a number of reasons driving this attention:

• The population of the United States is aging.
• 70% of the future jobs will require more than a high school diploma by 2018.
• The state and the nation do not have qualified candidates to fill many good paying jobs.
• Future jobs are going to require increasingly more rigorous preparation in mathematics, science and reading skills.
• Students have a narrow sense of the available jobs and, in truth, are preparing for jobs that do not yet exist.

Every student will benefit from taking time to consider career options and crafting a track to reach their self-defined goals. The tricky part is that most students are unaware of career possibilities. Students only know the careers they have seen, heard or read about. There are tens of thousands of jobs that students do not even know exist that are rewarding in purpose and financially. Students and families are encouraged to access the tools available in the district, the state and online to help plan career trajectories.

Horizon Middle School is committed to the following:

• Annual review of each student’s life plan

• meeting academic standards
• developing career and life skills (collaboration, creativity, communication and critical thinking)
• identifying personal interests, aptitudes and aspirations
• creating goals and timelines to achieve those goals

• Academic rigor and high expectation
• Integrating experiential learning opportunities in academic content
• Engaging in community partnerships
• Reducing the achievement gap by strengthening teacher practices in reaching all students
• Providing all students a level of instruction to obtain post-secondary credit without remediation
• Exposure to and conversation about a variety of career options in every course
• Access and choice for early college credit
• Providing support for students to obtain information about postsecondary education requirements and costs, eligibility for financial aid and scholarships

AVID Schoolwide:  Beyond academic achievement, a goal of AVID (Advancement Via Individual Determination) is to create a school wide career-ready / college-going culture that supports high expectations and high levels of achievement for all students. The schoolwide AVID Essentials includes a focus on WICOR methodology, which stands for Writing, Inquiry, Collaboration, Organization and Reading. Throughout each classroom, WICOR instructional strategies engage students and scaffold instruction to make challenging content accessible. Additional AVID Schoolwide Essentials include the implementation of initiatives that are designed to support and motivate all students.

When stepping onto a campus where AVID is schoolwide, it is not uncommon to see all students taking Cornell notes; using some form of binder, agenda planner, or other organizational tool; and engaging in collaborative, dynamic academic activities in classrooms facilitated by AVID-trained teachers. Students have open access to rigorous courses. Moreover, academic support structures are often offered throughout the school day so all students have opportunities to thrive.

Activities and Athletics

Time for Exploration: The middle school years are a great time to try something different or pursue an interest. Take a leap and try something new. You might make new friends, acquire a new interest or at least learn something new about yourself. The staff at Horizon want to help you be the best that you can be — and that starts by learning new things.                                                     

The goals of the Horizon Middle School East Campus activities program are to allow students to explore their interests and abilities, to improve their skills, and to learn the importance of teamwork and sportsmanship. In order to achieve these goals for students, the Horizon East staff is committed to providing a well­-balanced activity program that is available to all students. It is our hope that students participate in as many activities as they have the interest, time and energy to pursue. All students who participate in activities are reminded that to participate, they must be making progress in their academic coursework. For a more detailed description about each activity offered at Horizon Middle School East Campus please refer to our Student Handbook. 

Activities:                                                

Art Club                                                        

Destination Imagination                                        

Geography Bee

Honor Choir                                                

Honor Band                                                

Jazz Band

Newspaper

Knowledge Bowl                                                

Knowledge Master                                                

Lego League/ Robotics                                                        

Mathcounts                                                        

Play/musical

Science Olympiad                                                

Spelling Bee

Horizon Ambassadors

Tri-College Math                                

HORIZON’S MISCELLANEOUS CLUBS

Other clubs may be available on a year-to-year basis depending upon student interest. Some examples include: Minecraft, Dance, Chess, Girls In Real Life, Builders Club, etc.                 

Student Support Resources

School counselors provide assistance to all students in the areas of academic, social and emotional support, crisis intervention and prevention, consultation about student needs, proactive developmental guidance, educational planning, student placement and scheduling, transitioning, support groups and referrals to outside agencies.

Counselors:  (As stated in the American School Counselor Association)

“Middle School Students' Developmental Needs

Middle school is an exciting, yet challenging time for students, their parents and teachers. During this passage from childhood to adolescence, middle school students are characterized by a need to explore a variety of interests, connecting their learning in the classroom to its practical application in life and work; high levels of activity coupled with frequent fatigue due to rapid growth; a search for their own unique identity as they begin turning more frequently to peers rather than parents for ideas and affirmation; extreme sensitivity to the comments from others; and heavy reliance on friends to provide comfort, understanding and approval.

Meeting the Challenge

Middle school counselors are professional educators with a mental health perspective who understand and respond to the challenges presented by today’s diverse student population. Middle school counselors do not work in isolation; rather they are integral to the total educational program. They provide proactive leadership that engages all stakeholders in the delivery of programs and services to help students achieve success in school. School counselors align with the school’s mission to support the academic achievement of all students as they prepare for the ever-changing world of the 21st century. This mission is accomplished through the design, development, implementation and evaluation of a comprehensive, developmental and systematic school counseling program.”

