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Welcome to the premier Pre IB-Pre, Math, Science, TechnologyMagnet where we educate the WHOLE CHILD with excellence inacademics, character education, and wellness.VISION(What we hope to become)The school where every student is a STEM student, and every teacher is a STEM teacher.MISSION(Why we exist)There is an increasing need in Florida and throughout the country, to ensure students have the future readyskills to compete in a globally competitive economy and meet the needs of theworkplace. The future of the economy is in STEM related careers. The U.S. Bureau of LaborStatistics indicates that employment in STEM occupations is projected to grow more than 9 million between2012 and 2022.The mission of Sanford Middle School Math, Science, & Technology Magnet is to develop a more widely anddiversely populated pipeline of students, with future ready skills, interested in STEM careers in an innovative,safe, and supportive learning environment. Where every student can think critically and connect and applySTEM principles to solve real-world problems, through rigorous and relevant learning experiences across alldisciplines.VALUES(What we believe in the whole child)Every student deserves to be HEALTHY Every studentdeserves to be SAFEEvery student deserves to be ENGAGEDEvery student deserves to be SUPPORTEDEvery student deserves to be CHALLENGEDBYRON DURIASProud Principal
Welcome to Sanford Middle SchoolSCPS PRE IB-PREP, Science, Technology, & Math MagnetAddress1700 S. French AveSanford, FL 32771Office HoursMonday-Friday8:45 AM to 4:00 PMPhone Number407-320-6150Administration & Student Services TeamPrincipalByron DuriasAssistant PrincipalMichael CushAlisa GraceBerna MunozSchool Assistant ManagerJennifer CoursinDean of StudentsDr. Ronald DiltzKiafa MoyeGuidance CounselorsGaylar Mitchell (6th Grade)Michelle Diduch-O’Donnell (7th Grade)Tiffany Barnes (8th Grade)
Page 1Table of ContentsGeneral Registration InformationPage 2Middle School Progression Plan Terms to KnowPage 3Special Academic ProgramsPage 4Exceptional Student EducationPage 5PRE IB-PREP Program OverviewPage 7STEM Magnet Program OverviewPage 8SMS Academic Course Descriptions by Grade LevelPage 10Required SMS ePathways Computer CoursesPage 16SMS Elective Course DescriptionsPage 17SMS Registration Procedures & Sample Registration FormsPage 26SMS Registration Forms **Course Changes may occur in some areas**Page 27
Page 2When does Registration Begin?A guidance counselor will meet with all students to distribute registration materials. At that time,students will be briefed on filling out the registration form and selecting their classes for the upcomingschool year. As soon as possible, and prior to selecting courses, all students should read this guidecarefully to familiarize themselves with the information it contains.Incoming 6th grade students and Lottery Students: A guidance counselor will be visiting all elementaryschools with 20 or more students coming to SMS to work through the registration process. Parents andstudents wishing to obtain more information regarding the school program and course selections shouldcontact Sanford Middle School. Registration material will be available in February/March of 2021 forincoming students Zoned and Magnet Lottery selection.[ESE and ESOL students will be placed in their appropriate Core Academic Course based upon theirI.E.P].Terms to KnowRequired Courses--All students at SMS take four (4) core academic courses each year [math, languagearts, science, and social studies]. All students are required to become proficient in computerapplications. All students are required to take one-semester of physical fitness during 6th through 8thgrades.Academic Choices--While all students are required to take the four core academic courses each year,there are three general courses of study: Standard, Advanced/Gifted, or International BaccalaureatePreparatory Program (all advanced level courses and Foreign Language), which is available toacademically challenge students and to prepare them for the International Baccalaureate Program atSeminole High School or Winter Springs High School. The SCPS Pre-IB program follows a different, morerigorous, and faster paced curriculum than the standard level course. Therefore, students will beexpected to invest more time in homework, projects, and research activities as well as perform at ahigher level.Schedule Change Policy--Sanford Middle School utilizes the Seminole County Public School automatedscheduler to establish student schedules. The automated scheduler is programmed to insure equity andbalanced class sizes. Schedule changes will be made to correct misplacement; however, accommodationsare not made to allow for parental preferences for teachers. Also, schedule changes will not be made forelective choices if the class was one of the students numbered choices on their registration form.Schedule-related problems should be discussed with the assigned guidance counselor and changesshould be made within the first ten days of each semester. Every effort is made to place students intoelective classes of their choice. However, sometimes due to scheduling conflicts this isn't possible.Administrative Changes--Sanford Middle School reserves the right to change individual studentschedules to comply with School Board and Department of Education policies. These changes may occurdue to changes in the student population or faculty allocation. Changes will be made to balance classesand teacher loads when necessary. Students scoring level 1 or 2 in Math or Reading on the standardizedstate test will be placed in an intensive program. Every effort will be made not to disrupt the educationalprocess when such changes become necessary.
