2019-2020 Course Guide for 8th Grade by Sun Prairie Area School District

CARDINAL HEIGHTS UPPER MIDDLE SCHOOL

2019-2020 Course Guide for 8th Grade

Annual Notices includes Policy JB

NOTICE OF NONDISCRIMINATION POLICY Sun Prairie Area School District No student may be unlawfully discriminated against in any school programs, activities or in facilities usage because of the student’s sex (gender identity, gender expression and non-conformity to gender role stereotypes), color, religion, profession or demonstration of belief or non-belief, race, national origin (including limited English proficiency), ancestry, creed, pregnancy, marital or parental status, homelessness status, sexual orientation, age, or physical, mental, emotional or learning disability. Harassment is a form of discrimination and shall not be tolerated in the district. It is the responsibility of administrators, staff members and all students to ensure that student discrimination or harassment does not occur. This policy does not prohibit the provision of special programs or services to students based on objective standards of individual need or performance. Homeless children, unaccompanied homeless youth (youth not in the physical custody of a parent or guardian) and youth residing in the District shall be provided with equal access to the District’s educational programs, have an opportunity to meet the same challenging State of Wisconsin and Sun Prairie Area School District academic standards and shall not be segregated on the basis of their status as homeless. The District shall establish safeguards that protect homeless students from discrimination based on their homelessness. Students who have been identified or regarded as having a disability under Section 504 of the Rehabilitation Act of 1973, the American with Disabilities Act (ADA) or the Individuals with Disabilities Education Act (IDEA), shall be provided reasonable accommodations in educational services or programs or facilities. When program or classroom modifications are necessary in order to provide a disabled student with equal opportunity, they will be made as required by law. Facilities modifications necessary to provide for appropriate access and participation for persons with disabilities shall be made to the extent required by law. The district also shall provide for the reasonable accommodation of a student’s sincerely held religious beliefs in accordance with established Board policies. Any modifications or accommodations granted under this policy shall be provided to students without prejudicial effect. School Board Policy: IND, Accommodating a Student’s Beliefs. It is the intent of the Sun Prairie Area School District to comply with both the letter and spirit of the law in making certain discrimination does not exist in its policies, regulations and operations. Grievance procedures have been established for students, their parents, and employees who feel discrimination has been shown by the Sun Prairie Area School District. Specific complaints of alleged discrimination including those under Title IX, Section 504, the Americans with Disabilities Act or the Wisconsin Pupil Nondiscrimination Law (Wis. Stat. 118.13) should be referred to: the Sun Prairie Area School District Office, Attention: Assistant Superintendent of Operations (Title IX Coordinator), at 501 S. Bird Street, Sun Prairie, WI 53590. This individual may also be reached at by calling 608-834-6500. If a student or parent/guardian would prefer to have this information translated into Spanish, please contact us at 608-834-6620. Si un estudiante, padre ó guardian prefiere tener esta información traducida en Español, por favor contactenos en el 608-834-6620.

If a student or parent/guardian would prefer to have this information translated into Hmong, please contact us at 608-834-6630. Yog tus me nyuam lub xiv los yog niam thiab txiv/tus neeg muaj cai saib xyuas tus me nyuam xav tau qhov ntawv ntawm no ua lus Hmoob, thov hais rau peb paub rau ntawm 608-834-6630.

Cardinal Heights families and students, We, the faculty and staff, are excited to welcome you to Cardinal Heights Upper Middle School. Cardinal Heights is a student-centered school that believes all students will learn at a high level with the leadership of our professional educators. One of the driving forces behind our philosophy at Cardinal Heights is the importance of 8th and 9th grade. Studies show that this is an incredibly important age and transition time for adolescents. We aim for a high level of engagement in the classroom and build our expectations on positive relationships. In 8th grade we will transition students into one of our five 8th grade houses. Within their house, students will have a guided study hall and a variety of choices for elective classes. This year we have added some great new options and opportunities for our students academically. As we get to know our 8th graders, personally we start talking about "credits" and "transcripts". Knowing who they are as individuals assists us in helping them transition to 9th grade (high school). We hope that you have a great 2019-2020 school year at Cardinal Heights. We hope you make some positive connections, challenge yourself, and get involved with some of the school activities and co-curriculars that we offer. Let’s make it a great year. Go Cardinals!

Sincerely,

Reginald D. McGee Cardinal Heights Principal

Brian Incitti Cardinal Heights Associate Principal

Learning❖Growing❖Succeeding❖Every Person❖Every Day

Table of Contents

Courses and Schedule Outline

Graduation Requirements

Post-Secondary Admission Requirements

Scheduling Guidelines

Grading

10-11

Student Services

11-12

AgriScience and Natural Resources

Art

Business and Information Technology

English

Family and Consumer Science

Mathematics

Music

19-21

Physical Education/Health

Science

Social Studies

Technology and Engineering Education

World Languages

Policy JB

27-29

CARDINAL HEIGHTS UPPER MIDDLE SCHOOL COURSES AND SCHEDULE OUTLINE Graduating Classes of 2022 and 2023 8th Grade Coursework (✓ when scheduled)

9th Grade Coursework (✓ when scheduled)

Core: English 8

Core: (choose one) a. English 9 b. Honors English 9

Core: Social Studies; Geography 8

Core: (choose one) a. World History b. Honors World History c. AP (Advanced Placement) Human Geography

Core: Science 8

Core: Biology

Core: Algebra 8

Core: (choose one) a. Algebra I b. Geometry (If Algebra 1 was successfully completed in 8th Grade)

Physical Education/Health

Physical Education/.5 elective

Elective 1:

Elective 2:

Elective 2: Elective 3:

Graduation Requirements Class of 2022 and 2023 (Please see Board Policy IKF and Procedure IFK-R for complete information Subject Sun Prairie Requirements 25 Total Credits Required for Graduation, beginning in 9th Grade Successful completion of the following subject and credit requirements are required: English ❏ English 9 or Honors English 9 1 credit (4.0 Credits minimum) ❏ English 10 1 credit ❏ English credit in 11th grade 1 credit ❏ English Elective 1 credit * English elective credit can be received in any designated course offered through the English Department in the Course Guide

Social Studies (3.0 Credits minimum)

❏ ❏ ❏ ❏

World Studies United States History Economics Civics *

1 credit 1 credit .5 credit .5 credit

*In addition to receiving .5 credit in a Civics course, students must successfully pass the Wisconsin State Civics exam with a score of 65 or higher. See Below for additional information.