                                                        
Groups:

Ashley Meagher, grade 7:         284-7315        

Rachel Lerum, grade 8:         284-7313                

Student Assistance Counselor:  Megan Ramsey - 284-7213

Social Worker  Joni Hubrig - 284-7116

Student Wellness Facilitator: Danelle Klaman- 284-7127

Gifted and Talented: Leigh Dornfeld - 284-3789

School Psychologist:  Tammi Fortney - 284-2468

Check & Connect

Check & Connect is an intervention used with grades 7-8 students who show warning signs of disengagement with school and are at risk of dropping out. At the core of Check & Connect is a trusting relationship between the student and a caring, trained mentor who both advocates for and challenges the student to keep education salient. Students are referred to Check & Connect when they show warning signs of disengaging from school, such as poor attendance, behavioral issues, and/or low grades.

MEDIA CENTER SERVICES

The Media Center is open Monday-Thursday from 8 a.m. until 4:35 p.m. and Fridays from 8 a.m. until 4:10 p.m.; licensed personnel is on duty Monday through Friday from 8:25 a.m. through 4:10 p.m. Students are encouraged to use the media center as much as possible.

The media center is accessed by students in a number of ways. Coursework will include visits to the center for research and for supplemental assignments. Research skills are taught in various classes and are followed by assignments. Students are responsible for all material used or checked out to them. If materials are lost, damaged, or destroyed, students are expected to pay replacement costs.

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Courses

Art  Grade 7 Art (Quarter)

Grade 7 art is a quarter class that offers students a variety of art studio experiences in drawing, painting, printmaking, and clay hand-building. Projects may vary depending on time and material availability. Students will review the Elements of Art and learn the Principles of Design. The art elements and principles are used to guide students in their own art making as well as when discussing the artwork of others.

AVID

AVID is an elective class offered to students who would like to prepare for four-year colleges and universities. Students must have satisfactory citizenship and good attendance. Applicants must be motivated to work toward college eligibility. AVID students are students in the academic middle, capable of completing a college preparatory path with support. These students often are not realizing their full potential academically. In the identification process a number of criteria are considered, including:

State test scores                         Desire and determination

Grades                                First in family to attend college

Citizenship                                 Historically underrepresented in 4-year colleges

Economically disadvantaged                 Other special circumstances

The AVID elective is a class that meets five hours per week within the regular school day. The class is composed of several different elements, making students more successful in all their classes. The week is divided into curriculum days, tutorial days, and motivational activity days. The two days devoted to curriculum focus on the WICOR methodologies of AVID: Writing, Inquiry, Collaboration, Organization and Reading. Aside from WICOR, the curricular days also develop students’ note-taking and study skills, while also teaching time management and goal setting. Mini lessons provide additional support for English, math, science and social studies classes. Students participate in weekly tutorials with college students where tutors provide content area support in math, English, social studies and science. Motivational activity days include college and career activities, guest speakers from area colleges and local professionals, and field trips to local colleges and universities. Students apply for admission to the program.

Grade 7 AVID (Year Long)

AVID is designed to provide students in the middle with the skills they need to be successful in middle school, high school, and college. Students must apply, interview, and be selected to be accepted in AVID. AVID provides grade 7 students the opportunity to begin to develop the research-based AVID skills that will help to ensure their success in middle and high school. Study habits, organization, and academic support are key components of this entry-level AVID course.

Grade 8 AVID (Year Long)

The grade 8 AVID elective course is the year of preparation for high school. Students will regularly exhibit and utilize the skills and strategies learned in the grades 6 and 7 AVID courses. Students will refine previous goals, focusing on their transition to high school as part of a college preparatory path. Their writing will focus on completing all steps of the writing process and varying style, word choice, vocabulary, structure and voice. Major writing assignments include persuasive, expository, descriptive and timed writing. Students will transition from active learners to leaders. Other areas of focus include increasing the use of technology and building upon their test preparation and test-taking knowledge. They will broaden their experiences with analyzing text and utilizing appropriate reading strategies in various settings. Students will become more involved in the presentations of guest speakers and field trips, particularly as they relate to preparation and prior knowledge. Students also will participate in college preparatory testing and build connections with the high school they will attend.

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English / Language Arts / Theater Arts

Each student will develop, to the best of his or her ability, skill in reading, oral language, vocabulary, the writing process, and writing mechanics through studying works of literature, prose or poetry. In addition, students will develop a positive, open attitude toward literature through this study. The department expects appropriate work and study habits that result in an acceptable product that meets grade-level expectations and standards, and, further, meets college-preparatory / career-level requirements.

The primary focus of the middle-school English curriculum is skill development. It is the department’s aim that students read, speak, comprehend, define, write, rewrite, edit, revise, compose, organize, and critically analyze independently and competently. This emphasis on skill development is intended to prepare middle school students for the rigorous career ready / college-preparatory work and content that is the core of the high school curriculum.