Page 3Middle School Student Progression Terms to KnowMiddle School Instructional Program -- Florida State Standards serve as the foundation of the middle schoolcurriculum for the Seminole County Public Schools. Student mastery of subject area content consists of such thingsas teacher observation, classroom assignments, tests, and exams.Core Academic Program Requirements -- Middle school students are required to receive 3 years of instruction inlanguage arts, math, science, and social studies.Additional Instructional Program Requirements –Middle school students have the opportunity to participate inregularly scheduled physical education classes, as well as exploratory, enrichment, and elective classes.Grouping for Instruction -- Flexible grouping of middle school students that is developmentally appropriate,ethnically diverse, and instructionally sound is encouraged to increase student achievement. Any grouping ofstudents must provide opportunities for regrouping of students during the school day in order to prevent thesegregation or isolation of any student subgroup.Advanced Classes -- Enrollment in advanced core academic classes is open to any student who wishes to take onthe challenge of a more rigorous curriculum that prepares students for higher level courses in high school.Advanced classes are offered in math, language arts, science, and social studies.Vertical Acceleration -- Students demonstrating highly exceptional academic capabilities may be enrolled in singleabove-grade level courses or be promoted to a grade level above their current placement. Parents must petitionthe principal for permission for vertical acceleration*. The principal will use the criteria identified in the StudentProgression Plan to determine if vertical acceleration is appropriate. These decisions are made on a case-by casebasis and the decision of the Principal is final.Remediation--Students who are not performing at grade level will be enrolled in intensive reading, and/ orintensive math classes. Administration may substitute an intensive class for any elective course on a student’sschedule.Student Promotion--Middle school students must earn a yearly 2.0 Grade Point Average and pass all annualcourses to earn promotion from one grade to the next.Promotion--Middle school students must pass the final end of the year grade in all academic and elective coursesby earning a final quality point average of not less than 0.75 for any course and earn an overall 2.0 grade pointaverage on a 4.0 scale in order to be promoted. Final grades for each subject taken will be used to calculate thegrade point average. **Assignment -- Students who do not meet the criteria for promotion may be assigned to the next higher grade bythe principal after due consideration of relevant factors, which may include, but are not limited to, input from thestudent's teachers, counselor, parent, successful student participation in remediation activities and/or summerschool (8th students grade only), and planned interventions.Retention -- A student who has not been promoted or assigned will be retained.*Seventh & Eighth grade students enrolled at middle school taking high school credit courses will be graded inaccordance with the high school grading policy. In addition, Sanford Middle School students may take high schoolEnvironmental Science Honors, Geometry, Algebra I, Digital Information Technology, Spanish I for high schoolcredit.**A copy of the complete Student Progression Plan is available on the SCPS website http://www.scps.k12.fl.us/.
