Redland Middle School
2015 – 2016
Course Offering Booklet
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Redland Middle School
www.montgomeryschoolsmd.org/schools/redlandms
January 2015
Dear Students and Parents:
In alignment with our school vision of providing a positive, respectful, and engaged community of learners focused on
academic achievement, personal development, and social responsibilities for all students, our staff has worked hard to put
together a comprehensive and rigorous course offering program for our students here at Redland.
Along with this bulletin, you will receive a copy of the official Montgomery County Public Schools (MCPS) Guide to the
Middle School Program. That publication is an additional resource for you to use in making informed decisions regarding
your child’s course selection.
As you review this document and prepare to select your courses for the 2015 – 2016 school year, I encourage you to
carefully review all of the information closely and to work with your child’s counselor and teachers to plan for the most
beneficial and rigorous course of study for your child. You should be selecting courses that are going to provide a
pathway that will challenge and prepare your child to be competitive and successful not only in high school, but also after
your child graduates.
We strive to meet the needs of all students and continue to build our instructional program around this goal. The careful
planning and academic decisions made by students, parents and staff during the registration process will minimize
schedule changes and instructional program disruptions when the school year begins in August. Please note that this
current list of course offerings is our preliminary list, and it may change based on student requests, staffing levels received
from the county, and the certification/qualifications of our staff. Through the summer, we will work to communicate any
changes and updates with all of our families, as the need arises.
Redland is an exceptional place of learning where the school community works in a true partnership to help students
achieve their personal best. I am looking forward to working with you and your family to continue the tradition of
excellence in teaching and learning at Redland Middle School.
Sincerely,
Everett Davis, Principal
Office of the Principal
6505 Muncaster Mill Road • Rockville, Maryland 20855 • 301-840-4680
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Redland Middle School
6505 Muncaster Mill Road
Rockville, MD 20855
http://www.RedlandMS.org
Administrative Staff
Principal
Assistant Principal
Assistant School Administrator
Everett Davis
Matt Johnson
Shenice Brevard
301-840-4680
301-840-4680
301-840-4680
Andrew Hirshorn
Christine Gecoma
Andrew Finch
Andy Hwang
Andrew Hirshorn
Andrew Hirshorn
Andrew Finch
Michelle Lugo
Walter Geddes
Jennifer Douville
Andrew Finch
301-840-4680
301-840-4680
301-840-4680
301-840-4680
301-840-4680
301-840-4680
301-840-4680
301-840-4680
301-840-4680
301-840-4680
301-840-4680
Dana Geddes
Jill Pencek
Laura Huber
301-840-4680
301-840-4680
301-840-4680
Jennifer Ehlers (2015 – 2016 Grade 6,
Grade 8 A-L)
Jay Megary (2015 – 2016 Grade 7,
301-840-4690
Departmental Content Specialists
Art
English
ESOL
Mathematics
Music
Physical Education / Health Education
Reading
Science
Social Studies
Special Education
World Languages
Interdisciplinary Team Leaders
Grade 6
Grade 7
Grade 8
School Counselors
Department Chair
Counselor
301-840-4690
Grade 8 M-Z)
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Table of Contents
Welcome to Middle School ............................................................................................................................................ 6
Building our Future Together ....................................................................................................................................... 7
Community Engagement and Communication .............................................................................................................. 7
How Parents Can Help ................................................................................................................................................. 7
Website ........................................................................................................................................................................ 8
Edline .......................................................................................................................................................................... 8
Middle School Instructional Overview .......................................................................................................................... 8
Mathematics Pathways ................................................................................................................................................10
Partnership for Assessment of Readiness and College and Careers PARCC)…………………………………………...10
English for Speakers of Other Languages (ESOL) ......................................................................................................11
Level 1 ........................................................................................................................................................................11
Level 2 ........................................................................................................................................................................11
Level 3 ........................................................................................................................................................................11
Level 4 ........................................................................................................................................................................11
Level 5 ........................................................................................................................................................................12
Special Education Instruction ......................................................................................................................................12
Section 504 ....................................................................................................................................................................12
Middle School Course Load..........................................................................................................................................13
School Programs ...........................................................................................................................................................14
Alternative Programs ..................................................................................................................................................14
Extended Learning Opportunities ................................................................................................................................14
Comprehensive School Counseling Program ...............................................................................................................14
School Library Media Integrated Program ...................................................................................................................15
General Middle School Information.............................................................................................................................16
Grading and Reporting ................................................................................................................................................16
Academic Eligibility ...................................................................................................................................................16
Extracurricular Activities ............................................................................................................................................16
Interscholastic Sports ..................................................................................................................................................16
Health Forms Documentation ......................................................................................................................................16
George B. Thomas, Sr. Learning Academies “Saturday Schools” ................................................................................16
School Safety and Security ..........................................................................................................................................16
Planning for the Future................................................................................................................................................17
High School Credit ........................................................................................................................................................18
High School Credit in Middle School ..........................................................................................................................18
Maryland Diploma Requirements ................................................................................................................................18
MCPS Graduation Requirements .................................................................................................................................19
Student Service Learning ............................................................................................................................................19
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Assessment Requirements for Graduation ...................................................................................................................19
Technology Education Requirements for Graduation ...................................................................................................19
Grade 6 Course Offerings .............................................................................................................................................20
English........................................................................................................................................................................20
Mathematics ...............................................................................................................................................................20
Reading ......................................................................................................................................................................21
Science .......................................................................................................................................................................22
Social Studies .............................................................................................................................................................22
Physical Education ......................................................................................................................................................23
Outdoor and Environmental Education ...................................................................................................................... 244
Grade 7 Course Offerings .............................................................................................................................................25
English........................................................................................................................................................................25
Mathematics ...............................................................................................................................................................25
Reading ......................................................................................................................................................................27
Science .......................................................................................................................................................................28
Social Studies .............................................................................................................................................................28
Physical Education ......................................................................................................................................................28
Grade 8 Course Offerings .............................................................................................................................................30
English........................................................................................................................................................................30
Mathematics ...............................................................................................................................................................30
Reading ......................................................................................................................................................................31
Science .......................................................................................................................................................................32
Social Studies .............................................................................................................................................................32
Physical Education ......................................................................................................................................................33
Grades 6 – 8 Elective Course Offerings ........................................................................................................................34
World Languages ........................................................................................................................................................34
Vocal Music ................................................................................................................................................................35
Instrumental Music .....................................................................................................................................................35
Art ..............................................................................................................................................................................37
Computer Science .......................................................................................................................................................37
Parent Request for Change of Recommended Placement ...........................................................................................39
Student Request for Change of Recommended Placement……………………………………………………………..40
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Welcome to Middle School
Middle school education prepares students academically for high school, college, and the workplace. All students have the
opportunity to reach their academic potential, to learn higher-order thinking skills, and to develop their abilities to find
and analyze information, to pose problems and seek solutions, to persevere, to collaborate, and to take responsibility for
their own learning.
According to “This We Believe”, published by the National Middle School Association, effective middle schools have—
 a shared vision;
 educators who are committed to young adolescents;
 a positive school climate;
 an adult advocate for every student;
 family and community partnerships;
 high expectations for all;
 a challenging and exploratory curriculum;
 varied instructional practices;
 assessments and evaluations that promote learning;
 health, wellness, and character education programs;
 comprehensive guidance policies and support services;
 seamless vertical articulation; and
 a belief in the synergistic value of the team.
These core areas, the characteristics of an effective middle school outlined in “This We Believe”, and the seven elements
of the MCPS Middle School Reform Initiative, are all aligned with one another and specify those areas that are critical to
a high-quality middle school educational program.
Locally, the MCPS middle school principals and other leaders believe that the middle years are pivotal in defining every
child’s academic, social, and emotional development and in determining their future success. Our adolescent learners are
faced with ever-increasing challenges in their lives and in the world around them; therefore, we must provide an
educational program that both meets their unique needs and prepares them to be competitive in high school, college, the
workplace, and in our global society.
The middle school experience is integral to the adolescent learner's success. The use of technology is another component
of the reform plan that engages students in their learning. Many middle school classrooms are equipped with a
Promethean Board, providing interactive technology that enhances instruction by actively involving students in the lesson
to assess student learning, hands-on instructional tools, and multimedia resources that provide real-time information to
support lessons. All middle schools offer rigorous and challenging academic programs, elective courses, sports and
extracurricular activities, and special programs to address the academic, social, and emotional characteristics of early
adolescents. In addition, guiding principles that can be found in all middle schools include:
 ensuring a safe and supportive school environment,
 creating a caring adult-child mentoring relationship for every student, and
 developing a cooperative parent-school communication system.
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Building our Future Together
Our Strategic Planning Framework focuses on three key competency areas: Academic Excellence, Creative Problem
Solving, and Social Emotional Learning. The central services staff will align its work with the needs of schools through
analysis of individual school data and allocation of resources. Additionally, based on professional development,
community engagement, and strategic interventions, every school and office will engage in professional learning activities
focused on school improvement.
Community Engagement and Communication
As reflected in the MCPS Strategic Plan, it is an academic priority to strengthen family-school relationships and continue
to expand civic, business, and community partnerships that support improved student achievement. Research has
demonstrated that family and community involvement increases student achievement. Therefore, it is important that
parents receive information that enables them to be knowledgeable about curriculum and instructional programs in order
to make informed decisions about their children’s education.
How Parents Can Help
You want your child to succeed in school and in life. There are many ways to encourage him or her to achieve. The
following are some of the many ways you can help your child get the most out of middle school:
 Set high expectations for your child. Make it clear that school should be a top priority.
 Encourage your child to complete challenging work.
 Dedicate at least 15 minutes each day to talking with your child and reading with him or her.
 Provide a quiet place for your child to study.
 Help your child with his or her homework.
 Limit the amount of television your child watches and discuss the programs.
 Limit the amount of time your child spends playing video games.
 Monitor your child’s Internet activities.
 Volunteer to help with school activities.
 Talk with your child’s teachers regularly about your child’s progress.
(Adapted from “A Parent’s Guide to Achievement Matters Most”, Maryland State Department of Education.)
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Website
Each middle school has an individual website. Please visit the MCPS website, www.montgomeryschoolsmd.org and the
Middle School Instruction and Achievement website www.montgomeryschoolsmd.org/curriculum/middleschool/. Both
websites contain valuable information about the school system and other pertinent information about middle school.
Edline
Edline is the classroom-to-home communication system used by MCPS. Edline provides parents and students with a
secure environment in which to find information about student progress and grades. Parents and students can access this
password-protected classroom-to-home communication system via the Internet 24 hours a day. It is our understanding that
a new system will be used during the 2015-2016 school year. Please stay tuned for additional information as it becomes
available.