Grade 7 Language Arts (Year Long)

In grade 7 language arts, students will focus on reading, writing, speaking, and listening. The reading focus will spend time with elements of fiction and nonfiction, literary response, literary devices, and independent reading. Students will also engage in the writing process to produce narrative, expository, and persuasive pieces for a variety of purposes and audiences. To build speaking skills, students will orally communicate information, opinions and ideas effectively through class participation, small group discussion, and formal presentations. Students will utilize critical listening skills through note-taking, small group and whole group discussions, and partner sharing.

Grade 8 Language Arts (Year Long)

The focus of grade 8 language arts is on improving students' ability to read, write, think, and

communicate. Much of this focus will be achieved through independent reading, writing assignments, and in-depth discussions that will continue throughout the year. Additionally students will be reading as a class a variety of short stories, The Giver, Claudette Colvin: Twice Toward Justice, and The Outsiders. Students will be completing essays as a class, including a literary essay, a persuasive essay, and a personal essay.

Class Philosophy

Every student is expected to be successful in improving (from whatever level you begin the year at) in your ability to read, write, think, and communicate. Like everything in life, with practice and guidance, students can all improve in these areas throughout the school year. The language arts course meets the state standards, but more importantly, teachers hope it inspires students to begin to think for themselves and develop a lifelong love for reading and writing.

Unit Outlines

Independent Reading*                         The Giver

Independent Writing*                                Literary Analysis Essay

Nonfiction Articles                                Claudette Colvin: Twice Toward Justice

Short Stories                                        Gilgamesh

Persuasive Essay                                This I Believe Personal Essay

The Outsiders                                            This I Believe Speech

            *Ongoing assignments throughout the year

Grade 8 Theater Arts (Quarter)

Explore yourself, learn how theater impacts all of our lives and just have fun! In this activity-based class, students will use their imaginations to create characters, become comfortable in front of an audience, and learn the basics about theater and public speaking. Students will orally communicate information, opinions and ideas and work to effectively evaluate/analyze presentations. The students will have the opportunity to participate in large and small group activities along with solo work. A variety of theater games, pantomime, improvisation, character/scene work, and other special projects will be explored in this class.

Subjects to be explored:

  Pantomime                        Public speaking/writing

  Improvisation                        Evaluation and analyzation of performance and literature

  Scene work                        Cooperative group skills

  Theater games                History of theater and basic theater terms

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English Learners

English Learners (EL) is a specific discipline that assists students who are non-native speakers of English. The goal of the EL program is to support students as they acquire English so they are able to access the school’s curriculum and meet academic achievement standards at grade level. EL service may take place in the ESL classroom or in the content classroom. In all cases the goal is to support students as they acquire the skills to be successful in using English to speak, read, write and listen in social, professional and academic settings. Placement is specific classes is based on performance on the WIDA Assessment and past experience in using English as a language.

Grades 7 and 8 Students with Limited or Interrupted Formal Education (SLIFE) (Year Long)

The SLIFE course addresses EL students’ acculturation to the U.S. school system and attends to their

socio-emotional needs. In addition, this course provides focused initial literacy instruction appropriate for adolescents, focused academic skill instruction to bridge gaps in knowledge, and integration of content and language instruction. This course teaches literacy in context, through thematic units. This course assesses student funds of knowledge to create meaningful contexts for literacy development, instruction in oral language skills in connection with literacy and connect units of study to funds of knowledge of the student, family, and community. This course uses National Geographic INSIDE.

Grades 7 and 8 Foundations (Year Long)

Teaching language, literacy, and content in the Foundations course is designed to shape pathways of middle school EL students and to support them in achieving academic success. In Foundations, there is compelling content that engages students with a balance of informational texts and literature. Focus is on systematic language and comprehension development through building language proficiency and comprehension skills with scaffolded instruction. Foundational reading skills are taught by building basic and advanced decoding and spelling skills. This course also focuses on using comprehension instruction to anchor texts to build comprehension. This course uses National Geographic INSIDE.

Grades 7 and 8 Level A (Year Long)

Grammar, history, literature, cultural and current events, and oral practice are combined to prepare second language students for more academic success in our regular curricular programs. Grammar and reading continue as key components to the EL program. Oral proficiency is increased through dialogues, oral reports, and class discussion. Written work includes note-taking, journals, dialogue writing, and fundamentals of composition. This course uses National Geographic INSIDE materials, Level A.  

Grades 7 and 8 Level B (Year Long)

This course provides instruction that enables students to accelerate the development of reading and writing skills and to strengthen those skills so they are able to successfully read and write grade-level text independently. Instruction emphasizes reading and analysis of literary and informational selections to develop critical and close reading skills that move students from basic to proficient. Students will engage in a variety of lesson workshops that incorporate analysis of vocabulary, reading application, literary analysis, and informational texts. This course uses National Geographic INSIDE materials, Level B.

Grades 7 and 8 Sheltered Math (Year Long)

This course is offered to grades 7-8 SLIFE and Foundations leveled EL students and is designed to teach math curriculum in a manner that is more accessible for English learners while at the same time promoting their English language development. Teachers highlight key language features and incorporate strategies that make the content more comprehensible to students. Teachers scaffold instruction to aid student comprehension of content topics and objectives by adjusting their speech and instructional tasks and by providing appropriate background information, vocabulary, and filling in any voids these students have in their math development. The objective of this class is to prepare students to join the mainstream math class.  