Science (3.0 Credits minimum)

❏ ❏ ❏ ❏

Life Science Physical Science Ecology Science Elective

1 credit 1 credit .5 credit .5 credit

* Science elective credit can be received in any designated course offered through the Science Department in the Course Guide

Math (3.0 Credits minimum)

❏ ❏ ❏ ❏

Algebra I (beginning 2018-19 standard curriculum^) Geometric Concepts Algebraic Concepts Math Elective*

not credited 1 credit 1 credit 1 credit

* Math elective credit can be received in any designated course offered through the Math Department in the Course Guide ^ Beginning in 2018-19, Algebra I will be the standard curriculum in 8th grade and will not be awarded credit.

Physical Education (1.5 Credits minimum) Health (.5 Credit minimum)

❏ Physical Education Electives

1.5 credits

❏ Health Education

.5 credit

Electives (10 Credits minimum) Service Learning

❏

Elective Credit

10 credits total

❏ Service Learning is a graduation requirement that is met by completing projects within certain courses. All students must complete one service-learning project during their high school experience. Courses that offer the Service-Learning component have a project embedded within the curriculum for students to complete. ❏ Specific community-based Service-Learning activities will be considered to be part of the curriculum, will be aligned with the curriculum standards for the course, and will be assessed as part of the course. ❏

Wisconsin State Civics Test * (State Requirement)

Total Required

❏ Per the state of Wisconsin, starting with the graduating class of 2017, all students must take a state civics test (modeled after the Naturalization Test used by the US Citizenship and Immigration Services). In order to graduate: Students must have at least 65 of the 100 questions correct. Students with IEPs must take the test, but do not have to pass it in order to graduate. ❏ Students identified as Limited English Proficiency (LEP) may take the test in their language of choice. ❏ The district will determine the date of the test. ❏

Post-Secondary Admission Requirements Minimum Requirements for most University of Wisconsin System institutions** Please verify the specific admission standards with the school and program of your choice. Subject English 4 Credits Social Sciences 3 Credits Natural Sciences 3 Credits Math 3 Credits Foreign Language Electives 4 Credits Total Credits

Successful completion of the following subjects: □ 4 Credits (literature-based and composition-based English courses recommended by many universities) □ 3 Credits □ 3 Credits (Biology, chemistry and another lab science recommended by many universities) □ Algebra □ Geometry □ Algebra 2 □ 2 years of a single World Language are required for admission to UW-Madison and strongly recommended at other UW System campuses. □ Fine arts, computer science, business, family and consumer education, and other academic, career, and technical areas.

17 Credits Typical Requirements for Highly Selective Colleges** These include colleges such as Marquette, Northwestern, and many programs at UW-Madison. Please verify the specific admission standards with the school and program of your choice.

Subject English 4 Credits Social Sciences 3-4 Credits Science 3-4 Credits Math 4 Credits Single Foreign Language 3-4 Credit Additional Academic/Fine Arts 2 Credits Total Credits

Successful completion of the following subjects: □ 4 Credits (literature-based and composition-based English courses recommended by many universities) □ 3-4 Credits □ 3-4 Credits (3 credits lab based sciences) □ Algebra

□ Geometry

□ Algebra 2

□ Advanced Math

□ (Requirements will vary)

□ Fine arts, computer science, business, family and consumer education, and other academic, career, and technical areas.

19-22 Credits

Entrance Requirements for Wisconsin Technical College System institutions** ●

Consult website for specific admission requirements: www.wistechcolleges.org

●

ACT will be used for admission.

●

Some programs require specific courses and grades.

●

Applications should be submitted in early October of the senior year to optimize chances of admission into preferred programs.

●

Some programs fill on the first day of application.

**Please verify admission requirements with the specific school of your choice** For UW System Schools, go to http://uwhelp.wisconsin.edu/admissions/freshman/collegeprep.aspx. For all other universities, go directly to their website for admissions information.

SCHEDULE GUIDELINES Schedule Change Policy: Staffing and budgeting decisions for the school year are made based on the courses selected by students. Students should assume that the courses selected will be scheduled. Moreover, the master schedule is developed to accommodate student course selections, and to create balanced classes. Due to these facts, it is necessary to establish formal scheduling procedures. Schedule Adjustments Schedule changes will be made ONLY for the following reasons: ● Failure of the student to meet proper course prerequisites. ● A different course is needed as a result of failure or deficiency toward graduation ● ● ● ● ●

requirements. Class conflicts (two classes scheduled during the same period). Desire to replace a study hall with a class. Requests a study hall and does not have one within their schedule. Completed a course during summer school and a class is no longer needed. 504/IEP plan accommodation

Schedule adjustments will NOT be considered or allowed for the following reasons: ● Student wishes to change to improve grade point average. ● Student states that the class isn’t what one thought it would be or one doesn’t like the class. ● Student states that the class is getting too hard. ● Student states that they have changed their mind. ● Student has concerns with the teacher assignment. ● Student is unhappy with the lunch period assignment. ● Student has concerns relating to members of a given class. ● Student desires to have the same teacher all year or class the same period all year. ● Student wishes to change schedule due to employment or extra-curricular activity

Please note: a Schedule Change Request form can be found online and will need to be completed. If a change meets the requirements, it can only be changed within the first 10 school days of the semester.

Student Scheduling Requirements All students are required by Wisconsin Statute 118.33 to be in school for the full day unless a student is in an accredited work program or has an IEP designating otherwise. A full day of school for Cardinal Heights Upper Middle School students is defined by the Sun Prairie School Board as a minimum of six classes each semester (Policy IKF and Procedure IKF-R, Graduation Requirements; Policy JDA, Full-Time Student).

Students with Special Needs Accommodations and modifications are made for students who have met legal requirements for programs established by Board policies and Board/administrative procedures such as IEPs and 504 plans.

RADING G Grades and Credits 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 .7 0

A AB+ B BC+ C CD+ D DF

93-100 90-92 87-89 83-86 80-82 77-79 73-76 70-72 67-69 63-66 60-62 59 and below

Grade Reports Progress Reports r eflect grades achieved at mid-quarter. Quarter Report Cards reflect grades earned for a nine-week period. Semester Report Cards reflect grades earned for two quarters, semester exam grades, and final semester grades. Promotion: 8th Grade students must demonstrate proficiency for promotion. Students will be promoted to the next grade-level if he/she demonstrates proficient skills and knowledge in mathematics and reading. Students will be provided several opportunities to demonstrate their proficiency. See School Board Policy IKE-R for details. Purpose Statement Regarding Citizenship: The majority of skills our students learn are not academic. The Sun Prairie School District highly values the importance of personal responsibility, work habits and productivity, collaboration, and personal integrity. We track student progress of these components because they are necessary for the long term success of our students and their ability to become productive citizens. Sun Prairie School District Citizenship Rubric Rubric Components

Component Descriptions M--Consistently Meets Expectations

S--Sometimes Meets Expectations

R--Rarely Meets Expectations

Personal Responsibility How a student prepares to be a productive member of class

Punctuality – 0 or 1 unexcused tardies and/or absences Classroom Materials – Consistently prepared for class.