Middle School Instructional Overview
MCPS middle schools set high expectations for student performance by implementing educational experiences that ensure
rigor and challenge, to maximize the learning potential of all students. While each school establishes its own daily
schedule and unique experience/activities/programs that extend middle school students learning, the information in this
brochure describes the common components of all middle schools.
MCPS is committed to providing the best possible transition from elementary to secondary education for your child. The
emphasis of the sixth grade program is on academic achievement and includes considerable emotional and social support
to help students adjust to the middle school program. There are opportunities within and be yond the school day for
students to have increased instructional time for intervention support and enrichment.
MCPS provides a continuum of accelerated and enriched instructional opportunities at the middle school level. All
schools offer the accelerated and enriched instruction built into the MCPS curriculum. In mathematics, high school
courses such as algebra and geometry are offered. Foreign language offerings include the option for an accelerated
program. Advanced-level courses for English, science, and social studies offer additional opportunity for acceleration and
enrichment to all students demonstrating the ability, potential, or motivation to attempt this challenging course of study.
Middle schools are organized into teams. Students at each grade level are assigned to a team and usually are taught by the
same team of teachers. The team structure ensures a comfortable, nurturing, and challenging environment for the students
who comprise each team.
Some middle schools plan an advisory period for students as an opportunity to meet in small groups with one of their
teachers. The advisory program gives students a way to make and nurture meaningful relationships with teachers and
peers. Students may engage in peer discussions on a reading assignment under the direction of the teacher, while other
students may use this time for re-teaching or re-assessing opportunities. The focus of the program varies by school.
Board of Education Policy IKB affirms “Homework is considered beneficial and important in a student’s overall program.
Teachers only assign homework that is related to the curriculum.” According to the Homework Procedures for Grades 6–
12, there are two categories of homework—homework checked for completion and homework evaluated for learning.
Homework checked only for completion may account for a maximum of 10 percent of the marking period grade.
Homework evaluated for learning counts toward the remaining portion of the marking period grade .The homework
procedures require that teachers determine and communicate the extent to which the two categories of homework count
toward the marking period grade. In addition, timely and meaningful feedback on both types of homework will be
provided and may take various forms.
It is our goal to have all MCPS students reading at or above grade level. During the school year, all middle schools
administer the reading assessment: Measure of Academic Progress in Reading (MAP-R) to provide teachers and families
with information about students’ progress in reading. MAP-R measures students’ individual reading achievement and
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provides information about student growth over time. It is administered to all students in Grades 6, 7, and 8. This
assessment provides common data points to use as students articulate from one grade level to another, and assists in
supporting instructional and program decisions for students.
Students who have been identified as needing additional support have several options in the areas of reading and
mathematics. Special reading programs (e.g., Read 180, and Corrective Reading) are provided during a period of reading
support.
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Mathematics Pathways
Mathematics Pathways
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Partnership for Assessment of Readiness for College and Careers (PARCC)
Students in grades 6-8 will take the PARCC. The PARCC assessments are designed to measure the full range of the
Common Core State Standards and full continuum of student abilities, including the performance of high and low
achieving students. The new assessments will test writing skills at every grade level, and critical-thinking and problemsolving skills in an in-depth manner. The assessments will be administered in English/Language Arts and in mathematics.
To effectively carry out the PARCC design, assessments in both content areas will be administered in two components, a
performance-based assessment (PBA) and an end of year assessment (EOY).
English for Speakers of Other Languages (ESOL)
To meet federally mandated Annual Measurable Achievement Objectives (AMAO) established by the Maryland State
Department of Education (MSDE), English for Speakers of Other Languages (ESOL) students must receive structured,
systematic English language development instruction aligned to the MSDE English language proficiency (ELP) state
curriculum on a regular basis. Students at varying proficiency levels may be grouped together for instruction based on
their language needs (e.g., ESOL Level 1-2--Beginners students may be grouped together in one double period class and
ESOL Level 3-4—Intermediate students may be grouped together in one single period class). ESOL students also must
receive appropriate grade-level instruction in reading/language arts, mathematics, and other academic content areas from
classroom teachers.
Level 1
This course is designed to teach English as a new language to Entering ESOL students. The four skills areas of reading,
writing, listening, and speaking are integrated as students practice oral and written language in an academic context.
Students have various learning activities that emphasize vocabulary development and oral fluency. This course meets for a
double period every day.
Level 2
This course is designed to teach English as a new language to Emerging ESOL students. Students continue to develop
proficiency in four skills areas of reading, writing, listening, and speaking are integrated as students practice oral and
written language in a variety academic contexts. Learning experiences are provided to support students as they read
informational and literary texts. Students also learn to respond to factual questions and write paragraph summaries about
their readings. This course meets for a double period every day.
Level 3
This course is designed to teach English as a new language to Developing ESOL students. The four skills areas of reading,
writing, listening, and speaking are integrated as students practice oral and written language in an academic context.
Students at this level of language proficiency understand basic vocabulary dealing with everyday home and school life.
Students learn to analyze reading passages and respond to both factual and inferential questions as they read and discuss
both literary and informational texts. Students practice speaking fluency, applying editing skills to their writing, and
composing different types of paragraphs using grammatical structures that have been taught. This course meets for a
single period every day.
Level 4
This course is designed to teach English as a new language to Expanding ESOL students. The four skills areas of reading,
writing, listening, and speaking are integrated as students practice applying language using a variety of academic
functions, academic vocabulary, and grammatical structures, in context, both orally and in writing for a variety of
academic purposes in discourse. Students practice using various reading strategies while reading a variety of literary and
informational texts. Students practice writing single-text and multiple-paragraph essays. In this course, they review known
text structures (problem and solution, sequence, main idea and detail, comparison and contrast); study text structure as a
guide to increased comprehension; and focus on cause and effect as a structure. Students study poetry, its elements, and its
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interpretation as they read, analyze, and respond to poetry. They discuss and write comparisons of related ideas in two
forms—poetry and prose. This course meets for a single period every day.
Level 5
This course is designed to teach English as a new language to Bridging ESOL students. Students practice applying
language in the four skills areas of reading, writing, listening, and speaking both orally and in writing during extended
discourse. As students expand their vocabulary and increase their control of English, they practice using sophisticated
sentence structures by connecting ideas and combining sentences to form compound or complex sentences, in context,
when speaking and writing. Students focus on expressing their ideas in a paragraph format. Emphasis is placed on
forming introductory and concluding paragraphs. Students employ the writing process to produce five-paragraph essays.
Students also select a research topic, research the topic, analyze the data, write a report, and make a presentation. In order
to become more effective essay and report writers, students learn about paraphrasing and plagiarism. While conducting
research, students practice using electronic-literacy skills. This course meets for a single period every day.
Special Education Instruction
Students with disabilities are eligible for special education and have Individualized Education Programs (IEPs) that
provide specialized instruction to address their academic needs. Data for present levels of performance are used to
develop goals and objectives that allow students to receive the appropriate required supports, services, and
accommodations. All students, regardless of their cognitive functioning, must have opportunities to receive instruction
designed to foster their involvement and progress in the general education curriculum. Utilizing strategies that will enable
students to make reasonable progress on their IEP goals and objectives relative to the content standards is a primary area
of focus.
Students may receive instruction in a variety of service-delivery models in the middle school setting to acquire skills and
knowledge. Consultation and collaboration between general and special education teachers is essential to ensure that
students have a relevant and flexible instructional program. The array of services could include, but is not limited to,
consultation from special education personnel about instruction, direct service within the general education classroom,
pullout service in a resource room, direct service within a self-contained special education classroom, or some
combination of the aforementioned.
Section 504
A student with a disability may be considered for eligibility and accommodations under Section 504 if he/she has a
physical or mental impairment that substantially limits one or more major life activities. Teachers or parents who feel a
student may meet the criteria for Section 504 eligibility may request an Educational Management Team
(EMT)/Collaborative Problem-Solving Team meeting. Each student who meets the eligibility guidelines for
accommodations under Section 504 will have a Section 504 Plan developed for him/her to use in school. The plan
specifies the nature of the impairment, the major life activity affected by the impairment, accommodations necessary to
meet the student’s needs, and the person(s) responsible for implementing the accommodations. Please visit the MCPS
website for more detailed information www.montgomeryschoolsmd.org/departments/studentservices/504/index.shtm.
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Middle School Course Load
(There are seven periods in the school day)
6th Grade
English or ESOL
Mathematics
Science
Social Studies
Physical Education / Health
Reading or World Language*
Academic Support or Elective
7th Grade
English or ESOL
Mathematics
Science
Social Studies
Physical Education / Health
Reading or World Language
Academic Support or Elective
8th Grade
English or ESOL
Mathematics
Science
Social Studies
Physical Education / Health
Reading or World Language
Academic Support or Elective
*= In 6th grade, students may be invited to enroll in a world language based on their academic performance.
**= An elective period may be either full year music (Band, Chorus, or Orchestra) or the Arts rotation.
Courses in the shaded areas are prescribed courses, and courses not in the shaded area are student selected.
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School Programs
Alternative Programs
Each middle school has been provided staffing to develop and implement a school-based alternative program. The overall
purpose of these programs is to provide supports and direct academic, social/emotional and behavior management
services to students as well as supports to staff. With ongoing guidance and monitoring, students in these programs
should be able to experience greater success and remain in the mainstream of school activities.
Extended Learning Opportunities
Middle School Extended Day and Extended Year Programs
The middle school extended learning opportunities programs consist of: extended day (afterschool) and extended year
(July). Students also have the opportunity to receive additional support after school hours during the extended-day
program. These intervention programs in reading, mathematics, and writing are designed to improve students’ skills so
they can successfully access the on-grade-level or above-grade-level curriculum. Middle schools offer extended-year
programs in the summer for those students who need support or acceleration. Those students who did not demonstrate
mastery of the grade-level objectives during the school year may take support classes to improve their skills and
performance. These courses are also designed to provide students with a preview of the objectives in reading, English, and
mathematics for the first marking period of the upcoming school year. Enrichment opportunities in mathematics are
available in the summer also, to support students who, with nurturing and additional instruction, can enroll and
successfully complete advanced-level mathematics courses while in middle school.
Comprehensive School Counseling Program
The School Counseling Program is designed to maximize the academic success and personal growth of every student
across the five domains of student development (academic, career, personal, interpersonal, and healthy development)
established by national, state, and local guidelines. School counseling support activities are designed to sustain the
successful and consistent implementation of a Comprehensive School Counseling Program. The Counseling Department
focuses on providing a positive social emotional learning environment for all students. School counselors help students
and families transitioning to middle schools by assisting with course selection and registration, interpreting cumulative
records, and facilitating the transition between grades or between school levels.
Group Counseling
Through group counseling, counselors teach skills that all students should acquire in order to be successful learners.
