Welcome to my classroom website!
My students and I work hard to face the increasing demands of the new Common Core State Standards (CCSS), designed to promote students’ growing maturity as readers and writers.
Language and literacy are essential for succeeding in the world beyond the brick-and-mortar walls of my classroom. So in class as well as at home, you will find us practicing strategies to help us become better readers and writers.
Follow us online this year as we develop skills in reading, writing, speaking and listening, as well as conventions of the English language. And check out the many helpful resources posted here for students and their families.
Respectfully,
Mr. Cafaro
Room 203
MR. CAFARO'S CLASS POLICIES & EXPECTATIONS
FOR STUDENTS' ACADEMICS & BEHAVIOR
Mr. A. Cafaro
7th Grade English Language Arts
937-376-9488 (ex. 9870)
A. Course Description
ELA 7 - COURSE DESCRIPTION
In accordance with grade level, the learner will explore the structure of the English language through reading and writing by developing strategies for constructing meaning, engaging in opportunities to apply newly acquired literacy, language, and thinking skills, and will gain a greater appreciation of reading and writing and their importance in and across other disciplines. In addition, the learner will engage in listening, viewing, and oral communication skills as important components of literacy and language development.
Students and English Language Arts teachers, with support from students’ families, will use the Common Core State Standards to drive language learning. The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
B. Course Materials
Each day students are expected to come to class prepared with their assignments and materials. Assignments will include in-class assignments as well as homework. Tests, quizzes, and participation will also be a part of the course grade (see "D. Basis for Grades" below).
This course relies on digital technology. You must come each day with an adequate charge on the battery of your Chromebook. If you are unable to use your Chromebook, you will have to rely on traditional paper and pencil to complete your assignments. Because all assignments all assignments are digital, they will be saved to your Google Drive on your school account. If you do use paper and pencil for any assignments, they should be kept in a folder.
Mr. Cafaro will provide you with the learning materials that you need. You will receive most digital materials--such as your Pearson textbook--through our Google Classroom. Other materials will be provided to you in class, as needed.
Google Classroom Join Codes
Period 1 ELA = vf6rfid
Period 2 ELA = cqo2mez
Period 5 ELA = rgui4nl
Period 6 ELA = paalwhj
C. Daily Structure for Literacy Learning
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"Daily Schedule in English Langauge Arts"
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Component
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Time
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Language Development Using Daily Grammar Practice (DGP)
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10 minutes
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Reading Skill Development for Literary or Informational Texts
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20+ minutes
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Writing for a Variety of Purposes (narrative, explanatory, argumentative)
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15+ minutes
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Speaking & Listening
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ongoing as needed
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D. Xenia Community Schools Grading Scale
100 – 90 = (A); 89 – 80 = (B); 79 – 70 = (C); 69 – 60 = (D); 59 – 0 = (F)
A minimum passing grade of 60% may be earned when 75% or more of the achievement measures are attempted. If less than 75% effort, then the 59 – 0% (F) applies. Attempted work is defined as an “effort made to complete 75% or more of each achievement measure.”
E. Basis for Grades
No less than one grade per week will be recorded. Grades will reflect a student’s progress in meeting the written objectives of course curriculum through the following achievement measures:
| Assignments |
Grading Criteria |
| 1. Classwork (weight = 2/7th) |
Quality and completeness |
| 2. Homework (weight = 1/7th) |
Quality, completeness, and timeliness |
| 3. Tests and Quizzes (weight 3/7th) |
Performance and completeness |
| 4. Participation (weight 1/7th) |
Quantity and quality |
_________________________________
*Overall: 7/7 = 100% |
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The teacher will grade on both a point system as well as by percentage. When points are used for grading, the points will be converted to a percentage. For example, when the teacher uses a 4-point score guide, a score of 4 points will convert to 100%. A score of 3 points will convert to 75%. A score of 2 points will convert to 50%, and a score of 1 point will convert to 25%. Please note that all grades are calculated by ProgressBook into a percentage. At the end of each grading period, a students points and percentages earned will be translated into Alpha grades using the Xenia Community Schools grading scale.
*Convert points to percentage at “Grade Percentage Calculator”
F. Policy on Cheating
Cheating will not be tolerated. Evidence of cheating will result in a zero (0%, F) for the work.
