C. Menne LRP

2016
Universityof SouthCarolina
Katy Menne
[LONG RANGE PLAN]
An ADEPTassignment. Thisdocumentcontainsspecificinformationforeachclass seenduringSpring
2016 SemesterInternshipB.Included:academicyear,gender,demographics,demeanorandother
interestandlearningstyles.

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Table of Contents
Introduction……………………………………………………………………………..…………2
Section I: Student Information……………………………………………………….……………3
Early Bird: AP US Government…………………………………………………………..7
2nd Period: Law Education II…………………………..………………………………….8
3rd Period: AP US Government………………………………...……………...…………10
4th Period: Law Education II……………………….…………………………………….12
5th Period: US Government………………………………………………………………15
6th Period: Law Education II……………………….…………………………………….17
Section II: Learning and Developmental Goal…………….…………………………………….19
Section III: Instructional Units with Sequence…………………………………………………..21
Section IV: Assessment Data…………..………………….……………………………………..24
Section V: Classroom Management Plan…………………………………………..……………28
Conclusion…………………………………………………………………………….…………30
Appendix A………………………………………………………………………………………31
Appendix B………………………………………………………………………………………32
Early Bird: Survey Results………………………………………………………………32
2nd Period: Survey Results………………………………………………………….…...33
3rd Period: Survey Results………………………………………………………………35
4th Period: Survey Results………………………………………………………………36

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Introduction
Enclosed in this document will be the demographic make-up of each class observed this
semester. Following visuals and written explanations, I will discuss the general demeanor of
each class. The combination of students in different class periods creates a dynamic that is vastly
different than any other period seen throughout the day. Not every class, but most, has at least
one student with an IEP or 504. The accommodations follow the anonymous student of the class.
Most are not very strenuous accommodations so it is easy to work those into the classroom
setting.
After each class is broken down with the above information, I will briefly discuss the
standards used for each class. Law Education II has no state standards so the only standards
listed in Section 2 are for Government.
Section 3 is made up of the scope and sequence of the class with the associated textbook
reading assignments. With both textbooks being old editions, I am using internet websites in the
units I am instructing. These are not listed below due to length concerns.
The assessments given in each class are the same, as well as the grading scale used.
Quarter and semester grades are listed via chart for easy reading. Following the class specific
assessments are the school wide assessments, as well as district and state wide. These visuals
help paint a well-rounded picture of Ridgeview and Richland 2. The classes seen during this
internship are of all years so these students are not only concerned with class tests but also
standardized tests to track knowledge and to help gain entrance into college. Teachers must take
into account aspects outside of their classroom when looking at class grades.
My coaching teacher’s classroom management is merged with school and district policies
in Section 5. While it may look like a lot of rules when written out on paper, they merge
seamlessly to create an inclusive learning environment set up for success.

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Section I: Student Information
Ridgeview as a whole has a student body population of 1,363 according to Ridgeview’s
Enrollment Summary Run on February 1st, 2016. The charts below will give some insight into
Ridgeview’s make-up as a whole.
As the charts depict, Ridgeview is a very diverse school with students spread across the
board when it comes to demographics. The demographic makeup of the school is primarily
African-American, however, every race is represented. American Indian, Alaskan Natives,
Hawaiian Native and Pacific Islander only make up less than a hundredth of a percent overall,
with Asians, Hispanics and those claiming two or more races only making up just less than a
tenth of a percent. Intriguingly though, the gender is divided directly down the middle.
The gender chart directly above shows how evenly the school is split; only giving
females a slight majority. In the first chart, there is a breakdown of gender based on grade level.
As you can see, the freshman and senior classes have a greater number of females than the
sophomore and junior classes.
0
50
100
150
200
250
Male
Female
183 201
192
164
157
153
134
179
Academic Year and Gender
Freshma
n
Sophomo
re
Junior
Figure 1-A
49%51%
Gender
Male
Female
Figure 1-B
1069
156
66
42 21 5
3
1 Demographics
African American
White
Hispanic
2+ Races
Asian
Pacific Islander
Native American
Unclassified
Figure 1-C

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The following figures (Figure 1-D-F) give further background to the environment of
Richland School District 2 over the last 5 years. These provide a better feel for the culture of the
school.
The figures show the trend that more students are on free and reduced lunch now than
there were in prior years. The data on ESOL and Special Education students has remained
constant over the last number of years. End-of-Course exams have minor variations. US History
has seen a decent jump up on scores.
38.00% 40.00% 42.00% 44.00% 46.00% 48.00% 50.00%
2010-11
2011-12
2012-13
2013-14
Students on Free/Reduced Lunch
Free/Reduced Lunch
Figure 1-D
0.00%
5.00%
10.00%
15.00%
2009-10 2010-11 2011-12 2012-13 2013-14
Percentage of Students Enrolled by Subgroup
ESOL
Special ED
Figure 1-E
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
2009-10 2010-11 2011-12 2012-13 2013-14
Percentage of Students Passingthe EOC
Algebra 1
English 1
Biology 1
US History
Figure 1-F
Figure 1-F

