COLLEGE OF CHARLESTON

SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE

TT1: LONG RANGE PLANS

LONG-RANGE PLAN
Clinical Practice Intern

Angelica Swinhart

Major

School

Fort Johnson Middle

Grade Level/Subject Area

7th Grade Social Studies

Middle Grades:
ELA and Social Studies

General instructions to interns: Each long-range plan (LRP) should include all subjects/courses you will
teach.
Section I: Student Information (Key element 1.A)

Class Period:

Student Information:
Gender: 17 Males, 10 Females listed on Attendance Report
Ethnicity: 21 Caucasian Students, 6 African American Students
Gifted/Talented Classes: 8 Gifted and Talented (G/T) as identified by administration.

Period 1

Free/Reduced Lunch: 10 students qualify for Free/Reduced Lunch based on information

provided by administration.
IEP/504 & ESOL Accommodations: 3-IEPs, 2-504s, 1 BIP and 0-ESOL as indicated by
Guidance and Resource.
SS PASS (Standardized Test Scores): 5-unknown, 4-Exemplary, 2-Met, and 16-Not Met,
based on data provided by administration.
Student Interest: Students within 1st period have expressed high interest in sports, and music
based on a student survey conducted in class. Students in first period prefer the structure of
direct instruction, in which they are able to take notes and complete review activities.
Gender: 13 Males, 12 Females listed on Attendance Report
Ethnicity: 18 Caucasian Students, 5 African Americans Students, 2 Other indicated by
administration.
Gifted/Talented Classes: 8 Gifted and Talented (G/T) as identified by administration.

Period 2

Free/Reduced Lunch: 8 students qualify for Free/Reduced Lunch based on information

provided by administration.
IEP/504 & ESOL Accommodations: 1-IEPs, 3-504s, 0 BIP & 0-ESOL as indicated by
Guidance and Resource.
SS PASS (Standardized Test Scores): 5-unknown, 2-Exemplary, 1-Met, 17-Not Met, based
on data provided by administration.
Student Interest: Students within 2nd period have expressed high interest in sports and
watching television based on a student survey conducted in class.

Period 4

Gender: 13 Males, 15 females listed on Attendance Report

Ethnicity: 20 Caucasian Students, 6 African American, 2 Other as provided by
administration.
Gifted/Talented Classes: 9 Gifted and Talented (G/T) as identified by administration.

COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE

TT1: LONG RANGE PLANS

Free/Reduced Lunch: 12 students qualify for Free/Reduced Lunch based on information

provided by administration.
IEP/504 & ESOL Accommodations: 3-IEPs, 1-504, 0 BIP & 1-ESOL as indicated by
Guidance and Resource.
SS PASS (Standardized Test Scores): 7-unknown, 5-Exemplary, 5-Met, 11-Not Met based on
data provided by administration.
Student Interest: Students within 4th period have expressed high interest in sports and
watching television based on a student survey conducted in class.
Gender: 13 Males & 12 females
Ethnicity: 17 Caucasian Students, 6 African American Students, 2 Other as provided by
administration.
Gifted/Talented Classes: 8 Gifted and Talented (G/T) as identified by administration.
Period 6

Free/Reduced Lunch: 9 students qualify for Free/Reduced Lunch based on information

provided by administration.
IEP/504 & ESOL Accommodations: 2-IEPs, 4-504s, 0 BIP & 1-ESOL ESOL as indicated by
Guidance and Resource.
SS PASS (Standardized Test Scores): 8-unknown, 4-Exemplary, 0-Met, 13-Not Met based on
data provided by administration.
Student Interest: Students within 6th period have expressed high interest in sports and music
based on a student survey conducted in class.

Section II: Learning and Developmental Goals (Key elements 1.B. and 1.D)
Goal
Standard 7-4: The student will demonstrate an understanding
of the causes and effects of world conflicts in the first half of
the twentieth century.