Punctuality – 2 or 3 unexcused tardies and/or absences Classroom Materials – Sometimes prepared for class. Occasionally needs to go get supplies or borrows from others.

Punctuality – 4 or more unexcused tardies and/or absences Classroom Materials Rarely prepared for class. Regularly borrows materials or goes to locker.

Work Habits and Productivity What work a student produces for a class and

Work Completion Consistently completes and hands in work on time. Promptly arranges for and

Work Completion Sometimes completes and hands in work on time. Needs a reminder to

Work Completion – Rarely completes and hands work in on time. Missing work. Does not meet deadlines.

how it is produced

completes work after an absence. Work Ethic – Constantly puts forth best effort: Self advocacy: seeks assistance, asks questions when needed. Engagement - Consistently engages in classroom activities; demonstrates interest and curiosity in learning. Uses electronic devices appropriately.

arrange for and complete work after an absence. Work Ethic – Sometimes puts forth good effort: does not always seek assistance or ask questions. Engagement – Sometimes stays on task and follows directions. Needs few reminders to stay on task. Electronic devices occasionally a distraction.

Work Ethic – Rarely puts forth good effort. Student work is inconsistent. Attempts/Turns in work. Engagement – Rarely focuses on classwork and needs regular reminders to attend to the classroom tasks. Electronic devices regularly a distraction.

Collaboration and Personal Integrity How a student works with others in the classroom and interacts within the classroom environment.

Teamwork – Consistently provides, values, and listens to ideas while encouraging all team members. Interaction - Consistently communicates with students and staff appropriately; respects the physical environment. Safety – Consistently follows classroom safety expectations and guidelines.

Teamwork – Sometimes provides, values, and listens to ideas while encouraging all team members. Interaction - Sometimes communicates with students and staff appropriately; respects the physical environment. Safety – Sometimes follows classroom safety expectations and guidelines. Immediately corrects behavior when reminded.

Teamwork –Rarely provides, values, and listens to ideas while encouraging all team members. Interaction - Rarely communicates with students and staff appropriately and to respect the physical environment. Safety – Regularly needs to be reminded to follow rules, has difficulty following expectations and guidelines.

STUDENT SERVICES: Our Student Services Department is comprised of School Counselors, School Psychologists, and School Social Workers. The Student Services team works collaboratively to best assist students in the areas of academic achievement, personal/social development and career services. The team also provides student and family responsive services. If you need assistance, please contact the following: School Counselors Garlough, Carrie School Counselor (A - G)

(608) 318-8123

clgarlo@sunprairieschools.org

Hudson, Rick School Counselor (H - O)

(608) 318-8122

rkhudso@sunprairieschools.org

Medema, Keith School Counselor (P - Z)

(608) 318-8125

kamedem@sunprairieschools.org

(608) 318-8126

skdenti@sunprairieschools.org

School Psychologists Dentice, Shannon Psychologist

Giza, Amy School Psychologist

(608) 318-8128; (608)834-6730

algiza@sunprairieschools.org

Haag, Julia School Social Worker

(608) 318-8127

jahaag@sunprairieschools.org

Hanifl, Jacob School Social Worker

(608) 318-8124

jrhanif@sunprairieschools.org

School Social Workers

School Counselors The School Counseling program is designed to work with all students throughout the school year. The major components of the School Counseling program are to promote the academic success of all students by providing the following programming and services on behalf of students: Academic Achievement Scheduling of students and making schedule changes Learning problem-solving strategies Referral for special help Academic and career planning conferences Interpretation of standardized testing Personal/Social Development Student advocacy Responsive services One-on-one brief counseling Career Exploration Provide counseling regarding options, interest inventories etc. Discuss class options with students given career goals

School Psychologist In addition to promoting personal/social development, additional School Psychologist roles include: ● Special Education testing ● One-on-one brief counseling ● Facilitating IEP meetings ● Facilitating 504 meetings ● SST program coordination

School Social Worker In addition to promoting personal/social development, additional School Social Worker roles include: ● Coordinating and access community resources ● Alcohol, Tobacco and Other Drug Services ● One-on-one brief counseling ● Facilitating IEP meetings

OUR COURSES

AGRISCIENCE AND NATURAL RESOURCES

Ag and Natural Resources classes will: • Allow students to develop, do and demonstrate curriculum topics of personal interest. Our various projects create problems for us to solve through the use of research, engineering, and a variety of mechanical and manufacturing methods. • Foster leadership skills with a focus on self-confidence, goal setting, communications, documentation skills and finishing what you start on time. • Provide the student with some work experience, and exposure to some career fields that pay well and are in high demand. • Challenge students to speculate about our need to feed a growing population while also addressing conservation efforts such as water quality, soil erosion, and a respect for our natural resources.

8TH GRADE EXPLORING AGRICULTURE AND NATURAL RESOURCES Course 0785AGR Elective Course Semester Course

8TH GRADE NATURAL RESOURCES AND WILDLIFE MANAGEMENT Course 8009AGR Elective Course Semester Course

We will look at the impact agriculture and the natural resources have on our lives. Students will be exposed to a variety of wildlife, livestock and small animals through projects and field trips. Students will learn about animal physiology and anatomy through projects like fish taxidermy. We will continue to research, develop new goals and learn from our mistakes while caring for our fish farm. Our three aquaponic tanks house our perch fingerlings, brood stock and projected baby fry. We will learn how to provide our fish and other animals with the water quality, care and feed needed to maximize their profitability.