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Ridge View does not exactly mirror Richland School District 2, however the trends
continue in Ridge View that are seen at the district level.
For easy reference, below you will find a map of South Carolina and where Richland
School District 2 falls. The next map is the rough attendance zones for each of the high schools
in Richland 2. Knowing the location of the schools help to create a well-rounded understanding
of what is going into each school. The demographics of the school mirror the demographics of
the area that the school resides in.
59%
26%
8%
3% 4%
Richland School District 2 Demographics
African American
White
Hispanic
Asian
Other
Figure 1-G
Figure 1-H

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1
Knowing that Ridge View is between a more rural area of Blythewood and a congested
area of Columbia is important to understanding your students. Some students may live out of the
city and in a rural community while others may be closer to a busy suburb of Columbia. No two
students see the exact same home life. Knowing that our students are coming from all over helps
to understand when a bus is late or there was bad traffic due to extenuating circumstances. The
main road to Ridge View is a one lane each way road (Hard Scrabble). It gets backed up very
easily. The teachers have to drive the same route so we understand what they are encountering.
We also know where accidents tend to happen. This especially helped back in October, 2015
with the massive flooding Columbia endured. We knew what roads were little back road streets
that collapsed so the teachers knew some people were stranded at home. While this occurred in
Internship A, the sentiment remains the same.
1 Figures 1-H and 1-I are property of Caitlin Menne. Created usingArcGIS online.
Figure 1-I

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Early Bird:
The early class is an Advanced Placement US Government class with 23 total students.
The demographic makeup of the class can be seen in the chart below. This class is one of the
more diverse groups of students that I see all day.
This class is an Advanced Placement Government class which starts at 7:35 AM and is
made up of only seniors. These two factors make for a more subdued environment. The class is
set up as a primarily lecture based class with regular worksheets given as knowledge check ins.
This class is not all that talkative so when it comes time for class discussions, they tend to be
tame.
Half of the class is interested in sports but only a quarter are currently involved in a sport.
Just under half of the students enjoy exercise. Most of the students are interested in music and
movies as well. Only a handful of students are interested in reading and school in general. Very
few are interested in dance or video games. Most importantly all these students have internet
access at home, plan on graduating in June as well as attend college in the fall.
Not surprisingly, these students cite actively doing something is the best way they learn.
Kinesthetic learning has vast research backing the benefits for students and people alike. The
same number of students cited listening to other people talking (lecture) is the best way they
learn. Only a few students cite watching videos or reading a book as the best way they learn.
9
5
5
3
1
Early Bird AP Government
Race and Gender
Demographics
Black Female
Black Male
White Female
White Male
Hispanic Female
Figure 1.1-A
35%
65%
EB Gender
Male
Female
Figure 1.1-B

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On the flip side, students cite when they have trouble in class. There are almost equal
numbers of students who struggle with silence and with lots of talking. Only a couple struggle
when class is video based, however, a decent number struggle when class is solely note based. 2
IEP/504: Only one student in this Early Bird class has a 504
Student 1: 504 for Autism
- Three daily accommodations
---- Not required to speak/present in front of the class
---- Teacher is to be aware that students should be respectful of all other students
---- Parental contact and updates
- One testing accommodation.
---- Preferential seating
---- Extended time
2 Of the 23 students, 13 responded to my survey as of March 8th. Data is self-reported.

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2nd Period:
The second period class is quite a different story from Early Bird. There are 26 total
students ranging across all grade levels. A specific demographic makeup can be seen in the chart
below followed by the academic year of the students in the class.
The gender divide in this class does not match the overall school breakdown. This class is more
heavily male than female. The overall demeanor of the class is quiet however there is a small
cluster of men that can become talkative. Since there are fewer females, and typically females
are more talkative, could help explain why overall the class is quieter.
6
10
1
1
2
1 1
2nd Period Law Education II
Race and Gender
Demographics
Black Female
Black Male
White Female
White Male
Hispanic Female
Hispanic Male
Asian Male
Figure 1.2-A
59%
41%
2nd Period Gender
Male
Female
Figure 1.2-B
0
5
10
15
20
2nd Period Academic Years
Freshman
Sophomore
Junior
Senior
Figure 1.2-C

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There are parts of this class that are talkative and parts that rarely talk. One corner of the
class tends to answer questions and participate in class discussions. There are some side
conversations occurring while the lecture is taking place however they are able to straighten
themselves out and get back on task. When they are unable to do so I correct them and they quiet
down. According to the survey I sent them early in the semester, many students cited a lot of
talking as the main reason they struggle in class. It is because of those answers that I closely
monitor the side conversations.
Just under half of the class is interested in sports but only about a quarter are currently
involved in a sport. Under a quarter of the class enjoys exercise. Not surprisingly, most of the
students are interested in music and movies. Nearly every student that responded to the survey
cited music and movies. Only a handful of students are interested in reading and school in
general. Very few are interested in dance or video games. Most importantly all these students
have internet access at home, plan on graduating in June as well as attend college in the fall.
Kinesthetic learning has vast research backing the benefits for students and people alike. Slitely
less number of students cited listening to other people talking (lecture) is the best way they learn.
Only a few students cite reading a book as the best way they learn, while a quarter of the class
says watching a video helps them learn.
On the flip side, students cite when they have trouble in class. There is an overwhelming
majority of students who struggle when there is a lot of talking in class. Only a couple struggle
when class is completely silent. A small number cite notes or video based classes as the time
when they struggle the most.
IEP/504: There are two students who need accommodations.
Student 1: 504 for absence seizures
- Allowed extra time
- Redirection to check if this student is on task
Student 2: Individual Education Plan (IEP)
- Provided notes when requested
- Request to see a counselor when overwhelmed or anxious
- Granted extra time on assignments
- Teachers are to check for understanding
- Bi-Weekly meetings with a counselor
- Small group setting for quizzes and exams