Grades 7 and 8 Co-Taught Classes (Year Long) 

Co-taught EL / mainstream classes provide support for inclusive practices to achieve the following

goals:  

•  to accommodate the needs of diverse English learners,
•  to help all students meet both state and national standards, and
•  to establish collaboration between English language teachers and mainstream teachers.

In the co-taught classroom, ELs learn mainstream content along with their monolingual peers. Within the mainstream classroom, the EL teacher demonstrates strategies during a co-taught lesson, and the classroom teacher continues to use the same strategies with ELs. This provides an effective co-teaching model to differentiate instruction for ELs. In the co-teaching/EL classes there is the collaboration between the content teacher and the EL teacher to co-plan, co-deliver, and individualize instruction for all students in a class; work together creatively to accommodate the language proficiencies, cultural diversity and educational backgrounds of the students in the class; and to overcome instructional challenges constructively.

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Learner Support Services

All courses serve to help students enhance their learning opportunities. The courses and programming at Horizon East represent a continuum of services that span from early childhood through high school. Students must meet state disability criteria and have a specific need to enroll in these programs. Case managers, parents/guardians, and students will work together to schedule classes that meet individual student needs. The goal of Learner Support Services is to increase students’ ability to facilitate their transition toward independent living (community participation), employment, and postsecondary training. Students’ progress will be reviewed annually to ensure the best individualized education plan is developed and followed.

Grade 7 Pre-Algebra Resource (Year Long)

Prerequisite: LSS Case Manager approval needed.

This course provides investigations to help students build independent, logical thinking skills. Investigations into proportional reasoning are the main focus of this course. Students look at numbers and operations, patterns and functions, algebra, statistics and probability, geometry, measurement, and problem solving. Students review and extend basic operations with whole numbers, fractions, decimals, percents, and integers. An emphasis on problem solving strengthens student’s critical-thinking skills and helps them to link mathematics to the real world.  

Grade 8 LSS Linear Algebra Pull-out Class (Year Long)

Prerequisite: LSS Case Manager approval needed.

This course uses the Glencoe McGraw-Hill Algebra 1 series in conjunction with supplemental materials to meet students’ individualized needs. This class will run parallel to the general education linear algebra class, but will take into consideration students’ specific needs, ability, and need for pacing. This course focuses on the five big ideas, and all learning outcomes will be tied to these ideas. Students will make connections between graphs, tables, and equations. They will solve simple and complex equations for a given variable(s). Students will understand and solve inequalities and systems of equations. Students will identify and graph arithmetic sequences. Coursework will be tied to, and individualized, based on specific student need.

Grades 7 and 8 Resource (Year Long)  

Prerequisite: LSS Case Manager approval needed.

The resource class, designed for students in grades 7-8, focuses on instruction of multi-modal learning strategies that promote independent skill and knowledge acquisition development. This allows students to continue to improve reading, writing, mathematical and self-advocacy skills. Students also learn to organize materials and to best utilize their time to complete assigned coursework. All curriculum and instruction is based on individual needs of the students and the goals and objectives within students’ Individual Education Plans (IEPs).

Grades 7 and 8 Read 180 (Year Long)

Placement is made according to determined need.

Read 180 is designed to help struggling readers meet grade-level objectives by engaging students in relevant discussions, interactive computer software, and daily independent reading time, and by providing daily writing opportunities and instruction. Instruction also focuses on reading strategies and academic vocabulary. Students receive reading support in small and large group activities as well as through an individualized software program. Ongoing assessments provide data on student progress, and assessment informs instruction so students receive the appropriate level of instruction and support. 

Grade 7 Self-Contained/Day Treatment Pre-Algebra (Year Long)

Special Services Team approval required.

Self-Contained/Day Treatment Pre-Algebra is designed to provide extra help in understanding pre-algebraic concepts in a small group setting. This course provides investigations to help students build independent, logical thinking skills. Students look at numbers and operations, patterns and functions, algebra, statistics and probability, geometry, measurement, and problem solving. Students review and extend basic operations with whole numbers, fractions, decimals, percents, and integers.  The needs of the individual learner are met by adjusting the pace of instruction based on student performance.

Grade 8 Self-Contained/Day Treatment Linear Algebra (Year Long)

Special Services Team approval required.

This course uses the Glencoe McGraw-Hill Algebra 1 series in conjunction with supplemental materials to meet students’ individual needs in a small group setting. The course teaches the key elements of algebra using a sequential approach and strategies for problem solving. The needs of the individual learner are met by adjusting the pace of instruction based on student performance.

Grade 7 Self-Contained/Day Treatment Language Arts (Year Long)

Special Services Team approval required.

