PARENT HANDBOOK

Textbook Prices

FSD1 Discipline Code

Staff Directory

Welcome to Williams Middle School! Williams Middle School is one of three middle schools in Florence School District One. The school operates a yearly calendar with course offerings that run one nine weeks period, one semester, or a full year. Williams utilizes a regular seven period schedule and an A/B day block schedule.

The school was named after the late Dr. William Lee Williams, a prominent black physician from Florence. The architectural drawing of the original building was completed in 1965. The building was erected in 1967 and opened its doors to the first class in 1968. Williams Junior High School originally included the sixth, seventh, and eighth grades. With the merger of Williams Junior High School and McClenaghan Junior High School in 1982, Williams became a seventh and eighth grade school now known as Williams Middle School. Williams has a current enrollment of 724 students, 70% African-American, 27% white, 1% Hispanic, and 2% ethnic or racially mixed origin.

Williams also houses the Middle Years Program, which is a precursor of the International Baccalaureate Program, which is located at Wilson High School.

If you have any needs, concerns, advice or comments, please feel free to contact us in person, by phone, email or leave a note in our suggestion box in the front office.

Administrative offices

Mr. Leon McCray, Principal

Ms. Thomasenia Johnson, Secretary

Ms. Sherry Johnson, 7^th Grade Assistant principal

Ms. Anita Black, Secretary

Mr. Michael Woodham, 8^th Grade Assistant Principal – Room 409

Ms. Juanita Thomas, Secretary

Ms. J. Hill, IBMYP Coordinator

Student Support Services

Guidance-Counseling Services

Ms. Reba Livingston, Guidance 7^th Grade- Front Office

Ms. Leola Reaves, Guidance 8^th Grade- Front Office

Mr. Glen A. Keels, In-School Counselor- Room 300

Student Health

Ms. Leigh Hammond, Nurse

Media Center

Ms. Ginny Alexander- Media Specialist

Ms. Deborah Galloway - Assistant

Mr. Steven Murphy - Assistant

Cafeteria

Ms. Hattie Mitchell

School Resource Officer

Officer John Powell

Computer Scheduling & Grade Reporting

Ms. Lekeshia Jones

Bookkeeper

Ms. Everlena Washington – Receives all monies paid to the school with the

Exception of library fines.

Attendance

Ms. Miriam Scott – Keeps track of student absences. Receives medical or

other excuses for absences.

Career Specialists

Ms. P. Hyman

Ms. M. Pipkins

We work to ensure the coordination, accountability, and delivery of career awareness development, and exploration to students in grades 6 – 8. Our responsibilities are coordinating and presenting professional development workshops in career development and guidance for teachers and school counseling. I assist in promoting the goals of quality career development of students 6^th through 8^th and their parents by identifying and assessing career information and resource material.

Language and Math Facilitators

Finnia Eason - Mathematics

Karen Medley – Language Arts

Custodians

Ms. Marcella Bailey

Mr. Jimmy Johnson

Mr. Antwan Cooper

Mr. Calvin Lowery

Core Class Teams and Planning Times

(If you need to meet with a teacher please contact a Guidance Counselor)