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3rd Period:
This is the other Advanced Placement US Government class. There are 20 total students,
all of which are seniors. The demographic breakdown of this class is seen in the chart below.
This class is one of the more diverse classes seen during the day.
Much different than the Early Bird AP class, this class is very talkative. They have a lot
of side conversations and will have outbursts throughout the class period. The vast majority of
the class gets along. Many of them are friends or work together outside of school. While they can
get themselves off topic, they get their work done and participate in class. For the most part,
students participate and it is not just the same few students answering questions. There are very
few students who never speak.
Half of the class is interested in sports but only a few are currently involved in a sport.
Just under half of the students enjoy exercise. Almost all of the students who responded to the
survey I sent cited music and movies as one of their interests. Different than the other classes this
semester, this class cites a lot more students who are interested in books and school. This being
an Advanced Placement course helps explain those high numbers. Very few are interested in
dance; however, just under half of the students are interested in video games. Most importantly
all these students have internet access at home, plan on graduating in June as well as attend
college in the fall.
Not surprisingly, these students cite actively doing something is the overwhelmingly best
way they learn. Kinesthetic learning has vast research backing the benefits for many people. A
very close second, is listening to other people talking (lecture) is the best way they learn. Just
under half of the students learn best through watching videos and only a few students cite
reading a book as the best way they learn.
11
4
1
1
2
1
3rd Period AP Government
Race and Gender
Demographics
Black Female
Black Male
White Female
Hispanic Male
Hispanic Female
Asian Female
Figure 1.3-A
25%
75%
3rd Period
Gender
Male
Female
Figure 1.3-B

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On the flip side, students cite when they have trouble in class. The majority of the class
has trouble when there is a lot of talking. A quarter of the class cite silence and notes only classes
are what they struggle. Only two students say videos are when they struggle the most.
These students are all seniors so many are involved in clubs, sports or hold jobs. Most
cite clubs as their main source of time commitment outside of school.3 Many of these students
work at the same establishment. A lot of the conversations before, during and after class center
around that establishment and work drama.
IEP/504: There are no students with identified action plans in this class period.
3 Charts showingsurvey responses can be found in Appendix A

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4th Period:
This class is the second of three Law Education II classes. There are 28 total students
ranging across all grade levels. A specific demographic makeup can be seen in the chart below
followed by the academic year of the students in the class.
This is by far the most talkative class I see all day. There are 150 different personalities in
this class, which makes for good and bad days. For the most part the students interact and
participate in class. There are some who prefer to put their heads down and sleep however. On
the in class review sheets given thus far in the semester the grades in this class have not been
stellar as compared to the other two law classes. The class can get derailed a little with off topic
questions. As you will see in the below graph the class is a mixture of grades, some of these
questions are genuine curiosity questions and valid and important learning moments for a lot of
these kids.
13
11
1
2 1
4th Period Law Education
II Race and Gender
Demographics
Black Females
Black Males
White Male
Hispanic Female
Native American
Figure 1.4-A
46%
54%
4th Period Gender
Male
Female
Figure 1.4-B
0
2
4
6
8
10
12
4th Period Academic Years
Freshman
Sophomore
Junior
Senior
Figure 1.4-C

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More students who responded to the survey I sent out were interested in music and
movies instead of sports. This is not the trend for any other class that I see. While some play
sports currently, most students who responded cited clubs are their min form of out of school
time commitments. This class has the most number of students interested in video games and
books. A decent number of students are interested in dance and school. This class has the highest
number reporting interested in school aside from the AP classes. All but one student of those
who took the survey say they have internet access at home. While they all plan on graduating,
one does not have plans to attend college.
The same number of students cited watching videos as the best way they learn. The next best
way of learning for this class is listening to other people talking (lecture) is the best way they
learn. There is only a difference of one vote that separate actively doing something and watching
video with lecture based classes. Only a couple of students cite reading a book as the best way
they learn. This class is heavily underclassmen so the fact that most do not want to read makes
sense.
On the flip side, students in this class report that when the class is exclusively notes based
are the times they struggle in class. There are almost equal numbers of students who struggle
with silence and with lots of talking. Only a couple struggle when class is video based.
This gender breakdown is closer to how the school is represented as a whole; however there are
more females than males so it does not mirror the school exactly.
IEP/504: There are three students with accommodations
Student 1: 504 for Speech & Language
- Small group quizzes and exams
- 100% Extended time
- Preferential Seating closest to the instruction
- Student repeats directions to teacher
Student 2: 504 for ADHD
- Preferential seating near instruction
- Parental contact for any unacceptable behavior
- Parental contact for upcoming tests, quizzes and projects
- Teachers will use non-verbal cues to redirect
- 50% extended time on tests and assignments
- Small group testing
Student 3: 504 for ADHD
- 100% extended time on tests and quizzes