Evaluation Methods
(e.g., portfolios, benchmark tests, projects)
Homework/Current Events, classwork,
projects, quizzes/notebooks, tests

Standard 7-5: The student will demonstrate an understanding of Homework/Current Events,

international developments during the Cold War era.
Classwork, Projects, Quizzes/Notebooks,
Tests
Standard 7-6: The student will demonstrate an
Homework/Current Events,
understanding of the significant political, economic,
Classwork, Projects, quizzes/notebooks,
geographic, scientific, technological, and cultural changes as
tests
well as the advancements that have taken place throughout
the world from the fall of the Berlin Wall in 1989 to the present
day.
My developmental goal for all of my seventh grade students is to Homework/Current Events,
gain confidence in oral expression of their content knowledge,
Classwork, Projects
through the use of oral presentations and in class participation.
Students within my seventh grade social studies classroom will

Homework, Classwork, Projects

COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE

Goal

TT1: LONG RANGE PLANS

Evaluation Methods
(e.g., portfolios, benchmark tests, projects)

enhance their literacy comprehension through the incorporation

of an historical novel of their choosing, which is pertinent to our
World Wars unit.
Students will develop collaborative skills in which they will work
with their peers respectfully by using their communication skills.

Classwork, Project, Current Events

Students will gain a true sense of community within the

classroom, through the implementation of RAMS, and group
work.

Classwork, Project, Current Events,

RAMS

COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE

TT1: LONG RANGE PLANS

Section III: Instructional Units and Assessments (Key elements 1.C and 1.D)

Unit Topic or Title

Correlated Standards/
Expectations

Length
(i.e., number
of days)

Assessment(s)
(e.g., projects, quizzes,
chapter/unit tests, homework
assignments. Include
weightings, if appropriate)

Imperialism

7-3.6, 7-3.7,

4 Weeks
January
~ 16 lessons

- Homework/Current Events
- Classwork
- Quizzes/ Notebooks
- Projects
- Test

World Wars

7-4.1, 7-4.2, 7-4.3, 7-4.4,

6 Weeks,
Feb- March
~28 lessons

- Homework/Current Events
- Classwork
- Quizzes/ Notebooks
- Projects
- Test

3 Weeks
March-April
~25 lessons

- Homework/Current Events
- Classwork
- Quizzes/ Notebooks
- Projects
- Test

3 Weeks
April-May
~15 lessons

- Homework/Current Events
- Classwork
- Quizzes/ Notebooks
- Projects
- Test

7-4.5, 7-4.6

Post World Conflicts/

7-5.1, 7-5.2, 7-5.3, 7-5.4,

Cold War

7-5.5, 7-5.6

Twentieth Century

7-6.1, 7-6.2, 7-6.3, 7-6.4,

7-6.5. 7-6.6

Section IV: Assessment Data (Key element 1.D)

Describe methods for analyzing, evaluating, recording, and reporting student progress and achievement.

Homework, which includes a weekly current event, is evaluated based on students completion,
participation, and accuracy. Homework will be assigned at the beginning of each week, in which it is
the expectation that students will record their homework in their agenda books. Homework is weighted
as 10% of students grade, on a 100% scale. Record of homework grades will be kept in a grade book,
as well as electronically on Power School. Grades will be updated on Power School at minimum, every
two weeks.

Classwork is evaluated based on completion and accuracy, and accounts for 20% of students overall
grade. Record of classwork grades will be kept in a grade book, as well as electronically on Power
School. Grades will be updated on Power School at minimum, every two weeks.

Quizzes/Notebooks are evaluated based on accuracy, and will serve as 20% of the students grade.
Record of quiz/notebook grades will be kept in a grade book, as well as electronically on Power School.

Projects are evaluated according to specific rubrics that serve to outline expectations and guidelines
for student work. Projects account for 25% of each students overall grade, in which grades are to be
kept in a grade book, as well as electronically on Power School.

Tests are evaluated based on accuracy, and will serve as 25% of the students grade. Record of tests
grades will be kept in a grade book, as well as electronically updated on Power School.

COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE

TT1: LONG RANGE PLANS

Major assessments are based on test questions from the students PASS and PASS workbook combined
with worksheets and notes that the students have worked on in class. I also follow that coherent curriculum
guide to ensure that the students are being tested on what the state considers to be the most important part of
the standard.
Mrs. Petersen communicates with parents daily through the schools eChalk page. In addition, she
communicate with parents through a parent letter at the beginning of the year, Open house/PTA meetings,
newsletters, phone calls, conferences, email correspondences, progress reports, report cards, notes, and
signing the students agenda books. I send home a grade sheet every three weeks. If students fail a test then
they are required to obtain a parents signature. The students also have the opportunity to redo a test to earn
back half of their points. As a student teacher in her classroom, I will take on the responsibility of the eChalk
page, writing a parent letter to introduce myself and my role in the classroom, participate in conferences,
update progress reports, report cards, and signing students agenda books.