In this course students will focus on reading, writing, speaking, and listening in a small group setting.  Reading will focus on fiction and nonfiction and independent reading. Students will engage in the writing process to produce narrative, expository, and persuasive pieces. To build speaking skills, students will orally communicate information, opinions, and ideas effectively through class participation and small group discussion. Coursework will be tied to and individualized based on specific student need. The needs of the individual learner are met by adjusting the pace of instruction based on student performance.

Grade 8 Self-Contained/Day Treatment Language Arts (Year Long)

Special Services Team approval required.

The focus of this class is on improving students’ ability to read, write, think, and communicate in a small group setting. Much of this focus will be achieved through independent reading, writing assignments, and in-depth discussions. Additionally students will be reading as a class a variety of short stories.  Coursework will be tied to and individualized based on specific student need. The needs of the individual learner are met by adjusting the pace of instruction based on student performance.

Grade 7 Self-Contained/Day Treatment Life Science (Year Long)

Special Services Team approval required.

Life Science is a study of living organisms and their interactions with their habitat. This course covers four major units: cells and heredity, diversity of life, human biology and environmental science.  Coursework will be tied to and individualized based on specific student need in a small group setting.  The needs of the individual learner are met by adjusting the pace of instruction based on student performance.

Grade 8 Self-Contained/Day Treatment Earth Science (Year Long)

Special Services Team approval required.

This course explores units in the areas of meteorology, geology and astronomy. Students will examine the big idea that science is a way of knowing. Scientists don’t have an answer key; they figure out why things are the way they are. Coursework will be tied to and individualized based on specific student need in a small group setting. The needs of the individual learner are met by adjusting the pace of instruction based on student performance.

Grade 7 Self-Contained/Day Treatment United States History (Year Long)

Special Services Team approval required.

In this course, American history will be taught chronologically moving from westward expansion to the Civil War and Reconstruction, Industrialization and urbanization, Imperialism and World War I, the Depression, World War II and finally the Cold War and beyond. During each era students will be introduced to the economic changes in America and efforts to reform the American government and social fabric. Students learn about people, issues and events significant to this nation’s history from 1800 to the current era. Coursework will be tied to and individualized based on specific student need in a small group setting. The needs of the individual learner are met by adjusting the pace of instruction based on student performance.

Grade 8 Self-Contained/Day Treatment Global Studies (Year Long)

Special Services Team approval required.

Global Studies will be centered on the Minnesota Grade 8 social studies standards. The standards feature geography with a strong secondary emphasis on contemporary world history. Students will build a knowledge of geography and each unit will include further investigation into issues of contemporary history, government, citizenship, and economics. Coursework will be tied to and individualized based on specific student need in a small group setting. The needs of the individual learner are met by adjusting the pace of instruction based on student performance.        

Grades 7 and 8 Skill Development (Year Long)

Special Services Team approval required.

The skill development program at Horizon Middle School East Campus starts the initial phases of transition along with continued academic skills. Teachers will present core curriculum to small groups of students in resource classroom settings. Students who participate in the skill development program benefit from instruction provided at a more basic level along with individual skills based off the student’s Individual Education Plan (IEP). Students who are in the skill developmental program often work on functional life skills. At Horizon East, we provide hands-on learning through APL cart (our school store), service-learning projects, projects to benefit the middle school CARE team, and various jobs throughout the building. Students practice job skills with meaningful tasks for staff all over the building, including cleaning, deliveries, sorting, shredding, stocking products, and watering plants. These tasks not only provide an opportunity to practice job skills, but also incorporate social skills, the use of communication devices, and inclusion throughout the building.

Grades 7 and 8 Related Services for Special Education

Special Services Team approval required.

Related services such as Speech/Language, Developmental Adaptive Physical Education (DAPE), Deaf/Hard of Hearing (D/HH), Vision Impaired (VI), Occupational (OT) and Physical Therapy (PT), are available with Special Services team approval within the Individual Education Plan (IEP).

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Mathematics                        

Skill in mathematics is required in all that we do. Whether the math skills are needed for daily life or for a job those skills are demanded in all that we do. Students should push themselves to master all the math they can and when facing a hurdle seek help. Staff are available before and after school to help students feel more comfortable in using mathematics as a tool – or for fun! Mathematics is like any skill – the more it is used the more comfortable one becomes. Students are encouraged to challenge themselves. The more math that is taken in middle school will open more doors and career paths as one gets older.

Grade 7 Pre-Algebra (Year Long)

This course provides investigations to help students build independent, logical thinking skills. Investigations into proportional reasoning are the main focus of this course. Students look at numbers and operations, patterns and functions, algebra, statistics and probability, geometry, measurement, and problem solving. Students review and extend basic operations with whole numbers, fractions, decimals, percents, and integers. An emphasis on problem solving strengthens students’ critical thinking skills and helps them link mathematics to the real world.

Grade 7 Algebra (Accelerated) (Year Long)

Prerequisite: Scored an Exceeds on the MCA III test, excellent study habits, and teacher recommendation. Algebra is designed to develop those algebraic skills necessary to future study in mathematics. Students will learn how to use symbols and logic to draw conclusions about mathematical relationships. These relationships will include linear equations, inequalities in one or two variables and systems of equations. Students will be required to simplify radical expressions and solve quadratic equations by factoring. Considerable time will be spent applying the skills learned in solving practical problems algebraically.