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5th Period:
This class is the only College Prep US Government class that I see this semester. There
are only 15 students in this class, all of which are seniors. This is a fantastic group of students.
They get along with peers and the teacher excellently. From the conversations I have had thus
far, it appears that all are planning on attending college. While they do get overly talkative and
off topic occasionally, they get their work done. A few decide to sleep through some classes
however once they started receiving poor grades they have altered that behavior and been more
successful.
Half of the class is interested in sports but only a quarter are currently involved in a sport.
Just under half of the students enjoy exercise. Most of the students are interested in music and
movies as well. Only a handful of students are interested in reading and school in general. Very
few are interested in dance or video games. Most importantly all these students have internet
access at home, plan on graduating in June as well as attend college in the fall.
Kinesthetic learning has vast research backing the benefits for students and people alike. The
same number of students cited listening to other people talking (lecture) is the best way they
learn. Only a few students cite watching videos or reading a book as the best way they learn.
On the flip side, students cite when they have trouble in class. There are almost equal
numbers of students who struggle with silence and with lots of talking. Only a couple struggle
when class is video based, however, a decent number struggle when class is solely note based
IEP/504: There are two students who need accommodations
86
1
5th Period US
Government Race and
Gender Demographics
Black Male
Black Female
Hispanic
Male
Figure 1.5-A
40%
60%
5th Period Gender
Male
Female
Figure 1.5-B

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Student 1: 504 for Speech
- Small group quizzes and test
- Oral administration of Assessments
- 50% extended time on Quizzes and Tests
Student 2: 504 for OHI (Other Health Impaired
- Small group quizzes and test
- 50% extended time
- Preferential Seating closest to the teacher and instruction

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6th Period:
This is the third and last Law Education II class of the day. There are 28 students ranging
across all grade levels. A specific demographic makeup can be seen in the chart below followed
by the academic year of the students in the class.
Second only to Early Bird, this class is the quietest class. They have very little interaction
with the instructor throughout the lesson and barely talk even when given the opportunity to talk
with their friends. Taking into account that the school day is almost over and it is after lunch, the
quiet volume does make a little more sense. This class is the most challenging to teach because
no one asks questions. Even with very little questions being asked, this class average is the
highest. Nearly everyone received an A or B on the first test, with most of those being 100s.
5
13
3
1 1
6th Period Law Education II
Race and Gender
Demographics
Black Male
Black Female
White Male
Hispanic Female
Hispanic Male
Figure 1.6-A
71%
29%
6th Period Gender
Male
Female
Figure 1.6-B
0
5
10
15
Freshman
Sophomore
Junior
Senior
Figure 1.6-C

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IEP/504: There are three students who require accommodations.
Student 1: 504 for Asthma
- Allowed to complete classwork at night (1 day) for assignments not completed in class
- Preferential seating to minimize distractions
- Extended time up to 1 day for tests, quizzes, homework. Up to 3 days for long term projects as
long as the student is working towards completion
- Teacher monitor to check for understanding
- Teacher monitor to redirect off-task behavior
- Extended time on testing
Student 2: 504 for Type 1 Diabetes
- Unrestricted access to restroom, health room, snacks, and water
- Allowed to carry a water bottle at all times
- Allowed to carry blood glucose testing equipment, insulin, and allow to test blood glucose
when needed
- If leaves for diabetic reasons, allow to retest- extended time
Student 3: 504 for Allergies

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Section II: Learning and Developmental Goal
This Long Range Plan covers two subjects within social studies, US Government and
Law Education II. The two levels of US Government are also covered within this plan. Only the
Government classes have South Carolina state standards. These standards can be found here. US
Government standards begin on page 121.
US Government
USG-1: The student will demonstrate an understanding of foundational political theory,
concepts, and application.
USG-2: The student will demonstrate an understanding of foundational American political
principles and the historical events and philosophical ideas that shaped the development and
application of these principles.
USG-3: The student will demonstrate an understanding of the basic organization and function of
United States government on the national, state and local levels as outlined in the United States
Constitution and the role of federalism in addressing distribution of power.
USG-4: The student will demonstrate an understanding of civil rights and liberties, the role of
American citizens in the American political system, and distinctive expressions of American
political culture.
Law Education II
There are no State standards for this social studies elective class.
EB and 3rd Period AP Government:
These classes will provide students with the analytical and interpretive skills to deal
critically with the problems facing the government. Students will be able to explain the founding
of the national legislature. They will be able to critique voting rights and the validity of interest
groups. These classes will analyze how major of a role the media plays in today’s political
agenda. Students will not only look in-depth into each branch of the government, but also look
into the Federal budget and how taxes actually work.