If you enjoy learning about the outdoors and what makes the woods, waters and plains of this great world so interesting, this class is for you! This hands-on course will provide adventurous students in our community an opportunity to complete four highly sought after state and national certifications. The course acts as an entry into the Natural Resources Systems Program of Study at the High School. The curriculum would consist of Natural Resources, Wildlife Management, Fish Biology, Outdoor Ethics and four Wisconsin DNR certifications including Boater Safety, Trapper Education and a combination of Hunter and Bow Hunter Education. Students will be asked to work on the development of leadership skills while completing an (SAE). All students enrolled in the class will be required to attend the one day field experience program that is designed for students to personally demonstrate hands-on mastery of certain classroom skills. Professional dog trainers and an army of roughly forty volunteers throughout the state provide our students and parents with a great outdoor experience and a huge wild game feed for lunch. Students desiring to receive state certifications will need to successfully complete all field day competencies, pass each individual state certification test, and pay for the specific certifications before being awarded. Certification costs are estimated to be in the range of $10-$13 per certification.

Each year, we have successfully incubated a variety of ducks, quail, pheasants and other poultry while learning about the egg laying process. Students will study soils and plant structures while planting seeds, gardens and performing various landscaping projects. We will also follow the Alaskan Iditarod Sled Dog Race while studying nutrition, vet care and animal welfare. This class is designed to get students excited about our 9th grade classes titled, “People, Plants and Animals” and “Natural Resources and Wildlife Management”.

ART All students can benefit from art education. At Cardinal Heights we offer a wide variety of challenging art courses to help you discover, develop and appreciate individual creative talents in the visual arts. Knowledge and experience of art and design is a vital part of a growing number of careers you may be interested in for your future. Art classes will: ● ● ● ● ● ●

Allow learners to express themselves creatively. Promote individuality, bolster self-confidence, and improve overall academic performance. Help all students develop more appreciation and understanding of the world around them. Help students develop a sense of craftsmanship, quality task performance, and goal-setting skills needed to succeed in the classroom and beyond. Strengthens student problem-solving and critical thinking skills, adding to overall academic achievement and school success. Give students the flexibility to do hands-on work in an environment that is independently driven. For this reason students should possess or be willing to build intrinsic motivation and enthusiasm for art.

The Eighth Grade Art curriculum provides new opportunities for all students, while expanding upon skills learned in previous art classes. Students have a choice of two classes, each with a unique focus and content. There are no prerequisites for these classes. The courses give students a chance to use their imagination, to develop critical thinking skills, and to express themselves in a variety of ways. Art units not only provide students an opportunity to communicate, but also help students understand themselves, other people, and different cultures. Students are encouraged to elect both eighth grade art courses.

CONTEMPORARY ART EXPLORATION

GLOBAL ART EXPLORATION

Course 0183ART Elective Course Semester Course Course Fee: $10.00

Course 0182ART Elective Course Semester Course Course Fee: $15.00

In this class you will learn about how art and design influence modern culture through making creative projects that cover a variety of different types of art. Projects in this class are inspired by contemporary artists, art styles, and art careers. Throughout the course of the semester students will experience a wide range of art techniques, materials and styles which will help them develop skills and identify interests for future art classes. Drawing, clay sculpture, and painting are just some of the topics covered. Get ready to be inspired, work hard and have fun while doing it!

Are you interested in learning about different cultures and artists from around the world? Do you want to explore new ways of making art and being creative? If so, Global Art Exploration is the class for you! Develop your own creative senses while being exposed to a wide range of art techniques, materials and styles. Drawing, clay, fabrics and printmaking are just some of the art materials students will be exposed to, helping develop skills and interests for future art classes. Get ready to be inspired, work hard and have fun while doing it!

BUSINESS AND INFORMATION TECHNOLOGY What can Business, Information Technology and Marketing do for you? Employers are continuously looking for conscientious, well-qualified and highly trained employees. Career opportunities with unlimited advancement potential exist in the Accounting, Information Technology, Management, Administration and Marketing fields. Our mission is to prepare students for success in these careers. Business Education prepares students by developing essential job skills. Students will learn about and plan for careers in the public and private (profit and non-profit) sectors and organizations of all sizes. Students will be exposed to case studies which highlight the value of good citizenship, entrepreneurship and problem-solving in all fields. Students will be expected to demonstrate these traits in all assignments. The Business, Information Technology and Marketing Departments of Upper Middle School are organized to contribute to the education of students in four ways: ● Planning and preparation for Post-secondary education of all kinds: college, technical school, apprenticeships, and resume building employment ● Planning for careers and specific career education options through sequential exposure to learning styles, career cluster job types, high school course selection and work experience ● General education about the world of Information Technology, Business and Marketing ● Provide real-life scenarios with opportunities to work in the area/field of choice.

8th GRADE COMPUTER SCIENCE: APP CREATOR (PLTW) 3802MTH Elective Course Computer Science: App creators is a Project Lead the Way semester long course designed to introduce students to the exciting world of computer science and the concepts of computational thinking through the creation of mobile apps. Students are challenged to be creative and innovative, as they collaboratively design and develop mobile solutions to engaging, authentic problems. Students experiences the positive impact of the application of computer science to society as well as other disciplines, particularly biomedical science. Students will become familiar with fundamental computer science terms and procedures and will be learning how to build various types of apps to solve real world needs. Ultimately, students will be developing computational things, building career awareness, and improving computer science skills.

ENGLISH The vision of the Upper Middle School is to create a classroom atmosphere of mutual respect where students exhibit compassion and empathy for others, developed through a community of learners who feel valued, understood, and successful in their pursuit of life-long learning. We strive to introduce our students to great works of literature, challenge them to think beyond the ordinary, and encourage them to express themselves competently both in speaking and writing. We are dedicated to ensuring that our students will leave Sun Prairie Area School District with the critical thinking skills and independence that will allow them to participate as knowledgeable, reflective, creative, and critical members of the global community. 8th GRADE ENGLISH Course 1080ENG, 1081ENG Required Course Year Course Communication is the basic objective of English study. Our program incorporates literature, language, and composition, all of which develop the student’s ability to effectively communicate his/her thoughts and experiences.

novels, short stories, poetry, and various other language activities. Writing projects focus on writing as a process. Several genres will be represented through literature, and many will center on multicultural issues. The eighth grade English course will prepare the student to be a successful, independent student at the high school.

Eighth grade students will continue to learn basic language arts skills in a holistic approach: reading writing, speaking, and listening. Students will work creatively and cooperatively on writing projects,

FAMILY AND CONSUMER SCIENCE Don’t fall flat on your face in real life! Take Family and Consumer Science courses to learn the practical skills of life management. Choose our occupational courses and get a head start at finding the career that is right for you.