Page 4Special Academic ProgramsEnglish for Speakers of Other Languages (E.S.O.L.)The E.S.O.L. program is designed to meet the immediate communication needs, as well as the academic needs, of studentswhose native language is other than English and have limited or no proficiency in the English language. The students served bythe program as determined by the established criteria will receive instruction as described in the English for Speakers of OtherLanguages Procedural Handbook.Intensive MathThis course uses a problem-centered approach to teaching that accelerates student learning of math concepts and strengthenstheir math skills so they can become proficient in math. All students scoring at level 1 or 2 on the previous years standardizedstate test will be placed in this course as a supplement to their grade level math course. Students who score at level 3 but havea high probability of regressing to levels 1 or 2 may be provided the opportunity for additional support in our reading program.Intensive ReadingLiteracy is defined as listening, viewing, speaking, thinking, reading, writing, and expressing through multiple symbol systems.Sanford Middle School encourages the mastery of these skills through Language Arts classes. In addition, literacy skills arereinforced in other subject areas through content area reading. Students learn how to comprehend and understand textspecific to Science, Social Studies, Mathematics, and elective courses. Furthermore, students are exposed to technical readingthrough their required technology courses. Seminole County Middle Schools has adopted two research-based reading programsto assist students who scored below proficiency in reading (Level 1 and Level 2) and at lower levels of proficiency in reading(Level 3) on the Florida Standardized State Test. Both programs are designed to meet the individual instructional needs of allstudents who are enrolled in Reading classes. The instructional strategies used by the reading teachers are based on bestpractices and will assist students with improving their overall reading skills and performance on the Florida Standardized StateTest. Additionally, students are given diagnostic assessments to determine strengths and weaknesses in reading. Based on theareas identified as needing improvement, students are then enrolled in the reading class that will meet their individual needs.Students are not required to take an Intensive Reading class when they achieve high levels of proficiency (Level 4 or 5) asmeasured by the Reading portion of the Florida Standardized State Test.Intensive Reading Placement:Students who are below proficiency (Level 1 and Level 2) as measured by the Florida Standardized State Testare required to be in an Intensive Reading class. These students will be given additional assessments todetermine the appropriate Intensive Reading class. Additionally, students who score at lower levels ofproficiency (Level 3) will be given additional assessments to determine the appropriate Intensive Readingclass.Reading Placement Procedures:The following process will be used for assessing students’ reading placement:1. Review of the Florida Standardized State Test reading scores.2. Fluency assessment to determine decoding ability.3. Non-fluent readers will be given the Corrective Reading Placement Test to determine appropriateCorrective Reading class.4. Moderately fluent or fluent students will be placed into the appropriate Reading Edge class. 5. Periodicprogress monitoring assessments will be reviewed to determine growth in reading ability.6. Review of the progress monitoring data may result in a change in the students’ reading classes. ReadingAssessments:Florida Oral Reading Fluency (FORF) and Discovery Education assessments are used to monitor students’progress throughout the year.Exiting ProcedureWhen a student has demonstrated high levels of reading proficiency (Level 4 or 5) as measured by FloridaStandardized State Test, the reading class is no longer needed.
Page 5Exceptional Student EducationExceptional Student Services are available for our students with disabilities. Our Student Support ServicesDepartment is committed to giving students with disabilities the means to achieve their annual goals as specifiedon each student's Individual Education Plan, while educating them in the least restrictive environment. Theseservices are described on our district’s school website under the Exceptional Student Support Services link: SCPSStudent Support Services.S. L. D.Specific Learning Disability (SLD) services, we will evaluate if services can be provided to those students whoqualify for this assistance. The main goals of the program are to remediate deficiencies, provide students withalternative ways to learn, help them compensate for their disability so that they are able to fully participate inall regular education classes.A specific learning disability is defined as a disorder in one or more of the basic learning processes involved inunderstanding or in using language, spoken or written, that may manifest in significant difficulties affecting theability to listen, speak, read, write, spell, or do mathematics. Associated conditions may include, but are not limitedto, dyslexia, dyscalculia, dysgraphia, or