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5th Period Government:
This class will provide students with an opportunity to explore the founding of the
nation’s government, an in depth look at each branch of the government as well as government
in current society. Students will study the presidential election in detail, the election process and
the role of The Supreme Court. Students will be able to identify, summarize and chart the powers
granted to, and prohibited, Congress to enact. Students will evaluate how well and quickly the
government can take action.
2nd, 4th, and 6th Period Law Education II:
These classes will provide students with an opportunity to explore the courtroom trial
process as a whole and specific to South Carolina. Students will explain the purpose of
punishment and critique and debate options for punishment and sentencing. Students will
analyze the requirements to invoke the death penalty. Students will summarize marriage and
divorce in South Carolina. Students will create a plan to sue someone.

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Section III: Instructional Units- Scope and Sequence
All three Law classes use the same scope and sequence pacing guide created by the
classroom teacher. Since there are two levels of Government, AP and CP, they use separate
scope and sequence guides. This is due to one class being a college credit class, AP, and the
other being a high school credit class only, CP. The AP class is also yearlong, while the CP class
is only for the spring semester.
5th Period: US Government- CP
Introduction and Textbook Issue
Unit 1: Voting, Political Parties and Elections 4-5 Weeks
Chapter 5: Political Parties
Chapter 6: Voters and Voter Behavior
Chapter 7: The Electoral Process
Unit 2: Article I: Legislative Branch (US Congress) 4 Weeks
Chapter 10: Congress
Chapter 11: Powers of Congress
Chapter 12: Congress in Action
Unit 3: Article II: Executive Branch (The Presidency) 4 Weeks
Chapter 13: The Presidency
Chapter 14: The Presidency in Action
Unit 4: Article III: Judicial Branch (Federal Courts) 2 Weeks
Chapter 18: The Federal Court System
Exam Review & Final Exam 2-3 Weeks
1st and 3rd Period: AP US Government (year-long course)
Semester 1: Fall 2015
Course Introduction, Overview, textbook issue
Unit 1: Introduction to American Government 1 Week
Wilson- Ch. 1; MacGruders- Ch. 1
Unit 2: Creating the US Constitution (Foundations) 1-2 Weeks
Wilson- Ch. 2; MacGruders- Ch. 2-3
Unit 3: Federalism: Federal and State Relations 2 Weeks
Unit 4: Public Opinion and Political Ideology 2 Weeks
Wilson- Ch. 5; MacGruders- Ch. 8 S. 1 & 2 only
Unit 5: Political Parties in America 2 Weeks
Unit 6: Political Participation and Voting 2-3 Weeks

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Unit 7: Elections and Campaigns 2 Weeks
Unit 8: Interest Groups 2 Weeks
Unit 9: The Media and Politics 1-2 Weeks
Wilson- Ch. 10; MacGruders- Ch. 8 S. 3 Only
Semester 2: Spring 2016
Unit 10: The Legislative Branch: US Congress 3 Weeks
Wilson- Ch. 11; MacGruders- Ch. 10, 11, 12
Unit 11: The Executive Branch: The Presidency 2-3Weeks
Wilson- Ch. 12-12; MacGruders- Ch. 13-14
Unit 12: The Federal Bureaucracy 2-3 Weeks
Unit 13: Taxes and The Federal Budget Process 1-2 Weeks
Unit 14: The Policy Process (Foreign and Domestic Policy) 1 Week
Wilson- Ch. 15-16, 20; Macgruders- Ch. 17
Unit 15: The Judicial Branch: Federal Courts 2-3 Weeks
Unit 16: Civil Liberties and Civil Rights 3 Weeks
Wilson- Ch. 18-19; MacGruders- Ch. 19-21
AP Exam Review and Practice Test 1-2 Weeks
National AP US Government Exam (8: 00) MAY 10th
2nd, 4th and 6th Period: Law Education II
Introduction and Textbook Issue
Unit 1: The Trial Process 3 Weeks
Chapter 14: Criminal Justice Process: The Trial
Unit 2: Sentencing and Corrections 2-3 Weeks
Chapter 15: Criminal Justice Process: Sentencing and Corrections
Unit 3: Torts: Lawsuits and Civil Procedure in SC 4-5 Weeks
Chapter 18: Torts: A Civil Wrong
Chapter 19: Intentional Torts
Chapter 20: Negligence
Chapter 21: Strict Liability
Chapter 22: Torts and Public Policy
Unit 4: Family Law: Marriage and Divorce in SC 5 Weeks
Chapter 30: Law and the American Family
Chapter 31: Marriage

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Chapter 32: Parents an Children
Chapter 33: Foster Care and Adoption
Chapter 34: Separation, Divorce, and Custody
Chapter 35: Government Support for Families and Individuals
Exam Review and Final Exam 2 weeks