8th GRADE DISCOVERING YOUR FUTURE Course 0380FCE Course Fee: $30.00 Elective Course Semester Course

8th GRADE MANAGING ME Course 0182ART Elective Course Semester Course Course Fee: $15.00

This family and consumer education course uses enjoyable hands-on activities and projects to help you develop your personal assets, plan a balanced life, explore future careers, and dabble with entrepreneurship. Learning activities include working cooperatively in food labs and constructing one or more sewing projects.

What does it mean to manage yourself? How can you become better at managing what you eat, the money you spend, the time you have, and your future? This class will help you answer these questions while involving you in hands-on projects, food labs, and time management sewing project(s). Take control of your life.

You will leave this class with a taste of the work world and the groundwork to discover your future.

This interesting and fun course teaches students basic life skills in food selection and preparation, and helps them appreciate and understand the importance of food choices and eating habits for a healthy life. Varieties of learning methods will be utilized, including demonstration, hands on cooking, and especially group learning. This course is suitable for all students interested in developing healthy lifestyles and learning the methods of food preparation.

8th GRADE T RAVEL AND RESTAURANT EXPLORATION Course 9331FCE Elective Course Semester Course Course Fee: $20.00 Do you like to dine out, stay in hotels, or travel? Then this class is perfect for you. You will gain an understanding of the restaurant and hotel business and even design and operate a restaurant. A field trip to a restaurant and hotel or resort will give a “behind the scenes” view of the operations of a hospitality business and teach you about exciting careers in the hospitality and tourism industry.

MATHEMATICS Mathematics is an essential tool in many fields including the trades, fine arts, family and consumer sciences, natural science, engineering, medicine and the social sciences. The purpose of our math curriculum is to provide all students with the opportunity to be successful at their current level of math development and to enable them to progress in their mathematical knowledge.

ALGEBRA 8 Course 2082MTH, 2083MTH Required Course Year Course This course is the foundation for high school mathematics courses. It is the bridge from the concrete to the abstract study of mathematics. Topics include simplifying expressions, evaluating and solving equations and inequalities, and graphing linear and quadratic functions and relations. Real world applications are presented within the course content, and learning is centered around group building of knowledge. A graphing calculator is used within the classroom, but is not required. Successful Completion of Algebra 8, as indicated by earning 70% or better for the year is required for enrollment in 9th grade Geometry.

9th GRADE GEOMETRY (For students who are 8th grade students, have taken Algebra and are accelerated in math: Requires Consent of Instructor)

Course 3369MTH, 3370MTH Elective Course 1.0 credit Year Course Prerequisite: Successful Completion of Algebra 8, as indicated by earning 70% or better for the year, and consent of instructor This course is a continuation of mathematical study and fulfills the graduation requirement for geometric concepts. 8th grade students who take 9th grade geometry can elect to take the course for credit or no credit. If not taken for credit, the course does not fulfill the graduation requirement for geometric concepts. Topics covered include logic and reasoning, proofs, similarity and congruence,circles, trigonometry, polygons, area, volume, and transformations. Real world applications are presented within the course content and learning is centered around group building of knowledge.

MUSIC Music Department Mission Statement The Sun Prairie Music Program will provide for all students the opportunity to achieve musical excellence through a variety of musical experiences. Students will learn valuable life skills, grow aesthetically, feel successful, and create connections that will establish a lifelong appreciation of music.

Music at Cardinal Heights Upper Middle School The music curriculum at the upper middle school is designed to expand a student’s insight into music. Multiple performing ensembles and a new non-performance digital music course give students many opportunities to study music. Studies have shown the importance of creativity and the arts. Developing sensitivity to and understanding of music will give a student a lifelong appreciation of one of the world’s greatest art forms. Participation in band, choir, and/or orchestra provides for the following instruction: 1. Small group lesson instruction focused on specific instrument/voice curriculum 2. Large group rehearsals, five periods each week 3. One credit toward graduation is earned per year

Enrollment in any music performance ensemble allows for participation in music related extracurricular activities such as: Jazz Ensemble, Jazz Combos, Sound of Sun Prairie, District State Solo/ Ensemble, Vocal Jazz, Pop Strings, Treble Choir, Bass Choir

Attendance at lessons and concerts are required. FEES All Performance Ensembles A School Board mandated music uniform fee of $20.00/ per year is required for all music performance classes. Band A $50.00 per year fee is charged for rental of school-owned instruments (including percussion). Orchestra A $50.00 per year fee is charged for students using a school owned instrument as their only instrument. A $25.00 per year fee is charged if the instrument is only used at school.

8TH GRADE BAND(s) Course 0618MUS, 0619MUS Elective Course Year Course Prerequisite: Previous study on band instrument Course fee: $20.00 Uniform User Fee. A $50.00 per year fee is charged if student rents a school-owned instrument (including percussion).

and an interest in accelerated music study. Students explore and study music through performance. Musical insight is developed through working with guest clinicians, conductors and composers. Participation in class tours and events is expected for members of the Wind Symphony. Attendance at weekly small group lesson and all concerts are a class requirement. Music equipment will be necessary for daily class, weekly lessons and concert performances. Individual practice outside of class is expected.

Class open to eighth grade students interested in studying instrumental/band music. Students explore and study music through performance. Musical insight is developed through working with guest clinicians, conductors and composers. Attendance at weekly small group lessons and all concerts is a class requirement. Music equipment will be necessary for daily class, weekly small group lesson and concert performances. Individual practice outside of class is expected.

8th GRADE CONCERT ORCHESTRA Course 0668MUS, 0669MUS Elective Course Year Course Prerequisite: Previous study on orchestra instrument or permission of instructor Course fee: $20.00 Uniform User Fee. A $50.00 per year fee is charged for students using a school owned instrument as their only instrument. A $25.00 per year fee is charged if the instrument is only used at school.

WIND SYMPHONY Course 7008MUS, 7009MUS Elective Course Year Course Prerequisite: Admission by audition Course fee: $20.00 Uniform User Fee. A $50.00 per year fee is charged if student rents a school-owned instrument (including percussion).

Class open to eighth grade students interested in studying instrumental performance on the violin, viola, cello, or string bass. A wide variety of orchestra literature will be studied. Attendance at weekly lessons and all concerts is a class requirement. Music equipment will be necessary for daily class, weekly lessons and concert

Class open to eighth and ninth grade students by audition. Class designed for students with a command of instrumental/band music fundamentals

performances. Individual practice outside of class is expected.

learned in middle school but is open to all students who wish to sing! BEL CANTO choir performs at least five times throughout the year. Attendance and participation at all concerts, rehearsals, and weekly lessons is required.