Counselors work with students in small-group settings or in the classroom to address skills such as decision making,
conflict resolution, anger management, organizational techniques, and career planning.
Responsive Counseling
The responsive services component of the school counseling program consists of activities that meet students’ immediate
needs and concerns. School counselors offer a range of services along the continuum of early intervention to crisis
response to meet students’ needs. Schools counselors may consult with parents, school personnel, and other community
agencies as appropriate to address issues of grief and loss, family changes, coping with school transitions, substance
abuse, and other topics of concern to students and families.
Individual Planning
Individual student planning consists of school counselors coordinating ongoing activities designed to help individual
students establish personal goals and develop future plans. School counselors coordinate activities that help all students
plan, monitor and manage their own learning as well as meet competencies in the areas of academic, career, and
personal/social development. These activities are generally delivered on an individual basis or by working with
individuals in small groups.
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School Library Media Integrated Program
This program provides access to ideas, information, and learning opportunities that enable each student to function
effectively in an information-based society. Library media learner outcomes, integrated with curriculum, are designed to
teach information-literacy skills, digital media production, and literature appreciation in a manner that meets the needs of
a diverse student population. School library media specialists support reading for personal and academic success by
evaluating and selecting both contemporary and classical literature to meet curriculum requirements for students on
various reading levels. These materials include current resources and reference materials in both print and electronic
formats.
Components of the program:
 Integration of information literacy skills with the content curriculum
 Socially responsible use of information and information technology
 Support of classroom reading instruction, reading for personal and academic success, and literature appreciation
 Development of skills in understanding, using, and producing media in various formats
 Equitable and timely access to organized collections of resources
 Diverse collections of information resources that both support curricula and encourage personal interests
 Effective use of various technologies in the classroom and library media center
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General Middle School Information
Grading and Reporting
Policy IKA, Grading and Reporting, is implemented in all schools to ensure effective communication regarding student
achievement; consistent practices within and among schools; and alignment of grading practices with standards-based
curriculum, instruction, and assessments. Grades are based on multiple and varied tasks/assessments over time within a
grading period.
Schools implement countywide standard procedures for reteaching/reassessment, homework, and grading. School staff
members explain course-specific grading procedures in writing to students and parents at the beginning of a
semester/school year or when these procedures change. Students and parents are informed about student progress
throughout the grading period and are included in the decision-making process regarding the students’ education.
Teachers in Grades 6–8 continue to report other important information, such as learning skills, separately from the
academic grade. In middle school, learning skills include participation and assignment completion.
Academic Eligibility
Students must maintain a 2.0 marking period average (MPA), with not more than one failing grade in the previous
marking period, in order to participate in extracurricular activities during the next marking period. The MPA is not the
same as the GPA. Further information can be found in MCPS Regulation IQD-RA: Academic Eligibility for High School
Students Who Participate in Extracurricular Activities:
www.montgomeryschoolsmd.org/departments/policy/pdf/iqdra.pdf.
Extracurricular Activities
All middle schools run an after-school extracurricular activities program and many have the ability to provide activity bus
service for those students who stay after the regular school day. The activities may include clubs and/or inter scholastic
sports. Students must meet MCPS academic eligibility criteria to participate in certain extracurricular activities.
Interscholastic Sports
All middle schools offer an interscholastic sports program for both boys and girls in Grades 7 and 8. The student needs to
have a current physical on file with the school to try out and participate. In addition, students must meet MCPS academic
eligibility criteria to try-out for athletic teams. The team sports that occur in the fall are boys’ and girls’ softball and coed
cross-country; in the winter, boys’ and girls’ basketball; and in the spring, boys’ and girls’ soccer. MCPS middle schools
compete against each other during the sports seasons.
Health Forms Documentation
Students entering middle school or MCPS for the first time should be examined by a physician and a dentist and
documentation should be submitted to the health room. Documentation of required immunizations either completed, in
progress, or up to date, must be submitted before students may attend school, unless they have an appointment to obtain
the documentation or immunizations within 20 calendar days of enrollment in MCPS. Incoming Grade 7 students must
have documentation of the following vaccinations: Meningitis (MCV), and Tetanus, Diphtheria and Pertussis (Tdap).
George B. Thomas, Sr. Learning Academies “Saturday Schools”
Montgomery County Public Schools host free Saturday morning programs providing enrichment, tutoring, and mentoring
for students in Grades 1–12. Saturday Schools are open to all students regardless of their home school. High school sites
include Blair, Einstein, Gaithersburg, Kennedy, Magruder, Northwest, Paint Branch, Rockville, Sherwood, Springbrook,
Watkins Mill, and Wheaton. For more information about Saturday Schools contact your local school or check the MCPS
website, www.montgomeryschoolsmd.org/departments/gbtla/ .
School Safety and Security
Student safety is a high priority at each school. Each middle school follows the MCPS Code of Conduct and has a local
school discipline policy that aligns with MCPS policies. Student Rights and Responsibilities are outlined and shared with
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all students at the start of each school year. Schools integrate character education as a component of the instructional
program. A security assistant is assigned to each middle school. Parents are encouraged to report concerns to the school
administration if they have any concerns about their children’s safety. Educating children about the Internet is the first
step in ensuring their online safety. Check out the resources at http://www.montgomeryschoolsmd.org/info/cybersafety/ .
Parents can call the CyberSafety Hotline at 301-279-3669 to report CyberSafety concerns. In addition, please contact
your child's school immediately with any concerns.
Planning for the Future
All MCPS high schools offer a variety of instructional program models to meet the needs of their students. As a middle
school student, it is important to become aware of special program options that may be available to you in high school so
that you can make the best choices based on your academic talents, interests, needs, and career goals.
Early investigation of these programs is important so that you can be sure you are selecting courses while in middle
school that meet any academic eligibility requirements. For more information about the programs, please visit the website
or contact the Division of Consortia Choice and Application Program Services at 301-649-8081. Please visit
www.montgomeryschoolsmd.org/curriculum/specialprograms/ for detailed information on high school special programs,
such as those for International Baccalaureate (IB) programs, Advanced Placement (AP) courses, Career and Technology
Education (CTE) career pathway programs, or special internships.
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High School Credit
High School Credit in Middle School
NOTE: In this middle school program guide *=denotes high school credit (see specific course for credit type).
Students may earn credit for high school courses taken in middle school in MCPS. In order for students to earn high
school credit in middle school, the school must provide the same course as in high school, including the use of the same
curriculum and high school instructional resources, and use the same high school exam. The course must be taught by a
highly qualified teacher. If you are considering enrolling your son or daughter in high school courses while in middle
school, please be aware of the following information that may affect your child’s high school transcript. No opportunity to
remove the credit or grade from the credit history will be provided.
Credit and grades for middle school students taking a high school course are awarded based on the following:
 Students must pass the course each semester.
 Students must pass the final examination at the end of the second semester.
 Middle school students who take high school courses requiring a High School Assessment (HSA) must take the
HSA in that course at the completion of the course
Students who meet these criteria, by earning an A, B, C, or D, will receive high school credit and will have these grades
count towards their MCPS high school grade point average (GPA). The credit and grade are recorded on a student’s
transcript during the first year of high school under the transcript heading “high school credit completed before entering
high school.” High school credit is awarded on the first day the student attends classes in an MCPS high school. Your
child may retake the course in Grade 7 or Grade 8 if it is available, or they may retake the course in high school. Students
may retake a high school course taken in middle school and receive the higher grade. The course will appear only once on
the transcript. Once a course is successfully retaken for a higher grade in high school, it will be reported and treated as a
course taken in high school. Students in Grades 6–8 who wish to retake a high school course must complete MCPS form
560-55: Request to Retake High School Course Taken in Middle School. No opportunity to remove the credit or grade
from the credit history will be provided.
All courses approved for earning high school credit in middle school follow the procedures outlined above.
Maryland Diploma Requirements
The state of Maryland authorizes one diploma for all high school graduates, based upon successful fulfillment of four
categories of requirements: enrollment, course credit, student service learning (SSL), and Maryland assessments. MCPS
requirements that extend state requirements are designated below with a double asterisk (**). All requirements are
summarized in the table below.
Students shall be enrolled in a Montgomery County Public School and have earned a minimum of 22 credits (unless a preapproved MCPS alternative is satisfied) that include the following:
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English
Fine Arts
Health Education
Mathematics
Physical Education
Science
Social Studies
Technology Education
Electives: The additional credits
required for graduation may be
fulfilled by one of the following
three options:
MCPS Graduation Requirements
4 credits
1 credit
0.5 credit
4 credits (1 algebra credit, 1 geometry credit) Students who successfully complete a calculus
course may be exempted from this 4-credit requirement.
1 credit
3 credits (1 biology credit and 1 physical science credit must be included)
3 credits (1 U.S. History credit; 1 World History credit; and 1 National, State, and Local
Government credit)
1 credit (Allowed courses depend on graduation year.) See information at
www.montgomeryschoolsmd.org/departments/cte/
OPTION 1
OPTION 2
OPTION 3
2 credits in a foreign
4 credits in a state-approved
language OR 2 credits in
2 credits in advanced technology
career and technology program
American Sign Language education AND 2.5 credits in elective
AND 0.5 credit in electives
AND 2.5 credits in elective
courses
courses
courses
Student Service Learning
The SSL program in MCPS promotes a culture of student involvement and student responsibility through civic
engagement. SSL is a graduation requirement in Maryland. 75 SSL hours are required for graduation. The specific SSL
hour requirement and other SSL information are shown at http://mcpsssl.org. MCPS students begin fulfilling this
requirement the summer after Grade 5 and continue to accrue SSL hours through high school. Preparation, action, and
reflection are the three phases of service learning that distinguish SSL from traditional volunteering and community
service efforts. All activities for which SSL hours are desired must occur in a public place, be secular in nature, and be
supervised by a representative from a nonprofit, tax-exempt organization. Parents and relatives may not directly supervise
a student. Participating community organizations tagged as “Approved SSL MCPS” and opportunities tagged “MCPS
SSL Approved” at the website http://mcpsssl.org MCPS Form 560-51, Student Service Learning Activity Verification, is
required to document all activities for which SSL hours are desired.
Students are awarded 10 SSL hours at the end of each middle school year for their full participation in the SSL activities,
with completion of the following middle school courses: Science (6th grade), English (7th grade) and World Studies (8th
grade).
Assessment Requirements for Graduation
Maryland High School Assessments are end-of-course tests related to the MCPS courses Algebra 1, Biology, English 10,
and Government. All students enrolled in an HSA course are required to take the appropriate HSA upon completion of the
course. The Maryland State Department of Education (MSDE) has designed the tests to measure student achievement and
school performance, providing valuable information to students, parents, and schools. Maryland high school students must
meet the HSA requirements in order to receive a Maryland High School Diploma.