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Section IV: Assessment Data
All three classes share the same grading procedures. The only exception is the AP class
which has the extra test in the spring in order to receive college credit. These procedures are
broken down into three categories: Unit Tests, Quizzes, and Homework and Classwork. Students
are allowed to use class notes and textbook on all Homework and Classwork assignments. Each
of these assignments are out of 100 points. Students may receive any amount of points between
zero and the full 100.
Student progress can be tracked by the student or the parent on Parent Portal. The
midpoint of each 9 week period a grade will be sent home with the student, as well as at the end
of the 9 weeks. The teacher will be prompt with inputting grades so the progress tracking can be
automatic.
9 week grading periods are determined as follows:
Type of Grade Weight (9 weeks grading period)
Unit Tests (notes & book not allowed) 50%
Quizzes (notes & book not allowed) 30%
Homework & Classwork (notes & book
allowed, but no sharing)
20%
100%
Final semester grades are determined as follows:
Type Percent of Final Grade
1st 9 weeks 40%
2nd 9 weeks 40%
Final exam (notes & book not allowed) 20%
100%
Late work is accepted with some penalty. If the work is turned in by the end of the day
then 10% is taken off. If it is turned in the following day 20% is taken off. Any time after the
work has been passed back, the student may come in at lunch and complete an alternate
assignment to replace the 0 in the gradebook. Retakes on tests are allowed as well however the
makeup test is Version B.
Description of Assignments:
Unit Tests: Cumulative evaluation at the end of a unit. They tend to be 50-60 multiple
choice questions given on a scantron. The questions asked will have been covered in class, on
classwork or homework assignments or in the assigned readings from the textbook.

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*FRQ: Essay response questions to help prepare students for the AP exam in the spring.
(Only applicable for AP US Government)
Quizzes: Weekly evaluations to test the knowledge retained that week. They tend to be
20-30 multiple choice questions given on a scantron. The questions asked will have been covered
in class, on classwork or homework assignments, as well as assigned readings from the textbook.
Homework/Classwork: Daily check-in worksheets to see how much of the lesson the
student has retained. The questions are taken directly from class lecture slides or textbook
readings. They are 100 points each but only 5-10 fill in the blank questions. This is to test how
well students are takin notes, since they are allowed to use the notes they took and their textbook
to complete these worksheets.
Standardized Testing:4
Students throughout Ridgeview HS are preparing to take various tests over the course of
their high school careers. Due to the mixture of academic years in all of the classes that I see on a
daily basis, these tests must be kept in mind throughout the year and especially in the spring
semester.
American College Test (ACT): Similar to the SAT. Used to gain entrance into colleges
and universities (95% of South Carolina higher education accepts ACT or SAT).
End-of-Course (EOC) Tests: South Carolina requires students in Algebra I, Algebra I
Part 2, Biology, English I and U.S. History to take an end-of-course examination to earn a
Carnegie unit in these courses. The EOC test counts 20% of the final course grade.
PSAT: Practice SAT geared for 10th and 11th graders. Used to determine eligibility to
compete for National Merit Scholarships and Palmetto Fellows Scholarships. Administered in
the Fall.
PLAN: Practice ACT. Provides students specific areas they should work on to perform
better on the ACT. Administered in the Fall.
Scholastic Aptitude Test (SAT): Used to gain entrance into colleges and universities
(95% of South Carolina higher education accepts ACT or SAT).
SAT College Entrance Exam (According to the 2014-2015 Annual Report):
Math Critical Reading Writing Composite
Richland 2 477 478 452 1407
State 487 483 459 1429
Nation 501 492 478 1471
4 Taken from Ridgeview HS Website

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The graphic for this chart can be found on the following page.
Also on the following pages you will see the average testing grades for various college
entrance exams along with AP passing percentages. You will be able to see how Richland 2 as a
whole sizes up against the state of South Carolina.
It is my hope that the gap between Richland 2 and the state of South Carolina will close
in the coming years. Richland 2 has seen much more drastic changes than the state as a whole
has over the last 5+ years.
The South Carolina scores on the ACT have steadily increased while Richland 2 has
taken a small dip. As of the 2013-14 school year, Richland 2 has matched South Carolina in
ACT testing however. With the numerous programs Ridgeview has instituted and will institute,
my hope is that the rest of Richland 2 will follow and pull up their test scores.
477 478 452
1407
487 483 459
1429
501 492 478
1471
0
1000
2000
3000
4000
5000
Math Critical Reading Writing Composite
SAT Entrance Exam
Nation
State
Richland 2
Figure 4-A
1457
1449
1410
1403 1407
1447
1427 1422 1423
1429
1360
1380
1400
1420
1440
1460
1480
2009-10 2010-11 2011-12 2012-13 2013-14
SAT Results
Richland 2
SC
Figure 4-B

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5
It is my hope that these AP scores will go up in the coming years. Richland School
District 2 have started a lot of initiatives to help students succeed, between Magnet programs,
offering AP testing assistance, continuously giving practice tests and other standardized tests.
Richland 2 is taking steps to improve the tests scores and become the top District in the state.
Ridge View specifically has been instituting a lot of the same plans that the District has been
seeing.
5
Figure4-C:Inthe 2013-14 school year,Richland2 matchedthe State resultsforthe ACT
20.1
20.2
20.3
20.1
20.2
19.7
19.9 19.9
20.1
20.2
19.4
19.6
19.8
20
20.2
20.4
2009-10 2010-11 2011-12 2012-13 2013-14
ACT Results
Richland 2
SC
Figure 4-C
72% 72%
71%
68%
64%
60%
62%
64%
66%
68%
70%
72%
74%
2009-10 2010-11 2011-12 2012-13 2013-14
AP PassingPercentages
AP Passing
Percentages
Figure 4-D