developmental aphasia. A specific learning disability does not includelearning problems that are primarily the result of a visual, hearing, motor, intellectual, or emotional/behavioraldisability, limited English proficiency, or environmental, cultural, or economic factors. This definition is found inState Board of Education Rule 6A-6.03018, F.A.C.E. B. D.Through our Emotional/Behavioral Disorder (EBD) services we can provide specialized instruction to thosestudents who qualify for this assistance. These classes are taught at the students' instructional levels, with themain goal being to assist students to make adjustment and cope with their disability so that, when possible, theymay return to regular education classes. The teachers and the school also strive to integrate these students intothe school in every possible way.A student with an emotional/behavioral disability has persistent (is not sufficiently responsive to implementedevidence-based interventions) and consistent emotional or behavioral responses that adversely affectperformance in the educational environment that cannot be attributed to age, culture, gender, or ethnicity. Thecorresponding definition is found in State Board of Education Rule 6A-6.03016, F.A.C.I.D.Through our Mildly Intellectually Disability (ID) service we can provide specialized instruction to those studentswho qualify for this assistance.An intellectual disability is defined as significantly below average general intellectual and adaptive functioningmanifested during the developmental period, with significant delays in academic skills. Developmental periodrefers to birth to eighteen (18) years of age.A.S.D.Through our Autism Spectrum Disorder (ASD) service we can provide specialized instruction to those students whoqualify for this assistance.Autism Spectrum Disorder is defined to be a range of pervasive developmental disorders that adversely affects astudent's functionality and results in the need for specially designed instruction and related services. ASD ischaracterized by an uneven developmental profile and a pattern of qualitative impairments in social interaction,communication, and the presence of restricted repetitive, and/or stereotyped patterns of behavior, interests, oractivities. These characteristics may manifest in a variety of combinations and range from mild to severe. Autism
Page 6Spectrum Disorder may include Autistic Disorder, Pervasive Developmental Disorder Not Otherwise Specified,Asperger’s Disorder, or other related pervasive developmental disorders. The corresponding definition is found inState Board of Education Rule 6A-6.03023, F.A.C.GiftedStudents must qualify for the Gifted services through testing with a psychologist. The gifted program in SeminoleCounty is committed to the belief that each identified student is an individual with great potential. Thiscommitment requires that each student has guidance in discovering, developing and realizing his/her potential asan individual and as a member of society. Each student will receive: an educational plan that reflects individualstrengths and weaknesses, interests and learning steps; differentiated curriculum and instructional strategies; Theacquisition of a realistic self-image; and exposure to experiences which foster a positive attitude toward thecreative process and an appreciation of aesthetics. In addition, the following will be incorporated into the program.The development of Thinking skills - critical/creative thinking skills; research and communication-research skills,study skills, test taking skills, public speaking skills; affective - risk taking skills, self-concept improvement, peerrelationships and adjustment to middle school life.Florida defines gifted students as students who have superior intellectual development and are capable of highperformance. Seminole County Public Schools (SCPS) serves gifted students through individualized plans thatprovide academic and social emotional support. The links below provide more information regarding statutes andrules that regulate identification and services for gifted students, as well as resources, publications and othersupporting information for teachers, administrators, parents, students and community members.Speech/ Language ImpairmentsIn the Speech/Language Impaired services four areas that areas, articulation, language, fluency and voice. Speechand language impairments are defined as disorders of language, articulation, fluency or voice which interfere withcommunication, pre-academic or academic learning, vocational training, or social judgment.Speech Impairments are disorders impacting the way that a student communicates based on deficits in speechsound production (articulation), fluency (stuttering), or voice. Along with displaying deficits in speech sounds,fluency, and/or voice, the student must be currently displaying an adverse impact as a result of the speech deficitsin the area of academics, social interaction, and/or vocational functioning. Students who are served for a SpeechImpairment will receive Speech Therapy from a certified Speech-Language Pathologist along with other supportsand services as determined by the IEP team. Each school in Seminole County Public Schools has an assignedSpeech-Language Pathologist.