The Maryland High School Assessments for Algebra/Data Analysis and English also serve to meet the Maryland School
Assessment (MSA) math and reading requirements of the federal No Child Left Behind Act (ESEA). For details visit the
MSDE website www.marylandpublicschools.org/.
For more information about the HSA visit http://hsaexam.org/about.html, contact your local high school, or contact the
MCPS High School Instruction and Achievement team at 301-517-5007.
Technology Education Requirements for Graduation
To satisfy MSDE high school graduation requirements, students are required to take a state-approved technology
education course. MCPS technology education courses that meet this requirement are designated TE. Note that MCPS
eLearning offers Foundations of Technology A/B in an online format during the summer.
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Grade 6 Course Offerings
English
The English courses in middle school integrate the five English/ language arts processes (reading, writing, listening,
speaking, and viewing) and the two contents (language and literature) in a thematic organization of four units. Students
read, analyze, and study different genres related to each of the themes and complete required common tasks. The common
tasks focus primarily on the writing process for four types of writing—textual analysis, argument, research and synthesis,
creative and reflective—and they include the use of information, word processing, and presentation technology to address
a variety of language skills. Instruction in reading and writing strategies, grammar and sentence composing, and
vocabulary is embedded in every unit. All students develop portfolios and revisit their compositions as they work to
strengthen their writing skills. Developing critical thinking is an essential component of the instructional approach.
English 6
This course integrates the five English/ language arts processes (reading, writing, listening, speaking, and viewing) and
the two contents (language and literature) in a thematic organization of four units. Rigor and challenge are essential
components of the instructional approach to English 6 and are further emphasized in the William and Mary language arts
program. Instruction in reading and writing strategies, grammar, and vocabulary is embedded in every unit.
Teachers will implement the curriculum through the following thematic units:
 Unit 1: Foundations
 Unit 2: Adventures
 Unit 3: Challenges and Barriers
 Unit 4: Artistic Choices
Students read, analyze, and study different genres related to each of the themes and complete required common tasks.
The common tasks focus primarily on the writing process for four types of writing—textual analysis, argument, research
and synthesis, creative and reflective—and they include the use of information, word processing, and presentation
technology to address a variety of language skills. Students have opportunities to present their work orally and through
the medium of technology. All students develop portfolios and revisit their compositions as they work to strengthen their
writing skills.
Advanced English 6
This course is designed for able and motivated students with a lively interest in the power and versatility of language. In
preparation for advanced middle and high school English courses, students read challenging texts written in various time
periods and rhetorical contexts. Students develop their ability to express ideas with clarity and precision by writing
increasingly complex compositions for a variety of purposes, including literary analysis, persuasion, and research.
Mathematics
The goal of the Montgomery County Public Schools pre-K–12 mathematics program is for all students to achieve
mathematical proficiency through mastery of mathematical skills, concepts, and processes. The end result is the ability to
think and reason mathematically and use mathematics to solve problems in authentic contexts. The middle school
mathematics curriculum is organized by course, not by grade level. Please refer to the Pathways to Success in
Mathematics Chart in this bulletin. The courses in Grade 6 are described below.
Curriculum 2.0 Math 6
This course is for students who have completed the kindergarten to Grade 5 mathematics curriculum. Students in Math 6
will go on to either Math 7 or Investigations into Mathematics the following year. Units of study TBD.
Curriculum 2.0 Investigations into Mathematics (IM)
Curriculum 2.0 (C2.0) Investigations into Mathematics (IM) extends students’ understanding of mathematical concepts
developed in C2.0 Mathematics 6 and accelerates the pace of instruction to prepare for C2.0 Algebra 1. This course
compacts all of the Grade 7 Common Core State Standards and much of the Grade 8 Common Core State Standards into a
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single year. Students who successfully complete C2.0 IM are prepared for C2.0 Algebra 1 in Grade 8. The remaining
Grade 8 CCSS are compacted into the C2.0 Algebra 1 course. Instruction for C2.0 IM will focus on four critical areas: (1)
developing a unified understanding of number, recognizing fractions, decimals (including both those that have a finite or a
repeating decimal representation), and percents as different representations of rational numbers; (2) using linear equations
and systems of linear equations to represent, analyze, and solve a variety of problems; (3) comparing two data
distributions and reasoning about differences between populations; (4) analyzing geometric relationships in order to solve
real-world mathematical problems.
C2.0 IM focuses on the Standards for Mathematical Practice to build a climate that engages students in the exploration of
mathematics. The Standards for Mathematical Practice are habits of mind applied throughout the course so that students
see mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem
situations. Through this course, students will . . .
 Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide positive
and negative rational numbers.
 Create and interpret numerical and algebraic expressions and equations in one variable.
 Develop understanding of proportionality through the use of linear equations and systems of equations to solve and
graph single- and multi-step real world and mathematical problems.
 Reason about geometric relationships among two-dimensional and three-dimensional figures.
 Compare two data distributions and generate data sets by random sampling.
 Investigate chance processes and develop, use, and evaluate probability models.
Topics of Study: *
 Rational Numbers and Exponents
Apply and extend previous understandings of operations with fractions to rational numbers.
Develop understanding of irrational numbers by using rational approximations.
Develop understanding of radicals and integer exponents.
 Proportionality and Linear Relationships
Analyze proportional relationships and use them to solve problems.
Understand the connections between proportional relationships, lines, and linear equations.
Analyze and solve linear equations and pairs of simultaneous linear equations.
 Statistics and Probability
Use random sampling to draw inferences about a population and compare two populations.
Develop understanding of probability models.
 Creating, Comparing, and Analyzing Geometric Figures
Construct and describe geometric figures through understanding of congruence and similarity.
Investigate angle measures, area, surface area, and volume of geometric figures.
* The topics of study listed above may not necessarily be taught in the order listed.
.
Reading
Digital Literacy 1 (Replaces Reading 6 and Advanced Reading 6)
The Digital Literacy 1 curriculum focuses on developing critical and creative thinking through reading, writing, speaking,
listening, and viewing in a 21st Century approach. Working through a problem-based process, students learn to define real
world problems of interest, research the causes of those problems using real-time global texts and then create solutions to
address the problems. Students will advance their understanding of comprehension, analysis, and evaluation of text as
well as vocabulary acquisition through reading complex informational and argumentative texts in a technology-rich
medium. Students will collaborate regularly both through the research and the solution phases of their investigations.
Students’ curiosity and motivation will engage the students in their investigations while learning and refining the
processes that will enrich all other courses and prepare them for college and career projects.
21
Developmental Reading (Reading REWARDS)
REWARDS is an intensive reading intervention class for special education students and focuses on strengthening
decoding and writing skills. Students are assigned to this intervention based on their IEP and a variety of assessments.
The REWARDS Reading Intervention class uses REWARDS Intermediate, REWARDS Writing, and Reading Assistant.
REWARDS Intermediate is a direct instruction, decoding intervention that teaches students strategies to decode multisyllabic words. REWARDS Writing is a direct instruction, writing intervention that features step-by-step lessons to teach
sentence writing and revising. Reading Assistant is a software program that is used throughout the year to supplement the
REWARDS Intermediate and REWARDS Writing Program. It allows students to practice independent oral reading. The
program combines speech recognition and verification technology to help students develop fluency, vocabulary and
comprehension.
Science
The middle school science program allows students to investigate both the concepts and process skills of science. At each
grade level, topics in earth science, biology, chemistry, and physics are interconnected to show students the relationships
that exist between the sciences and the natural world. Inquiry and laboratory investigations are an integral part of the
program. Problem solving and online investigations are used continually to allow students to investigate authentic
problems and reinforce science concepts. The middle school science program was developed through a National Science
Foundation grant and reflects the Maryland and National Science Content Standards. High expectations and differentiated
instruction allow all students a challenging and engaging access to science.
Investigations in Science 6 (IS6)
IS6 is a problem/project-based curriculum. Instruction is interwoven around a relevant problem/project to allow a focus
for student learning. Students engage in minds-on inquiry and hands-on explorations, productive discourse, and
purposeful reading and writing. Units studied in IS6 center around topics related to matter, ecosystems, human impact on
the environment, energy and waves. Students engage in science, technology, engineering, and mathematics (STEM) in
order to propose solutions to identified problems.
Dissection is one of the many instructional methods that may be used in middle school science. Students may request
one of the teacher’s alternatives to dissection in these classes. Alternatives may include such materials as videotapes,
charts, diagrams, and textbook overlays.
Social Studies
The social studies program in middle school builds chronological and thematic understanding of world and United States
history, while also developing the social studies strands of geography, economics, political systems, and culture. Each
social studies unit is organized around a historical era and a social studies strand. A mix of modern content and the lessons
of history provide the background knowledge and thinking skills that prepare students for high school instruction and their
responsibilities as citizens.
In Grades 6 and 7, the focus of study is on ancient world history and culture from Asia, Africa, Europe, and Latin
America. In Grade 8 students learn about the founding and early development of our nation from the Revolution through
Reconstruction. At all grade levels, students build understanding of the modern world by applying concepts of geography,
economics, political systems, and culture to present-day scenarios.
22
Advanced World Studies 6
This course provides enriched opportunities for learning about ancient world history. Building on the current four units of
Grade 6 world studies, students will deepen their understanding of the rich cultures and history from the earliest human
settlements to great civilizations of the year 1000 CE. Students are challenged to analyze archaeological evidence, ask
questions to further their knowledge, and understand history as an ongoing investigation.
Teachers will implement the curriculum in Grade 6 as follows:
 Unit 1: Patterns of Settlement in the Ancient and Modern Worlds
 Unit 2: Citizenship and Governance in Classical and Modern Times
 Unit 3: The Impact of Economics in Ancient and Modern China
 Unit 4: Cultural Systems: The First Millennium and Today
Physical Education
Grade 6 Physical Education
The middle school physical education program focuses on health-related fitness, movement skills and concepts, and
personal and social responsibility. Each physical education unit challenges students to better understand the benefits of
physical activity towards fitness, fundamentals of efficient movement in physical activity and sport, and the essentials of
responsibility in a movement setting. The learning tasks in physical education emphasize and teach problem-solving and
decision-making skills. Students participate in games and activities that promote fitness, develop tactical awareness, and
indoctrinate social qualities.
By the end of Grade 6, students should know and be able to do the following:
Health-Related Fitness:
 Define and compare the health-related fitness components, including aerobic capacity/cardiorespiratory fitness,
muscular strength, muscular endurance, and flexibility.
 Define the exercise principles of overload, specificity, and progression.
 Develop a personal fitness plan using the Frequency, Intensity, Time, and Type (F.I.T.T.) Formula.
 Define and calculate target heart rate.
 Movement Skills and Concepts:
 Perform fundamental movement skills essential to physical activity and sport.