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Section V: Classroom Management Plan
In all classrooms at Ridgeview High School there are District and School wide policies
that must be followed. Once the bell has rung students are required to put away any electronic
devices they may have been using between classes or any food items they may have been
snacking on. The teacher then checks the roll and begins lecture.
Early in the semester the students were asked to fill out a survey. It asks nine questions
about the students outside of school life, how they learn best and what happens in a classroom
that causes them to struggle.6 Based off of these responses alters how each class is handled.
Since every class has a different atmosphere, every class period has to be treated differently.
According to Ridge View, students are required to follow the Student Conduct Policies. These
include:
1. Disorderly Conduct- Level I
2. Disruptive Conduct- Level II
3. Criminal Conduct- Level III
4. Extenuating, Mitigating or Aggravating Circumstances
5. Paging Device
6. Discipline of Handicapped Students
7. Gangs
8. Dress Code
9. Searches
10. Technology Discipline Plan
11. Sexual Harassment
12. Harassment, Intimidation, or Bullying
13. Honor Code Policy
In addition to those school wide policies, students are required:
1. To check the website to keep up with assignments and notes missed while absent
from class
2. To be inside the classroom and seated prior to the tardy bell ringing
3. To bring their textbook, paper or notebook with class notes, and a pencil
4. To properly display ID at all times
5. To keep in accordance with the dress code- Males: no sagging pants
6. To be respectful and attentive
Students who are late to class are expected to get a late slip from one of the stations in the
halls. Upon entering the classroom they present the slip to the teacher and quietly take their seat.
6 See Appendix A for a copy of the survey. See Appendix B for each classes responseto the 9 questions

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This is adapted for the AP classes. If the students are coming in right at the bell they are able to
sit down without having to go get a slip. If the student misses more than 15 minutes of the skinny
they are left as absent from class.7
Cell phones are banned by school policy. When class begins the teacher tells the class to
put them away along with headphones and food. If a student has their cell phone out during class
they first get a verbal request to put it away. If the phone is taken out again then it is confiscated
by the teacher. Once it has been confiscated the phone then gets taken to the front office.
Depending on how many times that particular student’s phone has been turned in will affect
when the student can get their phone back. First time the student can retrieve the phone after
school. The second time the student’s parents must come and get it. If it happens a third time
they lose their phone for the rest of the semester.
During classroom discussions if there are comments made that are not respectful, that
student gets a verbal warning and the student always apologizes. If it happens multiple times that
student is pulled out into the hall and spoken to directly with the warning if it happens again then
they will be written up. That has yet to happen to me however if it continues to progress then a
write up will occur, an administrator will remove the child from class and a call or email home to
the parent follows.
Side conversations in class are the most prominent classroom management problem
encountered. I start off by asking them to stop with a verbal warning. I welcome conversation
about the topic we are discussing but if the conversation has nothing to do with class then it
needs to end. If conversations continue one of the students is moved to a new assigned seat. That
is the farthest I have had to take this punishment. If it is excessive then a write up and calling an
administrator will be explained as the next step to that student and they will be removed from my
class. A call or email home accompanies the write up and administration deals with the
paperwork from there on out. They decide the punishment based off of that particular student.
*Any student who misses 5 days may be placed on an attendance contract. If a
student misses more than 5 days a report may be filed to Family Court.
7 Same applies if the student misses 30 minutes of a block class.

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Conclusion
The above document gives an in-depth look at the students I interact with on a daily
basis. I have included demographic, gender and year ranking information. Mixed classes are
vastly different than single year classes. This shows through in my daily encounters with the
students. It poses extra challenges for the teacher since they are not only focusing on your class
but other tests and requirements based on the year they are in school. The general demeanor of
each academic year is vastly different. By having a class with every grade represented creates an
interesting dynamic as opposed to having a class of all one year.
I have included a lot of information on the school itself. The trends I see inside these
classes are mirrored of the entire population at Ridge View. My students do not exist in a
vacuum in my classroom. They have a lot of other items to account for. I wanted to be sure to
include more than just in my classroom, or at the school time frame. A lot of my students are
involved in sports, clubs or hold a job. They also have interests that are beyond this school. It is
important to know your students more than inside of the classroom. This helps in making
connections and forming relationships with the students.
Even though each class requirements are a little different, they all are subject to the same
rules set forth by not only my coaching teacher and Ridge View, but also Richland School
District 2 and the State of South Carolina.