Section V: Classroom Management (Key element I.E)

List the classroom rules and your expectations regarding student behavior during instructional and
noninstructional procedures and routines.
At Fort Johnson Middle, the school-wide PBIS Model for Behavior is used in the classroom.
a. A)

i.

RAMS matrix:
b. a.
RESPONSIBILITY
i. i.
Bring required materials
ii. ii.
Arrive promptly
iii.
iii.
Follow directions
c. b.
ATTITUDE
i. i.
Be actively engaged
ii. ii.
Wait your turn
iii.
iii.
Sit in your seat properly
d. c.
MANNERS
i. i.
Show mutual respect
ii. ii.
Use inside voices
iii.
iii.
Keep hands, feet, and objects to yourself
e. d.
SUCCESS
i. i.
Lead by example
ii. ii.
Exhibit self worth
iii.
iii.
Complete assignments

B)
a.
b.
c.
d.
e.

Mrs. Petersens Classroom Rules:

RESPECT each other
Arrive prepared and on time
Raise your hand to speak
Keep hands, feet and other objects to yourself
NO electronics
Procedures for Managing Non-Instructional Activities
I will follow the Classroom Management Plan for Non-Instructional Activities as previously
implemented by Mrs. Petersen. Mrs. Petersens procedures are set in place to optimize
instructional time and to minimize distractions. If students need to leave the room for any reason
their agenda needs to be signed. The students are allotted three uses of the restroom a week and
need to carry a restroom pass with them in the hallways. Each class starts off by writing down

COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE

TT1: LONG RANGE PLANS

their bell work question and answering it in their journals. All papers are returned during journal
time. Students must bring their own pencil sharpener with them and if they need a tissue the
students are to raise their hands before they stand up to get a Kleenex. During DEAR time the
students are required to read a book and if they do not have one the student may choose one off
of my bookshelf. During homeroom the roll is taken and the students should not leave the
classroom until after the announcements. If as student is absent then they need to check the
class folders for missing worksheets or check my eChalk page for more information.

Check all that apply:

Yes
Yes
Yes
Yes

Classroom rules and expectations are developed collaboratively with the students.
Classroom rules and expectations are presented on the first day of class.
Classroom rules and expectations are sent home (e.g., via parent letter, newsletter). Attach a copy
Classroom rules and expectations are posted in the room.
Students keep a copy of the rules and expectations in notebooks.

Other:

Describe the consequences for appropriate behavior, misbehavior, and disruptive behavior.
The RAMS expectations are enforced school-wide and the students are very familiar with the rules
and expectations. At the beginning of the year the students signed a class contract saying that they
understand the rules, which is helpful for me to show the student if there is a problem. I believe that
reviewing the rules and expectations before an activity helps minimize confusion and behavior issues.
Monitoring the students agendas is a great tool for keeping non-instructional activities to a minimum.

Consequences: The consequence system of Mrs. Petersens classroom follows Ft. Johnson guidelines.
The procedure is as follows: verbal warning, recess detention, then the student is sent to BIC. Consistent
offenders may be redirected to another teachers classroom instead of the BIC room. Serious offenses
will result in an office referral.

Incentives for Appropriate Behavior

Mrs. Petersen has set up a reward system by class. Each class is assigned a continent and the students
can work together as a class to earn flag stickers for their continent. The flags are earned when a class
demonstrates RAMS behavior and the flags can be removed for poor class behavior. When the class
earns 15 flags they can receive and ice cream party.
In addition, students that do not receive any BICs at the end of the month may attend Fun Friday. The
students are awarded RAMS coupons that can be used to buy prizes from the school store or may be
used as cash on flip flop Friday. On special occasions students may earn a no homework pass or candy.

Section VI: Additional intern comments (optional)

COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE

TT1: LONG RANGE PLANS