Page 7SCPS Pre International Baccalaureate Preparation Program OverviewThe Seminole County Public School International Baccalaureate Preparation Program (SCPS IB-PREP)provides a rigorous and extensive course of study in math, science, world language, social studies and languagearts with an emphasis on independent study, in-depth learning, and accelerated curriculum requirements.The program is specifically designed for highly motivated students and provides the opportunity todevelop knowledge, creativity, and academic skills through participation in advanced studies. The SCPS IB-PREPclasses offer more in-depth study and rigor. Students are expected to perform at higher levels, continuouslychallenging themselves. Student motivation, commitment to hard work, and interest are important factors in astudent’s success. Therefore, it is possible for a less-prepared student with a support system that encouragesacademics to do well in these courses.At Sanford Middle School, we encourage all students who want to challenge themselvesacademically to seriously consider entering the SCPS PRE IB-PREP Program.ACADEMIC PERFORMANCEStudents participating in the SCPS International Baccalaureate Preparatory Program are expected to maintain a 3.0 G.P.A. foreach nine-week grading period. If a student earns less than a 3.0 average on a nine-week grade report, a conference will beconvened with parents, counselor, and the student’s teachers to find ways to implement strategies to assist the student withhis/her studies. Every effort will be made to support students in the successful completion of the program.ATTENDANCEDue to the high correlation between attendance and school success, the accelerated demands of the SCPS PreIB-PREP Program make regular attendance vital.APPROPRIATE BEHAVIORSCPS PRE IB-PREP students are required to follow middle school policies and rules as stated in the SeminoleCounty Public Schools Student Conduct and Discipline Code.COMMUNITY SERVICESCPS PRE IB-PREP students are required to complete a minimum of 15 Community Service hours per year, 10 of which may becompleted in the summer prior to the upcoming school year. This can be done when it is incremental and transitional, and whenwe give students the opportunity to do community service. Middle School students should be provided a community serviceenvironment that is safe and fosters the sense of service. Community service opportunities at school provides a safeenvironment.SCPS International Baccalaureate Preparatory Program Required Courses6th Grade7th Grade8th GradeAdvanced Math 1OR6th Grade GEMAdvanced Math 2ORAlgebra I Honors (1 Weighted HS Credit)SCPS PRE IB-PREP Comprehensive Science 1SCPS PRE IB-PREP Comprehensive Science 2Algebra IORAlgebra I Honors (1 Weighted HS Credit)ORGeometry Honors (1 Weighted HS Credit)SCPS PRE IB-PREP World HistorySCPS PRE IB-PREP CivicsSCPS PRE IB-PREP Language ArtsSCPS PRE IB-PREP Language ArtsSCPS PRE IB-PREP 6TH Grade Spanish(Semester)SCPS PRE IB-PREP 7th Grade Spanish(Semester)SCPS PRE IB-PREP EnvironmentalScience Honors (1 Weighted HS Credit)SCPS PRE IB-PREP U.S. HistorySCPS PRE IB-PREP Lang ArtsSCPS PRE IB-PREP Spanish I(Year Long)
Page 8STEM Magnet Program OverviewAdvanced, Gifted, & Standard Programs6th7th Grade8th GradeMath 1(Standard/Advanced/Gifted)Math 2(Standard/Advanced/Gifted)Comp Science 1(Standard/Advanced/Gifted)Comp Science 2(Standard/Advanced/Gifted)Pre-AlgebraORAlgebra IORAlgebra I HonorsWorld vanced/Gifted)Comp Science 3(Standard/Advanced/Gifted)Language Arts(Standard/Advanced/Gifted)Language Arts(Standard/Advanced/Gifted)U.S. History(Standard/Advanced/Gifted)GradeLang Arts(Standard/Advanced/Gifted)SCPS Math Progression
Page 9Required Non-Core Academic (All Students)A minimum of 2 Career and Technical Education courses will need to be taken by SMS Students duringtheir 3 years. iChallenge 1, 2, or iConnect will fulfill this requirement, AND iJourney is MANDATORY forall 7th graders6th Grade7th Grade8th GradePhysical Education ElectivePhysical Education ElectivePhysical Education ElectiveiChallenge 1 ***ORiChallenge 2 (Year Long) ***iJourney***iConnect (recommended)DIGITAL TOOL CERTIFICATES***State law requires district school boards to make Career & Professional Education (CAPE) Digital ToolCertificates available in order to enable students to attain Digital Skills (Florida Statute 1003.4203). Additionally,SCPS values the establishment of student career and education plans as an organizing tool for course selection inhigh school, post-secondary educational research, and career exploration. In support of these goals, students willbe scheduled into two of the iSeries courses (ep, iConnect, iChallenge) by the end of the 8th grade. iJourney isrequired along with either iConnect or iChallenge. iJourney includes the career and education plan required forpromotion to high school as required by Florida Statute 1003.4156 (1)(e) and prepares students for an opportunityto earn one digital tool certificate. iConnect is a high school course that teaches network components and softwareapplications, preparing students for an opportunity to earn two digital tool certificates. iChallenge is a middleschool course that teaches computer science concepts in a gaming environment and provides an opportunity toearn one digital tool certificate (semester course) or an industry certification (full year course).