INSTRUMENTAL CHAMBER MUSIC 7113MUS

Elective Course Semester Course Prerequisite: Previous study and concurrent enrollment in a band or orchestra class There is a long and rich history of chamber music in all cultures. Chamber music is made of small groups (typically two to five musicians), often in smaller spaces and thus the name chamber music. It is a collaborative music making process that relies on the democratic rehearsing and performance of music. The historical model of a chamber music group is very similar to the Professional Learning Community (PLC) model. This elective course would provide students the opportunity to create chamber music PLCs that would work with the teacher as a guide or mentor in their musical process.

CANTATI CHOIR Course 7149MUS, 7150MUS Elective Course Year Course Course fee: $20.00 Uniform User Fee CANTATI Choir is open to all 8th and 9th Grade Tenor and Bass voices who wish to improve as a singer and musician. The course will further develop skills learned in Middle School Choir but is open to all students who wish to sing! CANTATI Choir performs at least five times throughout the year. Attendance and participation at all concerts, rehearsals, and weekly lessons is required.

MUSICAL IMPROVISATION 7115MUS Elective Course Semester Course Previous or concurrent enrollment in a band or orchestra class

8th GRADE INTRODUCTION TO DIGITAL MUSIC COMPOSITION Course 7160MUS Elective Course Semester Course

The development of improvisation (both in classical music and jazz music forms) allows musicians the opportunity to create original melodic, harmonic, and rhythmic ideas while working within a group form or framework. It opens avenues for self expression and creative freedom.

Class is open to all students. It is an opportunity for students to compose music using state-of-the-art technology and featuring the software GarageBand. Students will analyze several musical styles and study various compositional techniques. Through Garageband students will create a variety of compositions which include movie music, music to accompany a short story, music that describes artwork, and their own original melodies.

BEL CANTO CHOIR Course 0650MUS, 0651MUS Elective Course Year Course Course fee: $20.00 Uniform User Fee BEL CANTO Choir is open to all 8th Grade Soprano and Alto voices who wish to improve as a singer and musician. The course will further develop skills

PHYSICAL EDUCATION/HEALTH ighth grade physical education classes are mandatory and will meet every other day for the entire E school year. Health is also a required eighth grade course that meets every other day all year. All eighth grade students enroll in physical education class. The comprehensive program guides students through skill and strategy development in lead up activities, team sports (flag football, ultimate frisbee, volleyball, basketball, eclipse ball), individual sports (disc golf, ice skating, tennis, badminton) and lifetime fitness activities (strength training, cardio conditioning, yoga, pilates). These experiences are all rooted in the health-related fitness components (cardiovascular endurance, muscular endurance, muscular strength, flexibility, and body composition) and skill-related fitness components (speed, agility, power, reaction time, coordination, and balance). The program promotes the spirit of cooperation, leadership, fair play, and friendly competition. Students will need athletic shoes and appropriate change of clothes for physical activity (shorts, sweat pants, t-shirt, sweatshirt).

8th GRADE PHYSICAL EDUCATION Course 0880PED, 0881PED Required Course Year Course A/B Day Course Fee (Field Trip): $5.00

8th GRADE UNIFIED PE 5203PED Elective Course Yearlong Course This Course combines students of all abilities to participate in developmentally appropriate activities including lifetime activities, physical fitness, and sport. Students will work together to increase competence and confidence in a variety of physical activities. Through ongoing leadership opportunities, members of this course will be empowered to help create a more inclusive and accepting school environment for all students.

Students will participate in a comprehensive physical education program, which will provide a broad skill foundation for their successful participation in future elective classes. The students may receive some of the following activities: flag football, disc golf, cardio, badminton, floor hockey, paddle games, volleyball, basketball, cross country ski, ice skating, social dance, multi-cultural activities, golf, and softball.

8th GRADE HEALTH Course 0580PED, 0581PED Required Course Year Course A/B Day

8th GRADE TOTAL WELLNESS 5700HEA Elective Course Semester Course

. 8th grade health will focus on Goal Setting, Decision Making, Mental/Emotional Health, Stress/Anger Management, Nutrition, First Aid, Alcohol, Tobacco, and Other Drugs, along with Body Functions, Infectious Diseases, such as STDs and AIDS, Non-Infectious Diseases, Relationships, and Sexuality. This class is based on skills the students will use to live happy, healthful, and productive lives. Since this course includes materials on topics that are sensitive parental involvement is encouraged.

Total Wellness offers 8th and 9th grade students an opportunity to expand their learning about personal and societal health and wellness through a hybrid environment. Learning will occur in a physical classroom, digital classroom, and also an active setting (gymnasium or outside). This course will focus on 21st century learning skills such as communication, collaboration, creativity, and critical thinking. Students will explore current events around health and wellness related topics, create and follow through on a self-selected wellness goal, research a self-selected health and wellness topic, engage in opportunities to improve school wellness, and identify credible resources for health information.

SCIENCE

8TH GRADE SCIENCE – A Year of Change! Course 3080SCI, 3081SCI Required Course Year Course

oceans on the earth, and examine the influences that produce climate zones and climate changes. Earth’s Dynamic Systems n ot only helps students clarify what they already know about earthquakes, volcanoes, and plate tectonics, but deepens their understanding of their world and some of the powerful natural events that significantly affect it. By performing a series of engaging hands-on activities based on the manipulation of simple models and the study of maps, students extend and enrich their knowledge of the structure of the earth’s interior and crust.

Students will think, collaborate and act like scientists as they explore the themes of science through labs, investigations, evidence, and hands-on/minds-on experiences. Each lesson will build on skills and concepts presented in previous lessons. As students progress through the year, they take increasing responsibility for their own learning. Eventually, planning and conducting their own procedures. 8th grade science investigates the following:

Energy, Forces, and Motion s tudents investigate different forces, how those forces change the motion of objects and different forms of energy. Students will develop an understanding of Newton’s three laws through investigations, collaboration, and exploration.

Weather and Climate Systems explores the atmospheric events and oceanic processes that dramatically impact the earth and its inhabitants. Students experiment with factors that determine storms and daily weather, explore the impact of

SOCIAL STUDIES The Social Studies Department works together with students and parents to provide every child with the skills and knowledge to be contributing, law abiding and responsible citizens.

8th GRADE SOCIAL STUDIES-Geography Course 4080SOC, 4081SOC Required Course Year Course

in order to gain a better understanding of physical and human geography in the different regions of the world. Students will interact with their teacher, the facilitator, as well as each other to discover the many different places around the world. This class includes group work, projects, journaling, reading, writing and so much more. So, pack your bags and let's go!