Grade 8 Linear Algebra (Year Long)

This course introduces students to the concept in algebra involving the linear characteristics of an

algebraic equation. It builds upon the foundations they gained in Pre-Algebra. Specifically students’ are expected to gain an understanding of these five primary learning outcomes identified toward a positive transition into high school math courses, as well as leading to the options of advanced math courses at the high school. Students will learn how to graph and write linear equations; solve complex linear equations; solve complex inequalities; identify and graph arithmetic and geometric sequences; and solve a system of linear equations.

Grade 8 Geometry (Accelerated) (Year Long)

Prerequisite: Successful completion of Algebra 1 in grade 7 and teacher recommendation.

This course introduces the students to the geometric concepts necessary for advanced math courses

at the high school. It builds on the Algebra I outcomes students gained in grade 7. This course will provide students with the foundation to use deductive and inductive reasoning toward mathematical concepts. They are expected to gain an understanding of these five primary learning outcomes identified toward a positive transition into advanced math courses at the high school. Students will learn to:

1. Recognize and apply properties of angles;

2. Calculate the area, surface area, and volume of geometric shapes;

3. Identify similar polygons and use ratios and proportions to solve problems;

4. Recognize and apply properties for quadrilaterals; and

5. Recognize and apply properties of triangles.

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Music

Victor Hugo observed that “Music expresses that which cannot be put into words and that which cannot remain silent.” For anyone who has practiced and produced a musical note this is all so true. Music offers so much to enhance an individual. Beyond the realm of personal satisfaction and joy from music is the gain from the study of music and musical production. The study of music has been proven to increase vocabulary acquisition, nurture advanced reading skills and carry additional skills that readily transfer to all studies. Furthermore, students in music advance teamwork and communication within their section and the larger musical group. There is even a strong correlation between music and mathematics plus a myriad of scholarship opportunities in the field of music. The possibilities with music are endless and serve to provide a lifetime of satisfaction.

Watch our orchestra in action - click here!

Watch the choir in action - click here!

Grade 7 Choir (Year Long, Every Other Day) 

This class is for students who love to sing and want to be part of a performing group. Students meet every other day for the entire year. If students choose to be in band/orchestra and choir, they will spend the first half of class in their instrumental music class and the last half of class in choir. Students will learn sight-singing, ear-training, and music theory. Students sing in three-part music and will be introduced to a variety of choral literature, including folk songs, spirituals, secular music, and pop songs. The grade 7 choir performs at three concerts throughout the year. Opportunities to audition for the Horizon Middle School Honor Choir and other choral festivals are also available.

Grade 7 Band (Year Long, Every Other Day)

The grade 7 band program offers a full band experience for those students who have had at least one year of instrumental training on their instrument. Classes are held every other day all year long. Most students have access to an additional teacher to receive group lessons out of band class. Several times a year the three grade 7 bands are combined in rehearsal, particularly before concerts. Three evening concerts are scheduled each year. Students also have the opportunity to perform in Jazz Band and Honor Band.

Grade 7 Orchestra (Year Long, Every Other Day)

Grade 7 orchestra meets year long every other day opposite physical education. Instruction is geared toward students who started their instruction in grade 5, but new students are welcome to join at any time. At least four concerts are presented throughout the year, including a school-day-long tour for performances at Minnesota elementary schools in school districts that have no orchestra program.  Grading is based on practice and small side projects that enhance the education experience. Other activities, including performance of the National Anthem at various local and regional sporting events, are part of the grade 5-8 orchestral experience.

Grade 8 Choir (Year Long, Every Other Day)

This class is for students who love to sing and want to be part of a performing group. Students meet every other day for the entire year. If students choose to be in band/orchestra and choir, they will spend the first half of class in their instrumental music class and the last half of class in choir. Students will learn sight-singing, ear-training, and music theory. Students sing in three- and four-part music and will be introduced to a variety of choral literature, including folk songs, spirituals, secular music, and pop songs. The grade 8 choir performs at three concerts throughout the year. Opportunities to audition for the Horizon Middle School Honor Choir and other choral festivals are also available.

8th Grade Band (Year Long, Every Other Day)

The grade 8 band program provides a comprehensive band experience for those students who have had at least two years of instrumental training on their instrument. Students perform a wide variety of standard quality literature of all types, including ballads, chorales, jazz and holiday music. Classes are held every other day all year long. Most students have access to an additional teacher to receive group lessons out of band class. Several times a year the two grade 8 bands are combined in rehearsal, particularly before concerts. These extra rehearsals occur during the school day and/or before school at 8 a.m. Three evening concerts are scheduled each year in addition to festival participation opportunities. Students also have the opportunity to perform in Jazz Band and Honor Band.

Students wishing to join band for the first time in grade 8 should contact the band director for information on how to get beginning band instruction.

Students entering the district having already played since grades 4 or 5 will be given guidance from the band director.