 Demonstrate creative skill combinations, such as tumbling sequences and dances.
 Create a personal movement (practice) plan.
 Personal and Social Responsibility:
 Perform tasks effectively with others in physical activity settings.
 Acquire and maintain relationships which develop a sense of community in physical activity settings.
 Establish and modify personal goals.
Comprehensive Health Education
Comprehensive Health Education promotes positive health-related attitudes and behaviors that support self-reliance and
self-regulation while developing health literacy and lifelong wellness. The life skills emphasized throughout the program
include setting goals; making decisions; identifying beliefs, attitudes, and motivations; assessing information; and
advocating for personal, family, and community health. This nine-week course includes the following seven units: mental
and emotional health; tobacco, alcohol, and other drugs; nutrition and fitness; safety and injury prevention; family life and
human sexuality; and disease prevention and control.
23
Outdoor and Environmental Education
Every Grade 6 MCPS student has the opportunity to participate in outdoor and environmental learning through authentic,
engaging, and interdisciplinary experiences at the Residential Outdoor and Environmental Education Program. Using the
natural world as both a laboratory and classroom, literacy and mathematical skills are integrated into the outdoor
education experiences. The course of study does the following:
 Provides students with field experiences where scientific processes are used to investigate the environment, and
where components of the MCPS Grade 6 curriculum are taught in a real-world setting. Students actively
participate in Chesapeake Bay watershed lessons, including stream quality analysis and an in-depth study of
predator-prey relationships.
 Engages students in learning experiences during which they apply classroom knowledge and practice problemsolving strategies.
 Fosters inquiry, collaboration, and thinking in an atmosphere that utilizes various learning modalities and allows
for informal and formative assessment.
 Builds positive interpersonal relationships as students learn and practice positive human relations skills with their
peers and teachers.
 Encourages students to be active stewards of the environment in their daily life.
At the Grade 6 Outdoor and Environmental Education Program, students stay in dormitory-style housing at one of three
sites. There is a fee charged for this program, set by the Board of Education, but funds exist for any student who may have
difficulty meeting the financial requirements of the program. All students are strongly encouraged to attend the residential
outdoor and environmental education experience.
24
Grade 7 Course Offerings
English
The English courses in middle school integrate the five English/ language arts processes (reading, writing, listening,
speaking, and viewing) and the two contents (language and literature) in a thematic organization of four units. Students
read, analyze, and study different genres related to each of the themes and complete required common tasks. The common
tasks focus primarily on the writing process for four types of writing—textual analysis, argument, research and synthesis,
creative and reflective—and they include the use of information, word processing, and presentation technology to address
a variety of language skills. Instruction in reading and writing strategies, grammar and sentence composing, and
vocabulary is embedded in every unit. All students develop portfolios and revisit their compositions as they work to
strengthen their writing skills. Developing critical thinking is an essential component of the instructional approach.
English 7
This course integrates the five English/ language arts processes (reading, writing, listening, speaking, and viewing) and
the two contents (language and literature) in a thematic organization of four units. It builds on the students’ experiences in
English 6 but involves greater rigor and challenge in its approach to the study of English. Teachers will implement the
curriculum through the following thematic units:
 Unit 1: Identity
 Unit 2: A Sense of Place
 Unit 3: Perspectives
 Unit 4: Expressions
Students in English 7 examine language and literature in the context of the challenges people face. Students read, analyze,
and study different genres related to each of the themes and complete required common tasks. Anchor texts include
multicultural, contemporary, and classic titles. The common tasks focus primarily on the writing process for four types of
writing—textual analysis, argument, research and synthesis, creative and reflective—and they include the use of
information, word processing, and presentation technology to address a variety of language skills.
Students have opportunities to present their work orally and through the medium of technology. Instruction in reading and
writing strategies, grammar, and vocabulary is embedded in every unit. All students develop portfolios and revisit their
compositions as they work to strengthen their writing skills. English 7 prepares students—through activities integrated
into each thematic unit—for county, state, and national assessments.
Advanced English 7
This course is designed for able and motivated students with a lively interest in the power and versatility of language. In
preparation for Advanced English 8 and advanced high school English courses, students read challenging texts written in
various time periods and rhetorical contexts. Students develop their ability to express ideas with clarity and precision by
writing increasingly complex compositions for a variety of purposes, including literary analysis, persuasion, and research.
Mathematics
The goal of the Montgomery County Public Schools pre-K–12 mathematics program is for all students to achieve
mathematical proficiency through mastery of mathematical skills, concepts, and processes. The end result is the ability to
think and reason mathematically and use mathematics to solve problems in authentic contexts. The middle school
mathematics curriculum is organized by course, not by grade level. Please refer to the Pathways to Success in
Mathematics Chart in this bulletin. Courses available in Grade 7 are described below.
Math 7
Curriculum 2.0 (C2.0) Mathematics 7 extends students’ understanding of mathematical concepts developed in C2.0
Mathematics 6. Instruction at this level will focus on four areas: (1) developing understanding of and applying
proportional relationships; (2) developing understanding of operations with rational numbers and working with
expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions,
and working with two– and three–dimensional shapes to solve problems involving area, surface area, and volume; and (4)
25
drawing inferences about populations based on samples. Students who successfully complete this course will be ready for
C2.0 Mathematics 8 in Grade 8, strengthening their foundation for the Common Core State Standards Algebra 1 in Grade
9.
Curriculum 2.0 (C2.0) Mathematics 7 focuses on the Standards for Mathematical Practice to build a climate that engages
students in the exploration of mathematics. The Standards for Mathematical Practice are habits of mind applied
throughout the course so that students see mathematics as a coherent, useful, and logical subject that makes use of their
ability to make sense of problem situations. Through this course, students will . . .
 Develop understanding of proportionality to solve and graph single- and multi-step real world and mathematical
problems.
 Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide positive
and negative rational numbers.
 Create and interpret numerical and algebraic expressions and equations in one variable.
 Reason about geometric relationships among two-dimensional and three-dimensional figures.
 Compare two data distributions and generate data sets by random sampling.
 Investigate chance processes and develop, use, and evaluate probability models.
Topics of Study: *
 Ratios and Proportional Relationships
Analyze proportional relationships and solve real-world and mathematical problems.
 The Number System
Apply and extend previous understandings of operations with fractions to rational numbers.
 Expressions and Equations
Use properties of operations to generate equivalent expressions.
Create, interpret, and solve numerical and algebraic expressions and equations.
 Geometry
Draw, construct and describe geometrical figures and describe the relationships between them.
Investigate problems involving angle measure, area, surface area, and volume.
 Statistics and Probability
Use random sampling to draw inferences about a population.
Draw informal comparative inferences about two populations.
Investigate chance processes and develop, use, and evaluate probability models.
* The topics of study listed above may not necessarily be taught in the order listed.
Curriculum 2.0 Investigations into Mathematics (IM)
This course provides rigorous study for students who have demonstrated proficiency in the content of Math 7 in Grade 5
or 6. Students successful in this course will take Algebra 1 the following year. Units of study include:
 Unit 1: Statistical Applications and Set Theory- Students examine the purposeful use of statistical information and
are required to reason about the intent behind the construction of data displays. Set theory builds on students'
knowledge of mathematical relationships.
 Unit 2: Real Number Systems- Students extend their understanding of numbers to include rational and irrational
numbers in the real number system and further develop computational fluency of real numbers.
 Unit 3: Investigation of Geometry- Students deepen their understanding of geometric properties and relationships
between two- and three-dimensional figures.
 Unit 4: Patterns, Relations, and Functions- Students focus on the exploration of multiple representations of
relations and functions
 Unit 5: The Language of Algebra- Students begin to formalize their understanding of the conceptual, pictorial,
and symbolic representations of functional relationships.
 Unit 6: Other Operational Systems- Students solidify understanding of place value through the study of number
systems other than base ten and develop abstract thinking through modular arithmetic.
 Unit 7: Probability- Students design and explore probability experiments and simulations.
26
Curriculum 2.0 Algebra 1 A/B*
Algebra 1 is the first high school credit bearing mathematics course. Students who successfully complete both semesters
and pass the semester B final exam earn 1 Algebra Mathematics credit toward graduation. Students successful in this
course will take Geometry or Honors Geometry the following year. Units of study include:
 Unit 1: Relationships Between Quantities and Reasoning with Equations
 Unit 2: Linear and Exponential Relationships
 Unit 3: Descriptive Statistics
 Unit 4: Quadratic Relationships
 Unit 5: Generalizing Function Properties
Curriculum 2.0 Honors Geometry A/B*
Honors Geometry is a high school credit bearing mathematics course. Students who successfully complete both semesters
and pass the semester B final exam earn 1 Geometry Mathematics credit toward graduation. Students successful in this
course will take Honors Algebra 2 the following year. Units of study TBD.
Reading
Reading 7
The Reading 7 curriculum is an intervention course that extends the reading strategies framed in previous reading courses.
This curriculum is designed for readers who have a foundation in decoding skills but experience difficulty comprehending
grade-level material. The goal of this course is to build reading comprehension of expository texts that students will
encounter in secondary-content classes, including periodicals, trade books, textbooks, and reference materials. Students
also develop vocabulary, fluency rate, and motivation for reading. Students learn research-based reading strategies and
apply them to the content texts of science, social studies, English, and mathematics. During the year of study, students
work with increasingly more difficult materials as they become more independent and efficient readers. Read 180 is
another intervention that supports the performance of students who are reading below the proficient level. This program is
implemented in selected schools.
READ 180
READ 180 is an intensive reading intervention program designed to help students make measurable gains in reading
achievement. Students are assigned to the course based on a variety of assessments, including MAP-R and teacher
recommendation. Within the reading program students participate in whole group teacher-led instruction; participate in
small group teacher-led instruction; work independently with READ 180 computer software on individualized skills
practice; and listen to or silently read self-selected books to build fluency and comprehension skills.
The program consists of nine different workshops using high-interest non-fiction and fiction texts. The duration of each
workshop is a minimum of three weeks. Each workshop provides instruction in reading skills, vocabulary development,
writing and grammar skills, and “real-life” functional reading skills.
Developmental Reading (Reading REWARDS)
REWARDS is an intensive reading intervention class for special education students and focuses on strengthening
decoding and writing skills. Students are assigned to this intervention based on their IEP and a variety of assessments.
The REWARDS Reading Intervention class uses REWARDS Intermediate, REWARDS Writing, and Reading Assistant.
REWARDS Intermediate is a direct instruction, decoding intervention that teaches students strategies to decode multisyllabic words. REWARDS Writing is a direct instruction, writing intervention that features step-by-step lessons to teach
sentence writing and revising. Reading Assistant is a software program that is used throughout the year to supplement the
REWARDS Intermediate and REWARDS Writing Program. It allows students to practice independent oral reading. The
program combines speech recognition and verification technology to help students develop fluency, vocabulary and
comprehension.