If you could travel anywhere in the world where would you go? Africa? Asia? How about Australia? These are just a few of the places that students will be studying in 8th grade Social Studies. Students will look through current and historical perspectives

TECHNOLOGY AND ENGINEERING EDUCATION Technology and Engineering Education classes give students the opportunity to try a variety of career interest areas within the engineering, construction, manufacturing, and automotive areas.

8th GRADE ENGINEERING IN MOTION- PLTW Course 0781TED Elective Course Semester Course Course Fee: $5.00

8th GRADE TECHNOLOGY AND DESIGN- PLTW Course 0780TED Elective Course Semester Course Course Fee: $20.00

In this activities-oriented course, students’ natural curiosity and imagination are engaged and challenged to understand what engineers do in today’s society. Students will acquire skills in problem solving, collaboration, and innovation, as well as gain a basic understanding of how robots and 3D modeling works. Projects in the past have included ground skimmers, robotics challenges, and modeling playgrounds. Students thinking about or interested in engineering, science, or mathematics as a career should check out this course!

In this project-based hands-on course, students will investigate technology, design, and how it relates to and impacts our daily lives. The buildings we live in, the items we purchase, and the way we receive information will all be areas of exploration. Students may design and build projects using a range of tools and materials. Student Projects in the past have included LED light box, electronic bugs, plastic injection molding, towers and bridges, and hydraulic/bionic arms. Students interested in manufacturing, construction, engineering and having fun would find this course very chill!

WORLD LANGUAGES Mission Statement: The mission of the World Language Department is to inspire our students through the learning of other languages to become lifetime learners in a global society, respecting the culture, values, and beliefs of all people. World Languages: All students are encouraged to investigate the area of World Language study. The offerings at Cardinal Heights Upper Middle School include French, German, Spanish, and Chinese. They are designed to make learning a World Language an enjoyable living experience, to develop international interest and understanding, to provide a useful communication tool and thereby distinguish the student in a competitive job market, and to aid the student to better use and understand English. The World Language student is expected to complete a full year of the course and is encouraged to continue study of that language as long as possible in order to develop skills to a workable level. Some post-secondary schools require at least two years of a world language for entrance and possibly more semesters before graduation from college. The courses are, however, for all interested students. By completing a sequence of

world language study, students may receive college credit and world language exemptions. Students who enter and successfully complete an upper level or intermediate college course may receive college credit for previous courses. Students should contact the guidance staff and research various colleges to find out specific World Language requirements.

FRENCH I SPANISH I

Course 6131FOR, 6132FOR Elective Course Year Course Prerequisite: None

Course 6011FOR, 6012FOR Elective Course Year Course Prerequisite: None Spanish I covers listening, speaking, reading, and writing with an emphasis on listening and oral skills. This is open to all students who would like to learn about Spanish-speaking countries, the language and the culture. Students should expect homework everyday outside of class. Students will learn to speak, read, and write in Spanish. In order to be successful, it is recommended that students be proficient English readers. Students who have earned a C or better in Spanish I during 8th grade are encouraged to continue to Spanish II.

French I is an introduction to the language and culture of French-speaking countries. The primary emphasis is on speaking and understanding basic conversational French. Vocabulary and grammar points are introduced through oral classroom work. A variety of activities help expand the student’s knowledge. French I is open to any student who is interested in learning about another language and culture. Students will learn to speak, read, and write in French. In order to be successful, it is recommended that students be proficient English readers.

SPANISH II

FRENCH II

Course 6013FOR, 6014FOR Elective Course Year Course Prerequisite: Spanish I

Course 6133FOR, 6134FOR Elective Course Year Course Prerequisite: French I

Spanish II is a continuation of Spanish I with emphasis on the development of listening and oral skills and additional emphasis on reading and writing. Vocabulary building, idiomatic usage and sentence construction is emphasized in the process, and an awareness of Hispanic culture is developed through a variety of classroom activities. Students should expect homework everyday outside of class. Spanish is used in class as much as possible. Students will learn to speak, read, and write in Spanish. In order to be successful, it is recommended that students be proficient English readers. It is recommended that you earned a “C” or higher in Spanish I.

French II is a continuation of French I. The students’ speaking and listening skills are further developed through class discussion activities. There is increased work on reading and writing French. Students are exposed to French culture and geography through videos, and a variety of classroom activities. The class is conducted largely in French. Students will learn to speak, read, and write in French. In order to be successful, it is recommended that students be proficient English readers. It is recommended that you earned a “C” or higher in French I.

GERMAN I

CHINESE I

Course 6211FOR, 6212FOR Elective Course Year Course Prerequisite: None

Course 6251FOR, 6252FOR Elective Course Year Course Prerequisite: None

German I is an introduction to the language and culture of German-speaking countries. The emphasis in the course is on the spoken word. Students concentrate on learning to speak and understand basic conversational German. Students learn vocabulary, elementary grammar principles, and learn about German culture. Extra activities provide additional insights into German language and culture. Students will learn to speak, read, and write in German.

Chinese I is an introductory course in Mandarin Chinese, incorporating listening, speaking, reading and writing skills into a comprehensible input approach. Students will be engaged in activities based on stories, authentic materials and films and be able to engage in conversations on topics of everyday interests, family and school life. They will also be able to experience and identify various patterns of behavior and interactions of Chinese culture.

GERMAN II CHINESE II

Course 6213FOR, 6214FOR Elective Course Year Course Prerequisite: German I

Course 6253FOR, 6254FOR Elective Course Year Course Prerequisite: Chinese I

German II is a continuation of German I. Greater emphasis is placed on spoken communication in accurate, comprehensible forms. Vocabulary, cultural background and conversational ability are further enlarged and developed. Greater emphasis is also placed on grammar, with application in basic reading and writing skills. A variety of activities, films, etc. give further exposure to German. Students will learn to speak, read, and write in German.