G. Make-up Assignments & Assessments from Excused or Unexcused Absences
For excused absences, a student must make up any missed classwork, homework, or assessment within the number of days excused (E) for full points. However, students whose absences are unexcused (U) will receive only partial credit for their score on any make-up assignments or assessments. For unexcused absences, ten percent (10%) of the grade earned on an assignment or assessment will be taken off the grade per day, up to five days. On the sixth day the work is late and will be counted as a zero (0%). Please be aware that assessments must be made up before or after school with prior arrangements made with the teacher and a parent. (see also “Student Planner & Code of Conduct” for school policy)
H. Late or Missing Work
Students will receive only partial credit for late or missing work. Students may turn in any late or missing classwork or homework within five (5) days of the original due date. Ten percent (10%) of the grade earned on a late or missing assignment will be taken off the grade per day, up to five days. On the sixth day the work is late and will be counted as a zero (0%).
I. Attendance Policy
Students will be responsible for asking the teacher or a reliable classmate about assignments when returning from an absence. (see “Student Planner & Code of Conduct” for school policy)
J. Participation
Students' positive participation in class each day is expected. Their positive participation is based upon their behavior in class during instructional time and during cooperative learning. Students who display misbehavior in class during instructional time will receive Stop Dots. Stop Dots result in disciplinary consequences as well as a reduction in participation points earned. Students begin each quarter with 45 participation points, which equals one point each day for five days throughout the quarterly nine weeks. Any students who receive Stop Dots during instructional time will be held accountable to the classroom discipline policy and will be discredited points from their overall participation grade.
K. Progress Reports, Interim Reports, and Grade Cards
Parents are strongly encouraged to regularly monitor their children’s progress using the online gradebook system ProgressBook, which is linked to the Warner Middle School website and can be accessed from any computer or Internet device using the student’s User Name and Password.
L. Extra Credit
Extra credit points will be offered in class at various times throughout each quarter and will be counted toward a student’s overall quarterly grade. Students who are missing classwork or homework assignments will be asked to complete those missing assignments before seeking extra-credit opportunities.
M. Example of Grade Computation
The teacher will grade on a point system and percentage. For example...
| One 10-question vocabulary quiz at 10 points |
: 10 points = 100% |
| One writing assignment using a 4-point score guide |
: 4 points = 100% |
| One major project at 50 points |
: 50 points = 100% |
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_________________
64 possible points = 100%
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| Sample scale in accordance with Xenia Community Schools: |
| 58 — 64 points = A (90% to 100%) |
| 51 — 57 points = B (80% to 89%) |
| 45 — 50.75 points = C (70% to 79%) |
| 38.25 — 44.25 points = D (60% to 69%) |
| 0 — 38 points = F (0% to 59%) |
EXPECTATIONS FOR BUCS
Building Unity Character and Success
All students are expected to follow The 4 Buccaneer Behaviors, which include:
| The 4 Buccaneer Bs |
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Be Responsible
Be Respectful
Be Ready
Be Real
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1. Be Responsible
- Take ownership of your choices, actions, and their consequences.
- Do what is required, directed, and expected.
- Do your own work.
2. Be Respectful
- Treat others the way you want to be treated.
- Communicate positively and be a good listener.
3. Be Ready
- Be prepared and ready to learn.
- Be in your assigned area when you are supposed to be there.
4. Be Real
MR. CAFARO'S CLASSROOM POLICIES, RULES & PROCEDURES
Classroom Policies
A. Be in your seat during class prepared with your materials and your assignments.
"Beyond the Classroom"
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My focus on students' behavior goes beyond my classroom. I have three rules that I believe will help prepare students for high school, their careers, and life.
- "Be where you are supposed to be, and be prepared with what you need."
- "Listen more and talk less."
Preparing kids with these three basic rules is my contribution for when they are older.
-Mr. Cafaro
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B. Keep your eyes on the teacher, speaker, or text, your mouth closed, and your hands still, and use your voice only at appropriate times and with an appropriate volume.
C. Respect others' person/body, belongings/things, and feelings.
School Policies
A. All Warner Middle School and Xenia Community Schools policies apply as stated in the “Student Planner & Code of Conduct.”
B. All cell phones and other electronic devices should be turned off and should not be seen or used. Students can use the devices once they leave the school building at the end of the day. Only with permission from the principal, tablets might be permitted for reading purposes or if they are being used for academic purposes in Mr. Cafaro’s classroom with a signed copy of the “Digital Device Driver’s License” permission slip clearly placed on the students’ desks when using the devices for learning.