27
Science
The middle school science program allows students to investigate both the concepts and process skills of science. At each
grade level, topics in earth science, biology, chemistry, and physics are interconnected to show students the relationships
that exist between the sciences and the natural world. Inquiry and laboratory investigations are an integral part of the
program. Problem solving and online investigations are used continually to allow students to investigate authentic
problems and reinforce science concepts. The middle school science program was developed through a National Science
Foundation grant and reflects the Maryland and National Science Content Standards. High expectations and differentiated
instruction allow all students a challenging and engaging access to science.
Investigations in Science 7 (IS7)
Like IS6, IS7 is a problem/project-based curriculum. Instruction is interwoven around a relevant problem/project to allow
a focus for student learning. Students engage in minds-on inquiry and hands-on explorations, productive discourse, and
purposeful reading and writing. Units studied in IS7 center around topics related to cellular structure and processes,
structure and function of body systems, genetics, biotechnology, and Earth’s history. Students engage in science,
technology, engineering, and mathematics (STEM) in order to propose solutions to identified problems.
Dissection is one of the many instructional methods that may be used in middle school science. Students may request
one of the teacher’s alternatives to dissection in these classes. Alternatives may include the use of such materials as
videotapes, charts, diagrams, and textbook overlays.
Social Studies
The social studies program in middle school builds chronological and thematic understanding of world and United States
history, while developing the social studies strands of geography, economics, political systems, and culture. Each social
studies unit is organized around a historical era and a social studies strand. A mix of modern content and the lessons of
history provide the background knowledge and thinking skills that prepare students for high school instruction and
responsible citizenship.
In Grades 6 and 7, the focus of study is on ancient world history and culture from Asia, Africa, Europe, and Latin
America. In Grade 8 students learn about the founding and early development of our nation, from the Revolution through
Reconstruction. At all grade levels, students build understanding of the modern world by applying concepts of geography,
economics, political systems, and culture to present-day scenarios.
Advanced World Studies 7
This course extends the content and concepts contained in the four units of World Studies 7. Through the study of world
civilizations and global interactions from 1000 CE to 1450 CE, students learn about political, economic, and social
systems today. Analysis of primary source texts and visuals is a central method for learning about the past and the
challenges of historical interpretation.
Teachers will implement the curriculum in Grade 7 as follows:
 Unit 1: The Foundation of Modern Political Systems in Europe
 Unit 2: The Influence of Culture in Africa
 Unit 3: Geography Shapes Latin America Past and Present
 Unit 4: The Impact of Economics: One World Past and Present
Physical Education
Grade 7 Physical Education
The middle school physical education program focuses on health-related fitness, movement skills and concepts, and
personal and social responsibility. Each physical education unit challenges students to better understand the development
and implementation of long-term fitness and physical activity goals, the application of tactics and movement skills in
physical activities and sport, and the relationship between teamwork and achievement. The learning tasks in physical
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education emphasize and teach problem-solving and decision-making skills. Students are challenged to utilize strategies
that deepen understanding and promote self-efficacy in learning concepts of movement, fitness, and responsibility.
By the end of Grade 7, students should know and be able to do the following:
Health-Related Fitness:
 Apply exercise principles to the health-related fitness components to develop and modify a personal fitness plan.
 Calculate and apply methods for measurement of target heart rate and healthy fitness zone
 Compare the relationship between nutrition and physical activity.
 Movement Skills and Concepts:
 Apply basic movement concepts related to defense and offense in personal development and tactical games
activities.
 Design and demonstrate creative skill combinations.
 Develop and modify a personal movement (practice) plan.
 Personal and Social Responsibility:
 Identify conflict resolution skills and negotiation tactics to promote a healthy physical activity setting.
 Perform tasks effectively with others in physical activity settings.
 Apply effective time management strategies to improve movement skills and fitness levels.
Comprehensive Health Education
Comprehensive Health Education promotes positive health-related attitudes and behaviors that support self-reliance and
self-regulation while developing health literacy and lifelong wellness. The life skills emphasized throughout the program
include setting goals; making decisions; identifying beliefs, attitudes, and motivations; assessing information; and
advocating for personal, family, and community health. Comprehensive health education includes the following seven
units: mental and emotional health; tobacco, alcohol, and other drugs; nutrition and fitness; safety and injury prevention;
family life and human sexuality; and disease prevention and control.
Parents of Grade 7 students will receive information about the family life and human sexuality unit and the disease
prevention and control unit of instruction prior to the start of classroom instruction. The disease unit includes information
about sexually transmitted diseases and infections, including HIV/AIDS. Parents must sign a permission form checking
“Yes” for their child to participate in these units of instruction. Parents who object to the content of this instruction will
check “No” on the parent permission form and the child will be excused from that unit. If excused, the child will complete
an independent-study alternative unit of health education that does not include information about human sexuality or
disease prevention, including HIV/AIDS.
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Grade 8 Course Offerings
English
English 8A: Writing and Language
Writing and Language 8A –like its counterpart in ninth grade--puts writing at the center of teaching and learning. This
course prepares students to communicate in a world that is changing so rapidly we may not even be able to imagine future
means of communication. The course focuses on developing the skills students need to communicate effectively for a
variety of purposes, audiences, and media. The writing class is a workshop: Students write every day, keep a portfolio to
track progress and set goals, and explore ways to convey their own voice. They read as writers, analyzing short texts,
practicing the writers’ techniques, and imitating the style and sentence structures of published authors. They study
literature and language as an integral part of the writing and revision process. Students write to explore their own
thinking, engage in reflection, and learn each day that they have control over improving their craft.
Teachers will implement the curriculum through study of and practice in three writing purposes:
 Argument
 Informative/Explanatory
 Narrative
English 8B: Literature and Language
Literature and Language 8B—like the first semester course—parallels English 9B. Both courses center on the study of
language and literature as the vehicle of creative and critical thought that enables students to think about and understand
the world. The focus shifts in second semester to a careful study of how professional writers create stories and use
language in thoughtful and deliberate ways. Students read short stories, novels, nonfiction, drama, and poetry and explore
how writers use the same techniques students have practiced in their own writing. Through careful reading of both print
and non-print texts, students search for understanding and sometimes learn to be comfortable with ambiguity in a world of
people who have both common and diverse experiences.
Students engage in the study of language and literature through three six-week units. In Unit 1—Literature as Craft—
students read short stories and narrative fiction to explore how authors construct texts in deliberate ways to give life to
their stories. In Unit 2—Literature in Context—students read historical narratives, nonfiction, and essays to examine how
social and historical forces play a role in shaping an author’s work. In Unit 3—Literature as Art—students read drama
and poetry to consider how audiences respond to imaginative language and intense expression in print texts and live
performances. Throughout the semester, students have opportunities to choose some texts based on their own interests
and curiosities, to imitate the techniques of the writers they study, and to continue to hone their writing skills. As in
Writing and Language 8A, the course is designed to help students realize the promise of language and literature for their
own authentic purposes.
Advanced English 8A/B
This course is an extension of English 8 and is designed for able and motivated students with a lively interest in the power
and versatility of language. It is designed to prepare students for advanced high school English courses. Students develop
their ability to express ideas with clarity and precision by writing increasingly complex compositions for a variety of
purposes, including literary analysis, persuasion, and research.
Mathematics
The goal of the Montgomery County Public Schools pre-K–12 mathematics program is for all students to achieve
mathematical proficiency through mastery of mathematical skills, concepts, and processes. The end result is the ability to
think and reason mathematically and use mathematics to solve problems in authentic contexts. The middle school
mathematics curriculum is organized by course, not by grade level. Please refer to the Pathways to Success in
Mathematics Chart in this bulletin. Courses available in Grade 8 are described below.
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Algebra Prep
This course is for students who have completed the kindergarten to Grade 7 mathematics curriculum. Students in this
course will take Algebra 1 the following year. Units of study include:
 Unit 1: Real Numbers- Students’ understanding of numbers extends to include rational and irrational numbers in
the real number system. One goal is to have all students develop computational fluency of real numbers.
 Unit 2: Statistics and Probability- Students examine the purposeful use of statistical information and are required
to reason about the intent behind the construction of data displays. They design and explore probability
experiments and simulations.
 Unit 3: Algebra- Students focus on the exploration of multiple representations of relations and functions. They
begin to formalize their understanding of the conceptual, pictorial, and symbolic representations of functional
relationships.
 Unit 4: Geometry and Measurement- Students deepen their understanding of geometric properties and
relationships between two- and three-dimensional figures.
Curriculum 2.0 Algebra 1 A/B*
Algebra 1 is the first high school credit bearing mathematics course. Students who successfully complete both semesters
and pass the semester B final exam earn 1 Algebra Mathematics credit toward graduation. Students successful in this
course will take Geometry or Honors Geometry the following year. Units of study include:
 Unit 1: Relationships Between Quantities and Reasoning with Equations
 Unit 2: Linear and Exponential Relationships
 Unit 3: Descriptive Statistics
 Unit 4: Quadratic Relationships
 Unit 5: Generalizing Function Properties
Curriculum 2.0 Honors Geometry A/B*
Honors Geometry is a high school credit bearing mathematics course. Students who successfully complete both semesters
and pass the semester B final exam earn 1 Geometry Mathematics credit toward graduation. Students successful in this
course will take Honors Algebra 2 the following year. Units of study TBD.
Reading
Reading 8
The Reading 8 curriculum is an intervention course that develops and extends the reading strategies framed in previous
reading and content courses. This curriculum is primarily designed for readers who experience difficulty comprehending
grade-level material and who wish to improve their reading comprehension of expository text as they prepare for the
demands of high school. Students will spend time understanding their personal learning style and adapting the strategies
which will help them most in the comprehension, enjoyment, and extension of reading to their other content classes.
Students will apply research-based reading strategies as they read for information on a variety of topics in order to identify
their own interests and strengths, as well as to identify areas of study and careers they may wish to pursue in the future.
Students will conduct research using electronic and traditional texts to develop their ability to understand and evaluate the
demanding expository texts they will encounter in high school. Read 180 is another intervention that supports the
performance of students who are reading below the proficient level. This program is implemented in selected schools.
READ 180
READ 180 is an intensive reading intervention program designed to help students make measurable gains in reading
achievement. Students are assigned to the course based on a variety of assessments, including MAP-R and teacher
recommendation. Within the reading program students participate in whole group teacher-led instruction; participate in
small group teacher-led instruction; work independently with READ 180 computer software on individualized skills
practice; and listen to or silently read self-selected books to build fluency and comprehension skills.