Grade 8 Orchestra (Year Long, Every Other Day)

Grade 8 orchestra meets year long every other day opposite physical education. Instruction is geared toward students who have been in the orchestra program for at least two previous years. At least four concerts are presented throughout the year, including a trip to perform in the MNSOTA Tier One festival at locations that vary throughout Minnesota. Other activities, including performance of the National Anthem at various local and regional sporting events, are part of the grades 5-8 orchestral experience. Grading is based on practice and small side projects that enhance the education experience.  

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Physical Education / Health

It is the role of quality physical education programs to help students develop health-related fitness, physical competence in movement activities, cognitive understanding, and positive attitudes toward physical activity so they can adopt healthy and physically active lifestyles. Quality programs are also important because they provide learning experiences that meet a student’s developmental needs, which in turn helps to improve the mental alertness, academic performance, readiness, and enthusiasm for learning.

According to the National Association for Sport and Physical Education (NASPE) guidelines, a high-quality physical education program includes the following components: opportunity to learn, meaningful content, and appropriate instruction. Quality physical education programs should provide the student with the following benefits:

Skill development – Develops motor skills that allow for safe, successful, and satisfying participation in physical activities.

Regular, healthful physical activity – Provides a wide range of developmentally appropriate activities for all children and youth. It encourages young people to choose to be physically active and aware of the benefits.

Improved physical fitness – Improves the health-related components of physical fitness (cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition).

Support of other subject areas – Reinforces knowledge learned in/across the curriculum and serves as a laboratory for application of content in science, math, and social studies, communication skills, and literacy.

Self-discipline – Facilitates development of responsibility for personal health, safety, and fitness. Improved judgment – Influences moral development and students assume leadership roles, cooperate with others, and accept responsibility for their own behavior.

Stress reduction – Physical activity becomes an outlet for releasing tension and anxiety and facilitates emotional stability and resilience.

*Students are required to bring a pair of shorts or sweatpants and a T-shirt that are left in the locker room. It is never good to wear the same clothing in school that is worn in physical education. It is highly recommended to wear some type of athletic shoe.

Grades 7 and 8 Physical Education (Year Long, Every Other Day)

Physical education at Horizon East emphasizes health-related fitness and developing the skills and habits necessary for a lifetime of activity. These courses provide students with opportunities to achieve and maintain a health-enhancing level of physical fitness and increase their knowledge of fitness concepts. The program includes skill development and the application of rules and strategies in the following different sport related forms: health-related fitness activities (cardiorespiratory/aerobic endurance, muscular strength and endurance, flexibility), team sports, individual and dual sports, outdoor pursuits, and recreational games. Ongoing assessment includes both written and performance-based skill evaluations.

Grade 8 Healthy Lifestyles (Quarter)

Grade 8 healthy lifestyles is a required one-quarter class that prepares students to deal with the adjustments required of adolescents as they transition into adulthood. The goal of this course is to provide students with knowledge and tools that they can transfer into real-life situations. Decision-making skills will be practiced across all subject areas. Instruction will include class discussion, notes, group activities, videos, guest speakers, and reflection. The course will cover risks, addictions, effects, refusals skills, and awareness of the following topics:

        • Decision Making                • Goals Setting        • Bullying/Cyberbullying

        • Mental Health (disorders, addictions, illness, etc.)        • Alcohol

        • Reproductive Growth & Development                • STDs

        • Dating Violence                • Drugs                • Tobacco

Science

Since the publication of the National Science Education Standards by the National Research Council in 1996, the teaching of science in grades K‐12 has undergone a gradual revolution. Instead of presenting science as a collection of isolated facts, teachers strive to help each student develop the ability to conduct scientific inquiry, a gain a strong understanding of scientific concepts and how they are connected, and develop an understanding of the nature and history of science.

Grade 7 Life Science (Year Long)

Life science is a study of living organisms and their interaction with their habitat. This course covers four major units: cells and heredity, diversity of life, human biology and environmental science. Hands-on labs provide the students opportunities to show their ability to learn kinesthetically.

Grade 8 Earth Science (Year Long)

This course explores units in the areas of meteorology, geology and astronomy. The big ideas of the

earth science course are the scaffolding for the course’s units and lessons. Each unit covered in class

ties to at least one big idea. Most units also tie to big idea 1, that science is a way of knowing.

1. Science is a way of knowing. Scientists don't have an answer key; they figure out why things are the

    way they are.

2. Earth’s systems – like the ocean, land, or atmosphere – may be represented by and analyzed with

    maps, images, and Geographic Information Systems (GIS).

3. The surface of Earth is being worn down, reshaped, and built up by geologic processes; many

    processes operate at the same time.

4. The Earth and life on earth have a history of change. The clues to understanding those changes are

    in the rocks.  

5. The movement of air transports heat and moisture around the Earth making weather change and

    causing different climates to form.