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Appendix A
Google Forms Student Survey
What year in school are you?
Freshman
Sophomore
Junior
Senior
What kinds of activities are you involved in outside of school?
Sports
Club
Job
Do you have internet access at home?
Yes
No
Do you plan on graduating high school?
Yes
No
Do you plan on attending college?
Yes
No
Items that interest me are… Check all that apply
Sports
Music
Movies
Video games
Books
Exercise
Dance
School
I learn best through… Check all that apply
Listening to other people talking
Reading a book
Watching a video
Actively doing something
I am in
EB AP GOV
2nd Period Law Ed II
3rd Period AP GOV
4th Period Law Ed II
5th Period US GOV
6th Period Law Ed II
I have trouble in class when… Check all that apply
It is silent
There is a lot of talking
When it is only note taking
When we only watch videos

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Appendix B- Survey Response Data
Early Bird Advanced Placement US
Government Survey Results
15 of the 23 students responded to the self-
reporting survey.
All are seniors.
All have internet, plan on graduating and
attending college.
0
2
4
6
8
10
12
14
Interests Sports
Music
Movies
Books
Exercise
Dance
Video Games
School
0
2
4
6
8
10
12
Early Bird students
learn best through...
Actively doing
something
Lecture
Reading a book
Watching a
video
0
1
2
3
4
5
6
7
Early Bird students
struggle when...
It is silent
There is a lot of
talking
When it is only
note taking
When we only
watch videos
0
2
4
6
8
10
12
14
16
Outside of School Time
Commitments
Sports
Club
Job

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Survey Results
14 of the 26 students
responded to the self-
reporting survey.
All report having internet
access at home, plan on
graduating high school and
attending college.
The five students who cite
having jobs are four
sophomores and one junior.
Five of the students involved
in sports are sophomores, one
is a junior and two are
seniors.
0
5
10
15
20
2nd Period Academic Years
Freshman
Sophomore
Junior
Senior
Figure 1.2-C
0
5
10
15
commitments
Sports
Club
Job
0
2
4
6
8
10
12
14
16
Academic years of responders
Senior
Junior
Sophomore
Freshman

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0
2
4
6
8
10
12
14
Interest
Sports
Music
Movies
Video Games
Books
Exercise
Dance
School
0
2
4
6
8
10
2nd Period learns best
through...
Actively doing
something
Lecture
Reading a book
Watching a video
0
5
10
15
2nd Period students
struggle when...
It is silent
There is a lot of
talking
When it is only
note taking
When we only
watch videos

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3rd Period Advanced Placement US
Government Survey Results
12 out of 20 students participated in
the self-reporting survey. All of these
students are seniors who plan on
graduating in June and attending
college.
0
2
4
6
8
10
12
14
Interests Sports
Music
Movies
Books
Exercise
Dance
Video Games
School
0
2
4
6
8
10
3rd Period learns best
through...
Actively doing
something
Lecture
Reading a
book
Watching a
video
0
2
4
6
8
10
3rd Period students
struggle when...
It is silent
There is a lot
of talkin
When it is only
note taking
When we only
watch videos
0
2
4
6
8
10
12
14
Outside of School time
comitments
Sports
Club
Job

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Survey Results
14 out of 28 students
participated in the self-
reporting survey.
One student does not
have internet at home, and a
different student does not
plan on attending college, but
every student plans on
graduating high school.
The five students who
cite having jobs are two
sophomores, one junior and
two seniors. Four students
are involved in sports, they are two freshman and two juniors. The students in a club are one
freshman, four sophomores and one senior.
0
5
10
15
Freshman
Sophomore
Junior
Senior
Figure 1.4-C
0
2
4
6
8
10
12
14
16
comittments
Sports
Club
Job
0
2
4
6
8
10
12
14
16
Academic years of responders
Senior
Junior
Sophomore
Freshman

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0
5
10
15
Interests Sports
Music
Movies
Books
Exercise
Dance
Video Games
School
0
2
4
6
8
10
12
4th Period learn best
through...
Actively doing
something
Lecture
Reading a book
Watching a video
0
1
2
3
4
5
6
7
4thPeriod students
struggle when...
It is silent
There is a lot of
talking
When it is only
note taking
When we only
watch movies

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5th Period US Government Survey
Results
9 of the 15 students participated in the
self-reporting survey. All students
have internet at home and plan on
graduating in June. Two students do
not plan on attending college.
0
2
4
6
8
10
Interests
Sports
Music
Movies
Video Games
Books
Exercise
Dance
School
0
2
4
6
8
5th Period learns best
through...
Actively doing
something
Lecture
Reading a Book
Watching a
video
0
1
2
3
4
5th Period struggle in
class when...
It is silent
There is a lot
of talking
Notes only
Watching
videos only
0
2
4
6
8
10
Commitments
Sports
Club
Job

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Survey Results
13 of the 27 students
participated in the self-reporting
survey. One student does not have
internet at home. All plan on
graduating in June and continuing
on to attend college.
The three students who
have jobs are two sophomores and
one junior. Those three students
who are in clubs are one freshman,
one sophomore and one senior.
The seven students who
participate in sports are five sophomores, one junior and one senior.
0
5
10
15
Freshman
Sophomore
Junior
Senior
Figure 1.6-C
0
2
4
6
8
10
12
14
commitments
Sports
Club
Job
0
2
4
6
8
10
12
14
Academic year of responders
Senior
Junior
Sophomore
Freshman

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0
2
4
6
8
10
12
14
Interests
Sports
Music
Movies
Video Games
Books
Exercise
Dance
School
0
2
4
6
8
10
12
6th Period learns best
through...
Actively doing
something
Lecture
Reading a book
Watching a
video
0
1
2
3
4
5
6
6th Period struggles in
class when...
It is silent
There is a lot of
talking
Notes only
Watching video

C. Menne LRP

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