Chinese II develops and expands the fundamental skills introduced and gained in Chinese I course. Aural comprehension, pronunciation and speaking practices facilitate oral communication in comprehensible input method. More vocabulary and grammar are introduced to lead to more reading and writing. Fun stores, authentic music and reading materials as well as audio/video clips enrich the learning experienc

POLICY JB STUDENT DISCRIMINATION AND HARASSMENT Adopted by the School Board: December 13, 1993 Revised by the School Board: March 11, 1996; April 23, 2001; March 24, 2003; November 28, 2005; September 11, 2006; June 26, 2017 Technical Revision: September 22, 2008; March 3, 2010; June 26, 2017 LEGAL REF.: Wisconsin Statutes, 118.13 and 947.0125; Wisconsin Administrative Code, PI 9 and PI 41; Federal Laws, Title IX, Education Amendments of 1972; Title VI, Civil Rights Act of 1964; Section 504, Rehabilitation Act of 1973; Americans with Disabilities Act of 1990; Individuals with Disabilities Education Act; McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 at seq) CROSS REF.: BDDI-R(1), Procedures for Responding to Public Concerns, Complaints, or Suggestions for Improvement; GBA, Employee Discrimination and Harassment; I FF, Parent Rights and Educational Programs/Activities; IGBA, Programs for Students with Special Education Needs; IGBB, Advanced Learners Program; IGBJ, Response to Intervention; IGDA, Student Activities; I GDJ, Interscholastic Athletics; IIAC, Selection of Classroom Instructional Materials and Resources; I IBGA, Technology and Communication Resources Acceptable Use By Students ; IKA, High SchoolGrading Systems; I KE, Promotion Criteria for Grades 3-8; IKF, Graduation Requirements; IL, Assessment Programs; I NB, Controversial Issues; IND, Accommodating a Student's Beliefs; J B-R, Student Discrimination and Harassment Complaint P rocedures; JBA, Bullying, Cyber-Bullying, and Hazing; JEC, School Admissions; J EC-R(2), Procedures for Admitting and Placing Homeless Students; JFCE, Code of Classroom Conduct; JFG, Student Interviews with Law Enforcement Officers; J G, Discipline, Suspensions and Expulsions of Students; J HG, Reporting Child Abuse/Neglect; JI, Scholarships and Awards; J O-R, Guidelines for the Maintenance and Confidentiality of Student Records; KH, Public Gifts and Donations and to the School Districts; K LB, Handling Complaints About Learning Materials and the Curriculum; S pecial Education Resource Guide; Administrative Guidelines for Student Discrimination and Harassment Response: Implementing Policy JB & Procedure JB-R RELATED FORMS: JB-F(1), School -Based Discrimination or Discriminatory Harassment Report Form; JB-F(2), Formal Student Discrimination Report Form The Sun Prairie Area School District is committed to providing equal access to educational services for every student in the district and to providing a learning environment free of any form of harassment against or between students. No student may be unlawfully discriminated against in any school programs, activities or in facilities usage because of the student's sex (gender identity, gender expression and non-conformity to gender role stereotypes), color, religion, profession or demonstration of belief or non-belief, race, national origin (including limited English proficiency), ancestry, creed, pregnancy, marital or parental status, homelessness status, sexual orientation, age, or physical, mental, emotional or learning disability. Harassment is a form of discrimination and shall not be tolerated in the district. It is the responsibility of administrators, staff members and all students to ensure that student discrimination or harassment does not occur.

For purposes of this policy, we will utilize the following definitions: ●

●

"Discrimination" means any unlawful action or practice including bias, stereotyping or student harassment detrimental to a person or group(s) of persons and differentiates or distinguishes among persons or which limits or denies a person or group of persons opportunities, privileges, roles or rewards based on any personal characteristic described above. "Harassment" means behavior toward or between students based on any personal characteristic described above which substantially interferes with a student's school performance or creates an intimidating, hostile or offensive environment. Harassment can arise from a broad range of physical or verbal behavior that can include, but not be limited to: physical or mental abuse, racial insults, ethnic or religious slurs, unwelcome sexual advances or touching, sexual comments or jokes, sexually explicit derogatory statements or discriminating remarks that are offensive or objectionable to the recipient or which cause the recipient discomfort, humiliation or which interfere with the recipient's academic performance.

This policy does not prohibit the provision of special programs or services to students based on objective standards of individual need or performance. Homeless children unaccompanied homeless youth (youth not in the physical custody of a parent or guardian) and youth residing in the District shall be provided with equal access to the District’s educational programs, have an opportunity to meet the same challenging State of Wisconsin and Sun Prairie Area School District academic standards and shall not be segregated on the basis of their status as homeless. The District shall establish safeguards that protect homeless students from discrimination based on their homelessness. Students who have been identified or regarded as having a disability under Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) or the Individuals with Disabilities Education Act (IDEA), shall be provided reasonable accommodations in educational services or programs and facilities. When program or classroom modifications are necessary in order to provide a disabled student with equal opportunity, they will be made as required by law. Facilities modifications necessary to provide for appropriate access and participation for persons with disabilities shall be made to the extent required by law. The district also shall provide for the reasonable accommodation of a student's sincerely held religious beliefs in accordance with established Board policies. Any modifications or accommodations granted under this policy shall be provided to students without prejudicial effect. School Board Policy: IND, Accommodating a Student’s Beliefs Any person who believes that a student has been the subject of prohibited discrimination or harassment shall report the matter in accordance with established complaint procedures. Complaints or questions regarding this policy shall be referred to: Sun Prairie Area School District Office Attention: Assistant Superintendent of Operations (Title IX Coordinator) 501 South Bird Street Sun Prairie, Wisconsin 53590

All reports regarding student discrimination or harassment shall be taken seriously, treated fairly and promptly and thoroughly investigated. The district shall take all appropriate and necessary action to eliminate student discrimination and harassment, up to and including discipline of the offenders. There shall be no retaliation against any person who files in good faith (or who is believed to have filed a complaint) under this policy. It is also against this policy to retaliate against any person who otherwise participates in any investigation, inquiry, or other proceeding related to an incident, report, or complaint underneath this policy. Retaliation includes, but is not limited to, any form of intimidation, harassment, or inappropriate disparate treatment. Such retaliation shall be considered a serious violation of Board policy independent of whether the report, complaint, or allegation in question is substantiated. Allegations or concerns regarding retaliation may be reported to the District using the procedures that are established for reporting harassment and discrimination. Employees who fail to respond to discrimination or harassment complaints or to act on their knowledge of violation of this policy will likewise be subject to disciplinary action, up to and including termination. In addition, employees who engage in behaviors found to be discrimination or harassment will be subject to disciplinary action up to and including termination. Notice of this policy and its accompanying complaint procedures shall be published annually in the District’s official newspaper and posted in each school building in the district. In addition, this policy and its accompanying complaint procedures shall be included in student and staff handbooks. Further, a student nondiscrimination statement shall be included in course selection handbooks and other published materials distributed to the public describing school activities and programs. Staff training shall be provided as necessary and appropriate to help administrators and other staff members implement the district's student nondiscrimination and harassment policy and complaint procedures.