C. Students who do not follow the school dress code will be sent to the office to call home for a change of clothes.
D. Students will have three (3) hall passes per grading period. Students are encouraged to use their lockers before and after classes and to visit the bathroom and get a drink during class changes and at lunch. It's important to remember that students may purchase additional restroom passes from the Buc Store on Thursdays and Fridays for the cost of five (5) Buc Bucks. In addition, students whose doctors provide the school with written notes may use the restroom within reason and as long as the restroom breaks are not interferring with his, her, or other classmates learning.
E. Students will be using school-owned computers, books, and other learning tools. Students must respect this property and not misuse them in any way. District policy will be followed for a student’s misuse of any school-owned property.
F. Guest Teachers will be given the same respect as the regular classroom teacher. Disciplinary action will be taken for students who do not cooperate with Guest Teachers.
Consequences for Unacceptable Classroom Behavior
All students are expected to follow classroom rules and procedures, as well as the school-wide expectations of the 4 Buccaneer Behaviors. Unacceptable behavior will follow the "Three Strikes“ rule, using Stop Dots to manage misbehavior this year.
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| Students receive Stop Dots when they display misconduct in class. |
1st Behavior Violation (“Strike One”) – Any time a student demonstrates misbehaviors, or behaviors that go against the school/classroom rules and expectations, he or she will receive a red sticker, which we will call a Stop Dot, as a warning. Because many people have different learning styles and ways of remembering, the first Stop Dot serves as a visual, auditory, and tactilewarning--allowing visual learners to see the consequence, auditory learners to hear the consequence, and tactile learners to touch the consequence.
2nd Behavior Violation (“Strike Two”) – If a student receives two Stop Dots in a week, that person will be required to stay after class for a Teacher/Student Talk. Excused late passes to a student's next class period will not be issued.
3rd Behavior Violation (“Strike Three”) – If a student continues his or her misbehavior and receives three Stop Dots in a week, the student will receive a Lunch Detention or a Classroom Detention after school. Students who receive an detention will handwrite ten times each of the rules for which they received the three Stop Dots, for a total of 30 sentences.
IMPORTANT NOTE: If a student's misbehavior is severe and needs immediate attention from the principal, assistant principal, or counselor, or if the student's misbehavior is a continual disruption to instruction or students' learning over a period of time, I will skip the steps listed above during the particular incident. Additionally, a student will be referred to the assistant principal if his or her misbehavior continues beyond receiving three Stop Dots.
BEHAVIOR SCAFFOLDING THROUGHOUT THE SCHOOL YEAR
Because children need to develop independence as they mature throughout the school year, the classroom teacher will use the strategy of scaffolding each quarter to release control and give children more and more responsiblity for their conduct.
3 CONSEQUENCES - Quarter 1 Scaffolding per Week:
1st Misbehavior = Stop Dot (Warning)
2nd Misbehavior = Stop Dot (Teacher-Student Talk)
3rd Misbehavior = Classroom Detention (signed on desk)
3 CONSEQUENCES - Quarter 2 Scaffolding per Week:
1st Misbehavior = Stop Dot (Warning)
2nd Misbehavior = Classroom Detention (signed on desk)
3rd Misbehavior = Administrative Detention (signed on desk)
3 CONSEQUENCES - Quarter 3 Scaffolding per Week:
1st Misbehavior = Stop Dot (Warning)
2nd Misbehavior = Administrative Detention (signed on desk)
3rd Misbehavior = Discipline Referral (signed on desk)
3 CONSEQUENCES - Quarter 4 Scaffolding per Week:
1st Misbehavior = Classroom Detention (signed on desk)
2nd Misbehavior = Administrative Detention (signed on desk)
3rd Misbehavior = Discipline Referral (signed on desk)
Teacher/Student/Parent Compact
“I agree to be responsible for supporting the learning of the child listed below.”
Teacher Signature and Date: .jpeg)
“I have read the rules and expectations for Mr. Cafaro’s class, and I understand what is expected of me.”
Student Signature __________________________ Date ___________
“I have read the rules and expectations for Mr. Cafaro’s class, and I understand what is expected of my child.”
Parent Signature __________________________ Date ___________
Original Source File (PDF)
Link: "WMS Teacher/Student/Parent Contract"