Health

Sandtown Middle School

Teacher: K. Postell, C. Anderson, N.
Burke, D. Rogers

Phone Number: 470.254.6500

Room Number: Rm A127 & A128

Email:
postellk@fultonschools.org
Andersonc2@fultonschools.org
burkeni@fultonschools.org
rogersd1@fultonschools.org

Year: 2016-2017

Website: www.sandtownhealth.weebly.com

Tutorial Days: Tuesdays

Tutorial Hours: 4:30-5:30 PM

COURSE DESCRIPTION:

Health involves the fitness of the body, soundness of mind, strength of emotions, and
maturity of decision making. Since health education permeates every facet of a persons
life, every effort will be made to assist the student in attaining the highest level of efficient
living.
TEXTBOOK: Glencoe Teen Health Course 1, Glencoe Teen Health Course 2, Glencoe Teen

Health Course 3, Choosing the Best

COURSE OUTLINE*:
*This course outline may be adjusted and or modified by the instructor as needed.
Week 1:

Rules & Expectations/Intro to Health

Week 2:

Personal Health and Wellness

Week 3:

Mental and Emotional Health

Week 4:

First Aid and Safety

Week 5:

Nutrition

Week 6:

Nutrition

Week 7:

Tobacco, Alcohol, Marijuana, and Other Drugs

Week 8:

Tobacco, Alcohol, Marijuana, and Other Drugs

Week 9:

Sexual Education

REQUIRED MATERIALS:

Composition notebook (one or two subject)

Tape
Glue stick

GRADING POLICY: A = 100-90

B = 89-80

C = 79-70

F = 69 and below

GRADING SCALE:
Category
Formative Assessment* (Will be counted in Portfolio)
Portfolio (Interactive Notebook)
Quiz
Performance Assessments (Projects/Tasks)
Summative Assessment (Unit Test)
Final Exam

Percentage
0%
15%
15%
35%
20%
15%

Explanation of Categories
Formative Assessment: The goal of any formative assessment is to monitor student learning to
provide ongoing feedback that can be used by instructors to improve their teaching and by
students to improve their learning. More specifically, formative assessments:
help students identify their strengths and weaknesses and target areas that need work
help faculty recognize where students are struggling and address problems immediately
Examples of formative assessments that will be used in this course include:
classwork and homework activities
district level benchmarks
common formative assessments
unannounced (pop) quiz
exit tickets
* Note: Students please be forewarned, not taking Formative Assessments seriously will most
likely result in failed quizzes and summative assessments.*
Portfolio: The design of any portfolio is to be a purposeful collection of student work that tells the
story of student achievement or growth. Within this limited definition, a portfolio system should:
promote student self-assessment and control of learning
support student-led parent conferences
certify student competence
build student self-confidence
evaluate curriculum and instruction
There is no single correct way to use portfolios, but there are two main reasons for utilizing them:
a Assessment usage - keeping track of what students know and can do
b Instructional usage - promoting learning where students learn by assembling, reviewing, and
reflecting upon the work in the portfolio.

Examples of portfolio artifacts that this teacher will require for this course may include, but are not
limited to:
Fitness Logs
Student reflections to how they can impact their own lives in healthy ways (Quick Writes)
Classwork
Formative assessments
Quiz - The goal of any quiz is to evaluate student learning after instruction of a single learning task
by comparing it against some standard or formative assessment. Quizzes reflect the rigor of the
course, so it is the responsibility of the individual teacher to differentiate them based on course
descriptions and student learning objectives. Examples of quizzes for this course include:
unannounced (pop) quizzes
online quizzes
paper-based quizzes
Performance Assessment: The goal of any performance assessment is to measure student learning
as to what students can do with what they know, rather than how much they know. With
performance assessment, students are engaged in tasks in which they are crafting products.
Student work is guided via rubrics, exemplar models, and teacher feedback all along the way.
Performance assessments are an excellent way to differentiate instruction based on student
interest and learning style. Examples of performance assessments that will be used in this course
include:
projects
performance tasks
Summative Assessment: The goal of any summative assessment is to evaluate student learning at
the end of an instructional unit by comparing it against some standard or formative assessment.
Examples of summative assessments for this course include unit tests.
Semester/Final Exam: The goal of any final exam is to evaluate student learning at the end of an
instructional period by comparing it against some standard or formal assessment.
MAKE UP WORK POLICY:
Upon returning to school following an absence, it is the students responsibility to contact the
teacher(s) to request make-up work. The student must complete make-up work within the time
specified by the teacher. At Sandtown Middle School, the amount of time given to make up work
will be the same as the amount of time the student was absent unless other arrangements are
mutually agreed upon. Make-up work for unexcused absences may be reduced by 10 points.
Make-up work submitted late will receive a zero. The student will receive the actual grade on the
make-up work if the absence was excused. (FCBOE Policy JBD)
LATE WORK POLICY:
If you are present when an assignment is given, then I expect you to turn in the work on the day
that it is due. If you are present in class and fail to submit an assignment upon teacher request on
the day that it is due, then you will receive a grade of a 49 for that assignment. If you have an