Seventh Grade Teams Eighth Grade Teams

Team 1 Team 5

D. McCowan M – RM 102 C. Campbell Sci – RM 309

R. Felder LA – RM 105 C. Johnson SS – RM 311

J. Goings SS-RM 106 P. Holback M – RM 312

T. Wilson Sci – RM 104 T. Mack LA – RM 308

B. Sponic TA – RM 208

Team 2 Team 6

L. English Sci – RM 111 J. King M – RM 318

M. Richardson SS – RM 109 V. Woodward Sci – RM 103

J. Weaver M – RM 108 R. Ellerbe SS – RM 410

E. Baskins LA – RM 107 L. Woodberry LA – RM 317

Team 3 Team 7

E. Brown SS – RM 115
P. Hubbs Sci – RM 112 C. Bishop M – RM 407

G. Horton M – RM 114 D. Duncan Sci – RM 403

J. Roberts LA- RM 110 D. Shaw SS – RM 402

J. McGill LA – RM 316

Team 4 Team 8

S. Barnes Sci – RM 302 S. Tamplin LA – RM 401

J. Janiszeski SS – RM 307 J. Iseman SS – RM 405

B. Phillips M- RM 307 J. Scott Sci – RM 408

S. Rae LA – RM 306 J. Brown M – RM 404

C. Pate VA – RM 314

SPED

N. Barr LD 8 – RM 322
U. Wardy EMD 8 – RM 303
Howard- RM 319

Electives Team

Planning/Lunch for all Elective teachers 11:20-12:55

Art/ Yearbook T. Carter RM 206

Band J. Andrews RM 209

Careers S. Shea RM 320

Computer J. Singletary RM 406

Chorus/Dance D. Johnson RM 207/207B

Consumer Ed M. Davis RM 203

German R. Rodel RM 315

Health 7 M. McClain RM 201

Health 8 T. Briggs RM 321

P. E. 7 T. Rezzuti Gym

P.E. 8 M. Williams Gym

Plato Lab L. Dixon RM 101

Resource 7 J. Johnson RM 116

Resource 8 L. Dillard RM 300

Spanish O. Betancur RM 310

Spanish S. Serrata RM 324

Course Descriptions

Core Classes

Algebra I

The purpose of Algebra I is to establish solid mathematical foundations and practice the skills necessary for success in Algebra II and the higher levels of mathematics offered in the MYP and IB Diploma programs.  Hence, the following content areas will be covered:

Operations in Algebra

Equations

Linear Functions:

Inequalities and Absolute Value

Systems of Equations and Inequalities

Exponents and Exponential Functions

Radicals, Functions, & Coordinate Geometry

Polynomials and Factoring

Quadratic Functions

Rational Functions

Functions and Transformations

Proportional Reasoning and Statistics

Probability

Unit: The Graphing Calculator TI-82

English I

In this accelerated course, students will continue to develop reading, writing, speaking, listening, and research skills. Through the study of contemporary and classical literature, students will learn to identify the features that distinguish literary forms and will explain the influence a historical period has on a written work. Students synthesize, analyze, and critique reading selections. Vocabulary growth is stimulated from a variety of sources.  Readings include periodicals, and various bodies of research, often used for planned oral presentations.  Student writings include narratives, literary and expository essays, in addition to business writings.  They select and use effective literary characteristics and techniques appropriate to the audience and purpose for writing.  Students will receive a strong background in literature, with an emphasis on poetry and drama.  Romeo and Juliet and The Odyssey are two works that will be studied as whole-class reading.  Additional novels such as John Steinbeck’s Of Mice and Men and Harper Lee’s To Kill a Mockingbird are read and discussed.  Selections of plays as well as a variety of other works are assigned at the discretion of the teacher.  Instructional time is devoted to the teaching of functional grammar and composition.  Interdisciplinary instruction and the integration of the arts are integral components of the instructional focus, which incorporate the five Areas of Interaction.  The five Areas of Interaction are community and service, health and social education, environment, homo faber, and approaches to learning. 

Language Arts

The standards for seventh and eighth grade language arts are organized into four categories: reading, writing, communication and research. In seventh grade, students should continue to improve their communication and research skills. They should become knowledgeable of the impact of mass media and the use of persuasive techniques. They should develop their knowledge of literature and be able to analyze an author’s style. In writing, students should be able to express their ideas clearly and should edit and revise their writings. They should write narrative, descriptive and expository compositions. Eighth grade goals are similar, but they will further explore the use and purpose of figurative language, In addition, they will evaluate selections such as advertisements, editorials and feature stories. Students in this grade level should be able to describe, analyze, evaluate information and arguments, evidence and themes presented in a text.

Mathematics

The Math standards for 7^th and 8^th grade are divided into 5 strands to include; Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability. In the seventh grade, students are provided learning situations that expands their knowledge of the standards through a variety of real world experiences. No longer are the basic commands of math facts and operation presented in middle school math. Rather students are given more opportunities to increase their learning through critical thinking skills, logic and reasoning skills and hands on learning.

Middle school math sets the stage in preparing students for higher levels of math in the high school. In each grade level, the students are expected to describe, analyze, interpret, construct, explain and justify their reasoning. Computation is still a major part of what is taught but is not major focus. Students who are successful with seventh grade math are recommended for Algebra1. Eighth grade student s enrolled in Algebra 1 and who are successful complete one of their math high school Carnegie units for graduation.

Science

The standards for seventh and eighth grade science are divided into four categories : inquiry, life science, earth science and physical science. In both grades, the students should continue to improve their understanding of inquiry skills. They should become knowledgeable of the impact of technology on the continued advancement of science. They should be able to recognize the relationship between math and science.

The seventh graders should develop life science skills (primarily taught then), to carry over into life experiences as well as higher level science classes

In earth science the students should begin to develop an understanding of the Earth and the many processes that work to shape and change the planet.