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The program consists of nine different workshops using high-interest non-fiction and fiction texts. The duration of each
workshop is a minimum of three weeks. Each workshop provides instruction in reading skills, vocabulary development,
writing and grammar skills, and “real-life” functional reading skills.
Developmental Reading (Reading REWARDS)
REWARDS is an intensive reading intervention class for special education students and focuses on strengthening
decoding and writing skills. Students are assigned to this intervention based on their IEP and a variety of assessments.
The REWARDS Reading Intervention class uses REWARDS Intermediate, REWARDS Writing, and Reading Assistant.
REWARDS Intermediate is a direct instruction, decoding intervention that teaches students strategies to decode multisyllabic words. REWARDS Writing is a direct instruction, writing intervention that features step-by-step lessons to teach
sentence writing and revising. Reading Assistant is a software program that is used throughout the year to supplement the
REWARDS Intermediate and REWARDS Writing Program. It allows students to practice independent oral reading. The
program combines speech recognition and verification technology to help students develop fluency, vocabulary and
comprehension.
Science
The middle school science program allows students to investigate both the concepts and process skills of science. At each
grade level, topics in earth science, biology, chemistry, and physics are interconnected to show students the relationships
that exist between the sciences and the natural world. Inquiry and laboratory investigations are an integral part of the
program. Problem solving and online investigations are used continually to allow students to investigate authentic
problems and reinforce science concepts. The middle school science program was developed through a National Science
Foundation grant and reflects the Maryland and National Science Content Standards. High expectations and differentiated
instruction allow all students a challenging and engaging access to science.
Investigations into Earth Space Systems A/B Grade 8 (IESS)
IESS is a problem/project-based curriculum. Instruction is interwoven around a relevant problem/project to allow a focus
for student learning. Students engage in minds-on inquiry and hands-on exploration, productive discourse, and purposeful
reading and writing. Units studies in IESS center around topics related to Earth and its surrounding space environment.
Students engage in science, technology, engineering, and mathematics (STEM) in order to propose solutions to identical
problems.
Social Studies
The social studies program in middle school builds chronological and thematic understanding of world and United States
history, while developing the social studies strands of geography, economics, political systems, and culture. Each social
studies unit is organized around a historical era and a social studies strand. A mix of modern content and the les sons of
history provide the background knowledge and thinking skills that prepare students for high school instruction and their
duties as citizens. In Grades 6 and 7, the focus of study is on ancient world history and culture from Asia, Africa, Europe,
and Latin America. In Grade 8 students learn about the founding and early development of our nation from the Revolution
through Reconstruction. At all grade levels, students build understanding of the modern world by applying concepts of
geography, economics, political systems, and culture to present-day scenarios.
Advanced U.S. History Grade 8
This course enhances the four MCPS Grade 8 U.S. History units through the development of skills from high school
Advanced Placement courses in history. In addition to the MCPS course of study, students deepen their understanding of
key concepts and events through reading, writing, document analysis, and historical thinking. These skills will be applied
in each unit and students will be expected to show progress in skill development and historical knowledge in exams and
historical document-based projects.
Teachers will implement the curriculum in Grade 8 as follows:
 Unit 1: Democracy: Political System of the People 1763–1783
 Unit 2: Creating a National Political System and Culture 1783–1815
 Unit 3: Geographic and Economic Change Shape the Nation 1815–1850
 Unit 4: A Nation Divided and Rebuilt 1840–1877
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Physical Education
Grade 8 Physical Education
The middle school physical education program focuses on health-related fitness, movement skills and concepts, and
personal and social responsibility. Each physical education unit challenges students to adhere to their personalized fitness
and practice plans, apply strategic movement concepts in game settings, and engage in collaborative activities that foster a
sense of membership and affiliation.
By the end of Grade 8, students should know and be able to do the following:
Health-Related Fitness:
 Apply exercise principles to the health-related fitness components to develop, analyze, and refine a personal
fitness plan.
 Apply and analyze methods for measuring target heart rate.
 Distinguish between nutritional needs that maintain the average healthy body and those for athletic performance.
 Movement Skills and Concepts:
 Apply and analyze concepts related to defense and offense in personal development and tactical games activities.
 Develop, perform, and analyze creative skill combinations.
 Create, analyze, and refine a personal movement (practice) plan based on a variety of feedback.
 Personal and Social Responsibility:
 Resolve conflicts and make healthy decisions that promote a sense of community and respect for others in
physical activity settings.
 Apply, analyze, and refine effective time management strategies to improve movement skills and fitness levels.
Comprehensive Health Education
Comprehensive Health Education promotes positive health=related attitudes and behaviors that support self-reliance and
self-regulation while developing health literacy and lifelong wellness. The life skills emphasized throughout the program
include setting goals; making decisions; identifying beliefs, attitudes, and motivations; assessing information; and
advocating for personal, family, and community health. Comprehensive health education includes the following seven
units: mental and emotional health; tobacco, alcohol, and other drugs; nutrition and fitness; safety and injury prevention;
family life and human sexuality; and disease prevention and control. Stu dents in Grade 8 receive nine weeks of health
education. Special emphasis on prevention of depression is included in Grade 8 through Red Flags, a collaborative project
with the Mental Health Association of Montgomery County.
Parents of Grade 8 students will receive information about the family life and human sexuality unit, and the diseaseprevention and control unit of instruction prior to the start of classroom instruction. Information about teen pregnancy
prevention and sexually transmitted diseases is included in Grade 8 health education. Parents must sign a permission form
checking “Yes” for their child to participate in these units of instruction. Parents who object to the content of this
instruction will check “No” on the parent permission form and the child will be excused from that unit. If excused, the
child will complete an independent-study alternative unit of health education that does not include information about
human sexuality or disease prevention, including HIV/AIDS.
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Grades 6 – 8 Elective Course Offerings
World Languages
The world languages available at Redland middle schools (enrollment permitting) are: Chinese (Chinese is for 8 th grade
only and will be offered at Magruder High School during period 1), French, Spanish, and Spanish for Spanish Speakers.
World languages are open to 7th and 8th grade students whose schedules permit and 6 th graders by invitation of the
principal. World language course offerings are based on student enrollment and staff.
Middle School GT Spanish Level 1A/1B, French Level 1A/1B, Chinese Level 1A/1B
(Chinese is only for 8th grade students)*
Students begin to learn to communicate orally and in written form about daily life. Emphasis is on vocabulary
development, simple grammatical structures, and the basic culture of the people. Students are encouraged to use the
language beyond the school setting and keep informed of current events in countries where the target language is spoken.
Students who successfully complete 1A/1B and pass the final exam earn 1 elective credit toward graduation. NOTE:
Level 1A and 1B may be offered in middle school as full-year courses.
Middle School Full Year Spanish Level 1A, Full Year Spanish 1B
Students begin to learn to communicate orally and in written form about daily life. Emphasis is on vocabulary
development, simple grammatical structures, and the basic culture of the people. Students are encouraged to use the
language beyond the school setting and keep informed of current events in countries where the target language is spoken.
Students who successfully complete 1A/1B and pass the final exam earn 1 elective credit toward graduation. NOTE:
Level 1A and 1B may be offered in middle school as full-year courses.
Spanish Level 2A/2B, French Level 2A/2B, Chinese Level 2A/2B *
Students expand their vocabulary and learn increasingly complex expressions and structures for written and oral
communication to discuss the past. The culture of the people is examined in greater depth. Students continue to make
comparisons between the language and culture studied. They are encouraged to use the language beyond the school
setting and keep informed of current events in countries where the target language is spoken. Students who successfully
complete the full year of level 2 and pass the final exam earn 1 elective credit toward graduation.
Honors Spanish Level 3A/3B, Honors French Level 3A/3B *
Students continue to build on previously developed skills, while expanding their ability to communicate on a variety of
topics. Increased grammatical accuracy is stressed. Students continue to make comparisons between the language and
culture that is studied and stay informed on current events in countries where the target language is spoken. Students who
successfully complete the full year of level 2 and pass the final exam earn 1 elective credit toward graduation.
Spanish for Spanish Speakers*
Spanish for Spanish Speakers 1A/B and Spanish for Spanish Speakers 2A/B are offered at middle schools that have
identified a need based on a large enrollment of native Spanish-speaking students. The Spanish for Spanish Speakers
course of study provides language instruction for students with proficiency in Spanish either because it is their first
language or it is spoken extensively in the home. Each of the courses integrates history, culture, language, and
connections related to the Spanish-speaking world. Students who successfully complete the full year of level 1 and level 2
and pass the final exam for each level earn 1 elective credit toward graduation.
*=Indicates high school credit courses.
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Vocal Music
Chorus Grades 6–8
Chorus is offered to students in Grades 6–8 who want to sing and develop their individual and ensemble vocal skills.
Enrollment is open to all students, but an audition may be required for participation in the school’s most advanced choral
group. Mastery of breath control, vocal production, diction, intonation, tone, blending, singing in harmony, and musicreading proficiency (including sight-singing) are emphasized. Music selected for study and performance is aligned with
the content standards for each grade.
Concerts are the culmination of many hours of hard work and provide opportunities for students to demonstrate mastery
of the knowledge and skills outlined in the content standards. They are performance assessments that communicate the
measure of success in meeting course objectives to both students and parents. Determining whether students can apply
this learning in a public performance is authentic to the real world of music performance. Therefore, participation in all
concerts is highly encouraged.
Instrumental Music
Students without previous experience playing a musical instrument
At Redland Middle School, any student with very limited or no experience has the opportunity to learn how to play a band
or string instrument. Students who have tried playing an instrument in elementary school, but discontinued, often find it
easier to play in middle school because of the consistency of daily classes. Sixth grade beginners may start right away by
registering for 6th grade Strings or 6th Grade Band. Seventh & 8th graders may begin in Intermediate Band/Orchestra.
6th Grade Band
This class is geared toward students with or without prior experience. Students will enjoy playing in a robust band
program at Redland. Students with experience on one instrument may explore a secondary instrument, perform chamber
music, or even learn to conduct the ensemble. Students will explore and perform many different types of music
throughout the year. Students study the cultural context of the music and its historical significance as they relate to
performance. Students are taught the elements of musical form, terms and symbols, tone production, instrument care and
maintenance, and the importance of consistent practice habits. Audition skills and sight-reading will also be discussed.
Qualified students are eligible for participation in the Montgomery County Honors Band.
6th Grade Strings
This class is geared toward students with or without prior experience. Students will enjoy playing in a large string
program at Redland. Students with strong experience on one instrument may explore a secondary instrument, perform
chamber music, or even learn to conduct the orchestra. Students will explore and perform many different types of music
throughout the year. Students study the cultural context of the music and its historical significance as they relate to
performance. Students are taught the elements of musical form, terms and symbols, tone production, instrument care and
maintenance, and the importance of consistent practice habits. Audition skills and sight-reading will also be discussed.