unexcused absence on the day the assignment is due, then you will receive a grade of a 49 for that
assignment.
RECOVERY:
Provision for Improving Grades
1. Opportunities designed to allow students to recover from a low or failing cumulative grade
will be allowed when all work required to date has been completed* and the student
has demonstrated a legitimate effort to meet all course requirements including attendance.
2. Students should contact the teacher concerning recovery opportunities. Teachers are
expected to establish a reasonable time period for recovery work to be completed during the
semester.
3. All recovery work must be directly related to course objectives and must be completed ten
school days prior to the end of the semester.
4. Teachers will determine when and how students with extenuating circumstances may
improve their grades.
*A grade of 49 will be recorded as the grade for any task that is not completed by the
student. Students with grades of 49 must complete the task as a part of the recovery
process before additional tasks will be assigned. This policy includes tasks in the
Formative Assessment category.
If the student completes a task and earns a grade below 50, then the grade will be
recorded as a 50.XX, where the XX after the decimal will indicate the actual score on
the task. For example, if a student takes a quiz and scores 35% correct on the quiz, the
grade will be recorded as 50.35 in the gradebook. This will enable the student and
his/her parent to know what the actual level of performance was on the task, while
making it mathematically possible for the student to recover from that grade.
CLASSROOM EXPECTATIONS:
Students will strive to exhibit JAG S.W.A.G.:
SShow respect
WWork responsibly
AAct with appropriate attitude
GGenerate excellence

Classro
om

Area

Show Respect

Work Responsibly

Act Appropriately

Generate
Excellence

Leave others
belongings alone
Listen when others
speak

Bring all materials to Show eagerness to

Stay on task
Use appropriate,
class daily
learn
Complete all
Speak positively
non-offensive
assignments on-time
toward teachers and
language and
Leave work area
students
gestures

Restroo Cafeter Gym/Lo Extracu

Field Assemb
m
ia
cker
rricular
Trips
lies/

Area

Show Respect

Work Responsibly

Act Appropriately

Generate
Excellence

Listen and focus on Be on time and keep

speaker or performer
area clean
Follow directions
Keep hands and feet
Respect others
to yourself
space
Keep hands, feet and Take paperwork
objects to yourself
home to
Be attentive when
parent/guardian
someone is speaking Turn in paperwork
Leave others
on-time
Keep belongings
belongings alone
Encourage peer
participation
Progress quickly and
quietly through the
line
Leave area neat and
clean
Leave others alone
Be quick and quiet

Exhibit school pride

and spirit
Use appropriate, nonoffensive language
and gestures
Show
school pride

secure Use and take

care of equipment as

intended
Be
on-time
Know your number

Report spills to your

teacher on duty
Go through line only
once
Have a signed pass
Keep restrooms clean
Return to class after

using

Dress appropriately
Show eagerness to
learn
Keep hands to

yourself Turn in lost

items
Support students of
all
abilities
Keep
conversation at

an appropriate
volume
Clean your area
Choose
Use the healthy
restroom for
intended purposes
only
Report vandalism

and accidents to an

Be attentive to the
program
Follow directions
Participate when
asked
Be on-time
Follow all
directions from
adults the first
time
Dress out daily
Participate daily
Follow all
directions from
adults
Stay inthe
linefirst
Enter and leave
through the
correct door
Dispose of paper
towels in the trash
container
Choose it, use it,
flush it

Standard Class Rules:

Be in your seat with necessary materials when the bell rings.
Raise your hand to speak or stand.
Follow directions the first time they are given.
Keep cell phones out of sight.
Keep hands, feet, and objects to yourself.
No put-downs, teasing, or other inappropriate words.
CONSEQUENCES:
If students are in violation of the above rules and are a threat to their own learning or the learning
of others in the class, they will face a consequence.
Step 1: Verbal warning/reprimand/redirection.
Step 2: Teacher-student conference. Successful parent contact (via email with response or verbal)
must be made before moving to the next step. If number(s) are not working, contact
School Social Worker.
Step 3: Class Timeout/Lunch Reflection/Intervention
Intervention strategy examples: counselor referral, seat reassignments, time out, parent
contact (email or phone), parent conference

Step 4: Mandatory after school detention with parent contact and a counselor referral
Step 5: Office Referral (Grade Level Chair review first; then Administration)
Step 6: RTI/SST the student (PBIS interventions and begin RTI process)
USE OF ELECTRONIC DEVICES:
Cell phones, iPods, iPads, video games, Kindles, tablets, etc. cannot be on or visible unless
authorized by the teacher for instructional purposes.
PRESENTATION OF ASSIGNMENTS:
Guidelines will be given for all in-class and out-of-class assignements.
IMPORTANT DATES/FIELD TRIPS:
To be determined.
DRESS CODE: (more details in Student Handbook)
Students in the school system are expected to dress and groom themselves in such a way as
to reflect neatness, cleanliness and safety. All students shall dress appropriately so as not to
disrupt or interfere with the educational program or the orderly operation of the school.
Examples of inappropriate dress and grooming include: lack of cleanliness in person or dress;
shoeless-ness; "short-short" clothing; shirts baring the back; bare midriffs; "tank tops"; "seethrough" clothing or apparel which designates gangs or similar organizations or any dress that is
disruptive to
the educational process or demeaning to any groups of peoples.

All clothing must be tucked in and belts must be visible.

No sagging pants.
No flip-flops, shower shoes, or slippers/house shoes.
No ripped pants without leggings/tights worn underneath.
No muscle shirts or any clothing that shows bare midriff (stomach area) or back.

SANDTOWN MIDDLE SCHOOL HONOR CODE:

The Sandtown Middle School Honor Code is in effect at all times. Cheating will not be
tolerated!
Cheating is defined as giving or receiving information in any form that is related to a gradable
experience including the use of sources of information other than those specifically approved by
the teacher either during or outside of class. Students are required to sign honor pledges as
applicable for major tests, projects, and/or papers.
Examples of Cheating include, but are not limited to:
Plagiarism using words or ideas from a published source without proper documentation;
using the work of another student (e.g. copying another students homework, composition,
or project); using excessive editing suggestions of another student, teacher, parent or paid
editor.
Looking on someone elses paper during a test or quiz.

Cheat sheets of any kind.

Knowingly accepting or giving information concerning the contents of a test or
quiz.
Changing the appearance of computer printouts.
Allowing another student to complete USA Test Prep, Study Island, Compass
Learning, or other web-based activities using your name and login information.

Any student found to be in violation of the Honor Code on any assignment will receive a grade of a
49 on the assignment in question. The assignment may not be made up. Violations may be
considered by faculty in making future recommendations. Memberships in honor clubs will be
jeopardized.

Health
Syllabus Receipt and Contact Sheet
I acknowledge and have read all of the information contained in this syllabus (pgs. 1-6) and will
work with my student/parent/guardian/teacher to successfully complete this course. In the event
that I have questions, I will contact the teacher.

Student Name (print): _____________________________________________________________________

Parent(s)/Guardian(s) Name (print): __________________________________________________________
Parent(s)/Guardian(s) Signature: _____________________________________________________________
Parent(s)/Guardian(s) E-mail Address (if applicable): _____________________________________________
Parent(s)/Guardian(s) Home Phone Number: ___________________________________________________
Parent(s)/Guardian(s) Work Phone Number: ____________________________________________________
Parent(s)/Guardian(s) Cell Phone Number: _____________________________________________________
Alternate contact number (if applicable): _____________________________________________________
What is the best way for me to contact you about your student?
_____ e-mail
_____ home phone
____work phone
____cell
**Please note that I will send out a weekly email with important class updates.
When is the best time of day for me to call?

What other things would you like me to know about your student?

We understand that you have busy schedules, and we respect your time. Therefore, the provided
information will not be abused, but will only be used for information that is pertinent to your
students success. All information is required to consider this form complete.
Please feel free to contact me directly via e-mail: postellk@fultonschools.org or schedule a
conference through our counselors office.
You may fill out your syllabus receipt form electronically using the following link or by
scanning the QR code https://goo.gl/forms/s885XJMxuMieszkF3. Thank you!