Finally, the students should begin building a foundation of physical science as they study matter and the changes it goes through during chemical and physical changes in everyday living. This should set the foundation for their studies in high school physical science classes

Social Studies

Social studies in grade seven continues the study of world cultures with the focus on the changes that have occurred in Europe, Africa, Asia, and the Americas from 1600 to the present. Students examine the history and geography of the societies that have been developing concurrently during this period, including the growing interaction among these societies as well as the exchange of ideas, beliefs, technologies, and commodities. Students also address the continuing growth of political and economic ideas that shaped the world in which we live today. They learn about the concepts of reason and authority, the natural rights of human beings, the so-called divine right of kings, and experimentalism in science. Instruction should emphasize the elements of social studies literacy: the tools, strategies, and perspectives necessary for understanding the four disciplines addressed in this subject area.

The focus for social studies in grade eight is the story of the history of South Carolina and the role that the state and its people have played in the development of the United States as a nation. Students learn about the state’s development during colonial times and the growth of the American ideal, which led to the break with England, the rising controversy about slavery, and the Civil War. The study of the rebuilding of South Carolina after the Civil War and the continuing struggle for civil rights and justice waged by the people of South Carolina allows students to see the progress that the state has made and to appreciate the contributions that its people have made to the nation as a whole. Instruction emphasizes the elements of social studies literacy: the tools, strategies, and perspectives necessary for understanding the four disciplines addressed in this subject area.

Elective Classes

Art I

Art I is an introduction of drawing, pencil, colored pencil, pastels and pen and ink. There is an Emphasis on line, value and proportion. All of the studio exercises are compounded around the elements and principles of design. Art I also has a thorough study of basic color theory. These studio exercises are backed with history of art and artist through text books and other technology in the classroom.

Art II

(Prerequisite: Art I)

Art II is an extension of Art I students experience basic color missing techniques and composition. Students also experience with acrylic color mixing techniques. The students also have exploration of printmaking materials processes and utilization of linoleum block printing and stamp printing. There is also exploration of three-dimensional design through using plaster gauze. These studio exercises are backed with history of art and artist through text books and other technology in the classroom.

Dance I and Dance II

These classes are beginning dance (nine weeks) courses, specializing in the genres of social dance, jazz, hip-hop, and ethnic dance presented in cultural and historical context. Learning the vocabulary, principles, and elements of each style is important. The classes focus on students’ development of kinesiological body awareness, technical facility, and personal creativity. Students interpret meaning and produce original works in groups by utilizing creative and critical thinking to solve artistic problems. Classes alternate between teacher instruction and independent group work. (National, State, and Local Dance Standards are addressed in every lesson.) Dance I and Dance II students are required to provide a folder and loose-leaf notebook paper for class.

Fundamental Mathematics:

This class is designed for the rediscovery and improving of mastery and understanding basic arithmetic and pre-algebraic concepts. This semester course offers 8^th graders the opportunity to master both grade level and basic mathematical concepts.

Health

The eighth grade Health course is composed of 5 areas of content:  Personal Health and Wellness, Nutritional Choices, Mental Health, Preventing Injuries, Family Living and Health Sexuality.  The 55 minute class meets every day for a semester.

Fundamental Math I & Fundamental Math II

Fundamental Math I is a semester course offered to 7^th graders. This course is designed to help students improve their basic math skills and also introduce them to pre-algebra skills. Compass Odyssey is the software program used in this course. Compass Odyssey is the instructional management system with browser-based curriculum and comprehensive assessment. This software program includes exciting graphics, interactive animation, creative sound design, and hands-on activities that engage students in a unique learning experience.

Fundamental Math II is a semester course offered to 8^th graders. The description is the same except for this course help students improve their math skills and introduce them to algebra.

Introduction to German/Spanish

This class introduces basic words of the language. This includes pronouncing, spelling and writing basic vocabulary words such as greetings and farewells, likes and dislikes, the alphabet, the numbers up to thirty, the weather, the seasons and the calendar. In addition he/she will learn the colors, and items used in the classroom, places to go, and expression of feelings, comfort, and discomfort. Also, there is an emphasis of the culture of the countries that speak the language. These classes are nine week classes long.  At this point the student has a good basic understanding of the language and knows which one he/she will select for further study and development in High School and later at the university.

MYPIB 7 and 8 Introduction to German and German 1.