Qualified students are eligible for participation in the Montgomery County Honors Orchestra.
Intermediate Band
This band is open to 7th and 8th grade students with or without previous music experience. Like the Advanced Band, this
group performs widely during the year, including a performance at the Montgomery County Second Bands Festival. For a
few motivated students who played in elementary school but did not play in 6th grade, this is a great way to get back into
it. Students with previous music experience may try a new instrument in this class. Limited instruments are available for
loan. Students refine skills learned in Beginning Band and develop more advanced performance techniques. The
development of technical skills necessary to perform Grade 2 Level music is stressed. Emphasis is placed on developing
formal rehearsal decorum, following a conductor, and developing pitch and rhythmic security in preparation for
performing an independent part in the traditional band or orchestra ensemble. Students also learn melodic form and
construction as they examine and perform more complex folk melodies and melodies from master composers. Students
discuss the social and intellectual influences that affected the creation of the music they are studying. They begin to
develop aesthetic criteria for measuring the quality of instrumental performance. Audition skills and sight-reading will
also be covered. This band represents Redland Middle School at public performances.
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The class works at a challenging pace designed to stimulate musical growth, development and achievement. Each year,
members achieve the opportunity to qualify for participation in the Montgomery County Honors Band, Maryland AllState Band, and the Montgomery County Youth Orchestra.
Redland Orchestra- Intermediate Grouping
Open to gr. 7/8 beginners with conductor approval or fulfilling Prerequisite: completion of Beginning String Instruments
—in Grades 4- 5 or 6–8.
This is the premium string orchestra at Redland. Students new to Redland may request an audition. Students refine skills
in previous orchestra class and develop more advanced performance techniques. The development of technical skills
necessary to perform Grade 2 Level music is stressed. Emphasis is placed on developing formal rehearsal decorum,
following a conductor, and developing pitch and rhythmic security in preparation for performing an independent part in
the traditional band or orchestra ensemble. Students also learn melodic form and construction as they examine and
perform more complex folk melodies and melodies from master composers. Students discuss the social and intellectual
influences that affected the creation of the music they are studying. They begin to develop aesthetic criteria for measuring
the quality of instrumental performance. Students will explore and perform many different types of music throughout the
year. Audition skills and sight-reading will also be covered. The class works at a pace designed to stimulate musical
growth and development. Each year, Each year, members achieve the opportunity to qualify for participation in the
Montgomery County Honors Orchestra, Maryland All-State Orchestra, and the Maryland Classic Youth Orchestra.
Advanced Band
Open to 7th and 8th graders by audition (as instrumentation allows). Prerequisite: Attainment of outcomes for Intermediate
Band. Advanced Band is the premium band at Redland. This group performs widely during the year, including a
performance at the Montgomery County Band Festival. Students develop and refine their technical skills in order to
perform music at the Grade 2 to Grade 3 Level of difficulty. Emphasis is placed on developing formal rehearsal decorum,
following a conductor, and developing pitch and rhythmic security in preparation for performing an independent part in
the traditional band or orchestra ensemble. Students learn the social, cultural, and intellectual influences reflected in the
musical works they are studying and discuss performance styles and musical forms of corresponding historical periods.
The study of music theory includes performance and recognition of major scales, diatonic and chromatic intervals, and
simple melodic dictation. The critical listening skills that are developed as a result of preparation for instrumental
performance are used to help the student formulate criteria for effectively evaluating his/her own performance as well as
the performance of others. This band or orchestra represents middle schools at public performances. Audition skills and
sight-reading will also be covered. The class works at a challenging pace designed to stimulate musical growth and
development in preparation for performance at the high school level. Each year, members achieve the opportunity to
qualify for participation in the Montgomery County Honors Band, Maryland All-State Band, and the Montgomery County
Youth Orchestra.
Redland Orchestra- Advanced Grouping
Prerequisite: Attainment of outcomes for Beginning String Instruments or Intermediate Orchestra.
Open to 7th and 8th grade students. This is the premium string orchestra at Redland. Students new to Redland may request
an audition. For motivated students who played in elementary school but did not play in 6th grade, this is a great way to
get back into it. Students with previous music experience may try a new instrument in this class. Limited instruments are
available for loan. Students refine skills in previous orchestra class and develop more advanced performance techniques.
The development of technical skills necessary to perform Grade 3 Level music is stressed. Emphasis is placed on
developing formal rehearsal decorum, following a conductor, and developing pitch and rhythmic security in preparation
for performing an independent part in the traditional band or orchestra ensemble. Students also learn melodic form and
construction as they examine and perform more complex folk melodies and melodies from master composers. Students
discuss the social and intellectual influences that affected the creation of the music they are studying. They begin to
develop aesthetic criteria for measuring the quality of instrumental performance. Students will explore and perform many
different types of music throughout the year. Audition skills and sight-reading will also be covered. This orchestra
represents middle schools at public performances. The class works at a pace designed to stimulate musical growth and
development in preparation for performance at the high school level. Each year, members achieve the opportunity to
qualify for participation in the Montgomery County Honors Orchestra, Maryland All-State Orchestra, and the Maryland
Classic Youth Orchestra.
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Art
Grade 6 Arts RotationAll 6th grade students not enrolled in a full year chorus or band will be enrolled in the arts rotation, the exact courses will
be determined based on enrollment and staffing.
Students identify and create artworks that communicate universal ideas, and recognize that art is a global pursuit. Students
make interdisciplinary connections between art and other subject areas as they investigate the arts and crafts of other
cultures. They use art elements and design principles to compose personal artworks from observation or imagination.
Using art vocabulary, they establish and apply criteria for talking about art and making aesthetic judgments. Students are
taught safe practices in an art room, and the proper use of art equipment, tools, and materials.
Grade 7 Arts RotationAll 7th grade students not enrolled in a full year chorus or band will be enrolled in the arts rotation, the exact courses will
be determined based on enrollment and staffing.
Students identify and create artworks that communicate universal themes about people, events, and values that unite
communities. Students make interdisciplinary connections between art and other subject areas as they investigate the arts
and crafts of other cultures. They use art elements and design principles to compose personal artworks from observation
or imagination. Using art vocabulary, they establish and apply criteria for talking about art and making aesthetic
judgments. Students are taught safe practices in an art room, and the proper use of art equipment, tools, and materials.
Grade 8 Ceramics and SculptureStudents create artwork, incorporating their knowledge of composition, elements of art, and design principles as they
pursue a planned sequence of activities using the computer and various peripherals. They learn ways to create original
artwork, combine artwork with text, and design several artworks for specified purposes. They pursue a planned sequence
of activities that develop their skills in using the computer and various peripherals as tools for creating artwork using art
elements and principles. They learn ways to create original artwork, combine artwork with text, and design several
artworks for specified purposes. Through studies of computer-generated images from various cultures, students become
aware of the use of the computer in art-related industries. Some themes selected for assignments will relate to other
academic subjects. Students learn authentic processes employed by professional artists and engage in practice exercises
before completing final projects. Students apply and communicate criteria for making aesthetic judgments about their own
work and the work of others.
Computer Science
Computer Applications Grades 6, 7, 8All 6th, 7th, and 8th grade students not enrolled in a full year chorus or band will prioritize their arts electives, the exact
courses will be determined based on enrollment and staffing.
Computer Applications provides students with active learning experiences related to the productive use of computer-based
applications. Students use word processing, spreadsheet presentation, programming, and research skills to complete
authentic projects These courses focuses on the selection and use of appropriate technology tools and resources to
accomplish a variety of tasks and solve problems. Course outcomes are based on national and state technology standards
such as the International Society for Technology in Education, the National Workforce Center for Emerging
Technologies, and the Maryland State Technology Literacy Standards.
Technology Education
Technology and Design (Grade 6)
Students explore and develop an understanding of the scope, characteristics, and core concepts of technology. They
recognize the relationships and the connections between technology and other fields of study, while working to
understand the attributes of design, and apply the design process through a series of hands-on activities. Students develop
skills in the areas of assessing the impacts of products and systems, researching, problem solving, and developing an
attitude of safety, while working collaboratively with others.
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Invention and Engineering (Grades 7/8)
Students develop an understanding of the cultural, social, economic, environmental, and political effects of technology;
the role of society in the development and use of technology; and the influence of technology on history. Students use
engineering design, troubleshooting, research and development, invention and innovation, and experimentation in
problem solving while learning to use and maintain technological systems.
Technology Systems (Grades 7/8)
Students develop the ability to apply learned knowledge and skills to solve problems involving basic medical
technologies, agricultural and related biotechnologies, energy and power technologies, information and communication
technologies, transportation technologies, manufacturing technologies and construction technologies. Emphasis is placed
on the study of human-designed world. Students also develop additional understanding of the nature of technology,
technology and society, design, and the abilities needed to succeed in a technological world.
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Redland Middle School
Parent Request for Change of Recommended Placement
This form should be completed by parents of current 6th and 7th grade students who are not currently in accelerated and
enriched instruction classes, and by parents of current 5th grade students who would like their child considered for
accelerated and enriched instruction classes. This form does not need to be completed if your child is currently in
accelerated classes in grades 6 and 7.
Student Name: __________________________________________________
Grade in September _______
ID#: ____________________
Parent Name: _____________________________________________________
Parent Home Phone: __________________________________ Work Phone __________________________________
Elementary School (if currently in grade 5) ________________________________________
Check the classes below for which you would like to nominate your child:
Grade 6
Grade 7
Grade 8
___ Advanced English 6
___ Investigations in Math (C2.0)
___ French IA*
___ Spanish IA*
___ Advanced English 7
___ Investigations In Math (C2.0)
___ Algebra I*(C2.0)
___ Advanced English 8
___ Algebra I* (C2.0)
___ Geometry I* (C2.0)
___Algebra II*
*= Indicates high school credit courses
Please share those abilities and talents your child possesses which make him/her a candidate for the Accelerated and
Enriched Instruction Program below or on a separate sheet attached to this form.
Please Return Your Nomination with the Course Registration Form. (Use additional paper if needed)
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Redland Middle School
Student Request for Change of Recommended Placement
Student Name: __________________________________________________
Grade in September _______
ID#: ____________________
Parent Name: _____________________________________________________
Parent Home Phone: __________________________________ Work Phone __________________________________
Elementary School (if currently in grade 5) ________________________________________
The following writing assignment must be completed for student self-nomination.
You are nominating yourself for the Accelerated and Enriched Instruction Program. Write a business letter to Redland’s
Accelerated and Enriched Instruction Committee explaining why you should be considered for the Accelerated and
Enriched Instruction class(es) you have requested.
Think about the academic strengths and talents you possess that will make you successful in the Accelerated and Enriched
Instruction. How will you benefit from this program?
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