6. The Earth and Moon are part of a larger solar system and all bodies in that system are in motion.

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Social Studies                

The National Council for the Social Studies states “the primary purpose of social studies is to help young people make informed and reasoned decisions ...as citizens of a culturally diverse, democratic society.” It is with this in mind that the Moorhead School District’s middle school social studies program is aligned to the Common Core State Standards and the Minnesota Social Studies Standards. The goal is to prepare students to become responsible and respectful global citizens, to contribute to their economic well-being and that of their families and communities, to explore and understand different perspectives, and to enjoy productive and satisfying lives. With these guiding standards, Moorhead Area Public Schools provides opportunities for every student to be college and career ready by developing the knowledge and skills essential for success in the 21st century.

Grade 7 Social Studies: United States History (Year Long)

U.S. History features history as the lead discipline with a strong emphasis on citizenship and government. American history will be taught chronologically moving from westward expansion to the Civil War and Reconstruction, Industrialization and urbanization, Imperialism and World War I, the Depression, World War II and finally the Cold War and beyond. During each era students will be introduced to the economic changes in America and efforts to reform the American government and social fabric. Students learn about people, issues and events significant to this nation’s history from 1800 to the current era. Finally, students will gain an appreciation for the unique nature of the United States and the freedom it provides.

Grade 8 Social Studies: Global Studies (Year Long)

Global studies will be centered on the Minnesota grade 8 social studies standards. The standards feature geography with a strong secondary emphasis on contemporary world history. Students will build a knowledge of geography, and in addition each unit will include further investigation into issues of contemporary history, government, citizenship, and economics. In addition to social studies content, this course will have a primary focus on developing literacy skills. Students will be expected to grow in the areas of reading, writing, civic discussion, and media and technology literacies. Students will be encouraged to be critical thinkers and real-world problem solvers. This course will prepare students with a necessary set of skills and knowledge to excel in high school.

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STEM / Project Lead The Way:

The goal is to ignite students’ passion for STEM through the STEM courses, which provide students with interactive, hands-on, group activities built around STEM concepts. Each activity is designed to emphasize collaborative learning, critical and analytical thinking, problem solving, creativity and effective experimental design. Through these activities students grow in confidence and curiosity while gaining critical 21st century skills.

Grade 7 Automation & Robotics (Quarter)

In this class, students will experience a hands-on approach to robotics using the engineering design process. The course uses VEX parts and RobotC software to build different mechanisms and create code for problem-solving robots. Highlights will include: collaborative research, sketches, team activities, evaluations and reflections. The major projects in this course are: e-portfolio Word Wall, “Our Robot” presentation, mechanisms, coding with RobotC and programming challenges.

Grade 8 Science of Technology (Quarter)

The Science of Technology course is based on the STEM fields and explores project-based learning through the bridge project and the CO2 car project. Students will refine their 21st century skills as they navigate their way through the engineering design process. The projects incorporate and encourage communication, collaboration, critical thinking and creativity along with other problem-solving skills. Students take the learning into their own hands by creating a digital design process document that will go into their e-portfolio showcasing their projects. The students will design, construct, test, analyze and evaluate bridges and CO2 cars. Both projects start with background research then work through developing and making a prototype. The CO2 car project also will incorporate reverse engineering skills using the Autodesk 3D modeling software.

World Language

The world language program provides world-readiness by preparing students to participate in a multilingual environment that values other cultures, with the goal of developing functional proficiency in world languages. The world language program incorporates a proficiency-based curriculum that enables students to use the world language in real-life situations in an immersion setting. World language teachers use engaging resources to meet the needs of their diverse leaders.

Grade 7 Exploratory Spanish (Quarter)

This nine-week exploratory course is designed to make learning Spanish enjoyable. The goals were created to give the middle school students a positive experience and to enhance their desire to take a high school Spanish course. Students will learn some basic Spanish vocabulary, along with cultural information about the many Spanish-speaking countries.

Grade 7 Advanced Spanish (Quarter)

Prerequisite: Students must have completed K-5 Spanish Immersion Program and grade 6 Advanced Spanish. This course is designed to continue bridging the gap between the elementary Spanish Immersion Program and the high school Spanish program. Students will review what was taught in grade 6, build new vocabulary, read and write short stories in Spanish, practice speaking and listening, and will focus on many grammar points that are covered in Spanish 1 and 2 at the high school level.

Grade 8 Advanced Spanish (Quarter)

Prerequisite: Students must have completed K-5 Spanish Immersion Program, grade 6 Advanced Spanish, and grade 7 Advanced Spanish. This course is designed to continue preparing Spanish immersion students for high school Spanish. Students will review what they learned in grades 6 and 7 Advanced Spanish, build new vocabulary, read and write short stories in Spanish, practice speaking and listening, and focus on many grammar points that are covered in Spanish 2 at the high school level. At the end of this quarter class, students will take a Spanish placement test that will determine the level of Spanish they will start in when they get to high school.

Grade 8 Chinese (Quarter)

This course is designed for beginners. It is focused mainly on listening and speaking rather than reading and writing. Students will learn some basic Chinese expressions. Students also will explore different topics of Chinese culture. This course is full of fun and offers an interesting environment to students, which can raise students’ interest in learning Chinese and make them feel Chinese is not so difficult.

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