There is an extensive introduction into the German, Swiss, and Austrian culture. These are taught by means of visual presentations, food items, hand on things, and major and minor assignments. In addition the MYPIB program requires that all lessons include: The area of Interactions: These are divided into the approaches of learning (ATL), community service, health, and social education (HSE), the environment (E), and homo faber (H).

At the end of this two year course the student will have gained an indepth introduction of the German language and is able to communicate orally, write simple letters know the present indicative tenses, the future tense, and the present perfect tense. He/she will be to order from a menu, give directions, and much more. He/she will be prepared to continue in the number two textbook in High School.

Dance Team

This class is an intermediate dance course, specializing in the genres of jazz, modern, hip-hop, and ethnic dance presented in cultural and historical context. Learning the vocabulary, principles, and elements of each style is important. The class focuses on students’ development of kinesiological body awareness, technical facility, spatial expressiveness, and personal creativity. Students interpret meaning and produce individual and group original works by utilizing creative and critical thinking to solve artistic problems. Classes alternate between teacher instruction and independent work. (National, State, and Local Dance Standards are addressed in every lesson.)

Phat Pheet

“Phat Pheet” is an all-year class. The students in this class audition in the spring of the previous school year. At the time of the auditions, students and parents sign a contract with me that specifies my expectations for the students. Upon signing the contracts, I meet with the students before the end of the school year and give them an outline of their assignments for the school year so that they may begin working on their choreography ideas over the summer. These students perform at many community functions throughout the year. “Phat Pheet” students are required to purchase a pair of black “Body Wrapper” dance pants, black socks, and a “Phat Pheet” T-shirt. Jazz shoes are provided.

Tiger Tones/ Chorus

This is an all-year class that does not require an audition. The “Tiger Tones” students do, however, perform at many community functions throughout the year. “Tiger Tones” students are required to purchase a “Tiger Tones” t-shirt and are required to provide a three-subject notebook for class.

In chorus, students study the basic concepts of music: rhythm, melody, harmony, tone color, texture, and form; themes and styles, which include a variety of music literature; and learn how to read and interpret music. Students will also experience “choreography for the singer” as they add movement to their performance pieces. (National, State, and Local Choral Standards are addressed in every lesson.)

Every year, all middle school chorus students in Florence District One participate in a concert in the spring that is presented to the community. In addition, there are three choral clinics that are opened to chorus students throughout the year.

IB-MYP Visual Arts I and II

These classes are based on the South Carolina and National Standard: understanding and applying media, techniques and processes – using knowledge of structures and functions – choosing and evaluating a range of subject matter, symbols, and ideas – understanding the visual arts in relation to history and cultures – reflecting upon and assessing the merits of their works and the works of others – making connections between visual arts and other disciplines. In addition the classes focus on the IB Areas of Interaction, Internationalism and Technology. Students take and active part in learning about and experiencing a wide variety media through art history.

IB-MYP Visual Arts III

This is a studio based course which takes the skills and information learned in I and II and applies them to a variety of different art projects that allow the students to improve their artist skills.

Family and Consumer Science (Home Ec)

This class is designed to introduce to student basic life skills that can be used from now to adult hood. Skills and concepts include looking at Personal development, housing choices/factors, clothing/fashion, nutrition, kitchen/cooking safety and cooking. The course is designed to be a semester class enabling the student to receive the foundation of what they need to be productive in adult life.

Computer 1

Computer 1 is an introductory nine weeks computer class which concentrates on keyboarding skills and basic word processing. Students are expected to type 20 words per minute with 90% accuracy on the letter keys at the end of computer 1. Students will develop skills in Microsoft Word, Microsoft Power Point, and Microsoft Excel.

Introduction to Careers 

This nine weeks course is designed to introduce eighth grade students to career possibilities within the sixteen clusters.  Students will explore career opportunities, educational requirements and job tasks in each cluster.  Students will develop an understanding of how careers affect individuals, families, communities, economies and the global workforce.

Student Athletics

Football – Jeffery Scott, J. Iseman Coach

Basketball –

Boys - T. Rezzuti- Coach

Girls – M. McCain, Coach

Cheerleading - T. Johnson, Coach

Student Clubs and Organizations

BETA club – E. Goodyear, Sponsor

Builders Club – Sponsor

Academic Challenge- J. Iseman, Coach

Gospel Choir- James Brown, G. Horton, R. Paul, Sponsors

Fellowship of Christian Athletes

Step Team- L. Johnson

The Tiger Morning Show- G. Alexander