P a g e 10Academic Course Description6th GradeSTEM Magnet Year Long Coursework offered as Standard, Advanced, & GiftedLanguage Arts 1The sixth-grade language arts curriculum integrates the study of grammar usage, mechanics, spelling, vocabulary, public speaking, and literature.Reading skills will be reinforced through fiction, nonfiction, poetry, and drama Students will enhance writing skills through expressive/narrative,informative and argumentative writing. Oral communication skills will be practiced through formal and informal speeches.Advanced Language Arts 1The advanced language arts curriculum in sixth grade is designed to be fast paced for those students who are reading and writing at or above gradelevel, and who enjoy the many facets of language arts. An integral part of the curriculum is the utilization of a wide range of writing and sequentialvocabulary development activities that emphasize reading of fiction and non-fiction.Mathematics 1Students will develop an understanding of and fluency with multiplication and division of fractions and decimals, ratios, rates, estimation,equivalent forms for decimals, fractions and percent. Write, solve and graph one and two step equations and inequalities as well as use tables,graphs and equations to describe linear equations. Explore the measurements of composite two-dimensional figures and volumes of rectangularprisms. Determine and use measures of central tendency and variability to analyze data sets.Advanced Mathematics 1All topics in Mathematics I are included in Mathematics I, Advanced. In addition, students will: Develop an understanding of and applyproportionality to solve problems involving precent. Apply formulas to determine surface areas and volumes of three-dimensional shapes includingpyramids, prisms, cylinders and cones. Develop an understanding of operations involving integers and other rational numbers, as well as solvinglinear equations. Identify and plot ordered pairs in all four quadrants of the coordinate plane. After completion of this course, students may enrollin Grade 7 Mathematics Advanced. Enrollment in sixth grade advanced mathematics is open to any student. Some indicators of student success areFSA Mathematics and Reading scores and performance in previous mathematics courses. Student motivation, a commitment to hard work, andinterest are important factors in a student’s success.GEM MathPrerequisite: 5th Grades PRIMES is recommendedThis rigorous course combines content from 6th, 7th and 8th grades in order to prepare students to be successful in Algebra I Honors in 7th grade.Due to the quantity and rigor of material that students must learn for success in Algebra I Honors, students will be expected to complete additionalassignments and coursework outside of the classroom on the computer. This work will be completed using a “virtual bridge” that providescomputer-based instruction and assessment that the teacher will integrate into work completed in the classroom.Comprehensive Science 16th graders will take a comprehensive science course that has been designed to support understanding through big ideas in science. While stillbased on the Next Generation Sunshine State Standards for Science, this course will allow students to learn content across six interconnected unitsthat will build throughout middle school. The major concepts covered during 6th grade Comprehensive will be: Atoms and Molecules, Classificationof Organisms, Ecosystems, Plate Tectonics, The Geosphere and Cryosphere, and Our Solar System. The class will be supported by digital content aswell as hands-on, cooperative, and literacy-based activities. Students in Advanced and Gifted classes will be provided opportunities to dive deeperinto the content and to make even more connections across science and with other disciplines.World HistoryThe sixth-grade social studies curriculum consists of the following content area strands: World History, Geography, Civics, and Economics. Theprimary content for this course pertains to the world’s earliest civilizations through the ancient and classical civilizations of Africa, Asia, and Europe.Students will be exposed to the multiple dynamics of world history including economics, geography, politics, and religion/philosophy. Students willstudy methods of historical inquiry and primary and secondary historical documents. Students in Advanced and Gifted classes will be providedopportunities to dive deeper into the content and to make even more connections across science and with other disciplines.
P a g e 11Academic Course Description6th GradeSCPS PRE IB-PREP Year Long CourseworkSCPS PRE IB-Prep Langua
Middle School Student Progression Terms to Know Middle School Instructional Program-- Florida State Standards serve as the foundation of the middle school curriculum for the Seminole County Public Schools. Student mastery of subject area content consists of such things as teac
