1. education
2. school

Course Descriptions 2015-2016
7th Grade Required Courses
Homeroom 7
English Language Arts 7
Math
Physical Education
Science/Health 7
World History 7
Elective
8th Grade Required Courses
Homeroom 8
English Language Arts 8
Math
Physical Education
Science 8
U.S. History 8
Elective
REQUIRED COURSE DESCRIPTIONS
Course Title
Description
Homeroom 7
All students are assigned a Homeroom class. Students meet in Homeroom for daily for approximately the first two weeks
Homeroom 8
of the school year during which orientation lessons and activities are delivered. Homeroom periods are also scheduled
on the calendar as needed to engage students in activities to support the school’s Positive Behavior Interventions and
Supports (PBIS) and the Venado HONOR Code along with a variety of other lessons/activities. Homeroom is also a means
of organizing the school in groups in case of an emergency, for testing and dissemination of information and fundraising.
English Language
Language Arts is a literature-based class focusing on reading, writing, grammar, speaking, language mechanics,
Arts 7
vocabulary, and research skills. Because the curriculum is aligned to Common Core standards, there is added
English Language
emphasis on analytical non-fiction reading and critical thinking skills. In addition, teachers integrate language arts
Arts 8
into units of study relating to the student’s history class, thus providing an interdisciplinary approach to learning.
Some students will be placed into special Language Arts and World History classes, such as GATE or Sheltered (for
some English Language Learners) based on test scores or GATE Identification.
Middle School
Instructional time in this course focuses on:
Math 7
 analyzing proportional relationships and using them to solve real-world and mathematical problems.
 applying and extending previous understandings of operations with fractions to add, subtract, multiply, and
divide rational numbers.
 using properties of operations to generate equivalent expressions.
 solving real-life and mathematical problems using numerical and algebraic expressions and equations.
 drawing, constructing and describing geometrical figures and describing the relationships between them.
 solving real-life and mathematical problems involving angle measure, area, surface area, and volume.
 using random sampling to draw inferences about a population.
 drawing informal comparative inferences about two populations.
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Grade
7
8
7
8
7
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Middle School
Math 8
Middle School
Enhanced Math 7/8
Middle School
4/21/2015
 investigating chance processes and developing, using, and evaluating probability models.
Math placement will be based on IUSD Math Pathways criteria.
Instructional time in this course focuses on:
 knowing that there are numbers that are not rational, and approximating them using rational numbers.
 working with radicals and integer exponents.
 understanding the connections between proportional relationships, lines, and linear equations.
 analyzing and solving linear equations and pairs of simultaneous linear equations.
 defining, evaluating, and comparing functions.
 using functions to model relationships between quantities.
 understanding congruence and similarity using physical models, transparencies, or geometry software.
 understanding and applying the Pythagorean theorem.
 solving real-world and mathematical problems involving volume of cylinders, cones and spheres.
 investigating patterns of association in bivariate data
Math placement will be based on IUSD Math Pathways criteria.
This course differs from the standard Math 7 and Math 8 courses in that it contains content from both courses. This
course is intended for the student who is able to move through the mathematics quickly and still master the full range of
mathematical practices, content and skills. Instructional time in this course focuses on:
 analyzing proportional relationships and using them to solve real-world and mathematical problems.
 understanding the connections between proportional relationships, lines, and linear equations.
 applying and extending previous understandings of operations with fractions to add, subtract, multiply, and
divide rational numbers.
 knowing that there are numbers that are not rational, and approximating them using rational numbers.
 working with radicals and integer exponents.
 using properties of operations to generate equivalent expressions.
 solving real-life and mathematical problems using numerical and algebraic expressions and equations.
 drawing, constructing and describing geometrical figures and describing the relationships between them.
 understanding congruence and similarity using physical models, transparencies, or geometry software.
 solving real-life and mathematical problems involving angle measure, area, surface area, and volume.
 solving real-world and mathematical problems involving volume of cylinders, cones and spheres.
 using random sampling to draw inferences about a population.
 drawing informal comparative inferences about two populations.
 investigating chance processes and developing, using, and evaluating probability models.
Math placement will be based on IUSD Math Pathways criteria.

In Enhanced Math I, students continue their work with expressions and modeling and analyzing situations. In
8
7-8
7-8
Page 2
Enhanced Math I
Middle School
Honors Geometry
4/21/2015
earlier grades, students informally define, evaluate, and compare functions, and use them to model relationships
between quantities. In Math I, students will learn function notation and develop the concepts of domain and
range. They move beyond viewing functions as processes that take inputs and yield outputs and start viewing
functions as objects that can be combined with operations (e.g., finding (𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥).). They explore
many examples of functions, including sequences. They interpret functions represented graphically, numerically,
symbolically, and verbally, translate between representations, and understand the limitations of various
representations. They work with functions given by graphs and tables, keeping in mind that, depending upon the
context these representations are likely to be approximate and incomplete. Their work includes functions that
can be described or approximated by formulas as well as those that cannot. When functions describe
relationships between quantities arising from a context, students reason with the units in which those quantities
are measured. Students build on and informally extend their understanding of integer exponents to consider
exponential functions. They compare and contrast linear and exponential functions, distinguishing between
additive and multiplicative change. They interpret arithmetic sequences as linear functions and geometric
sequences as exponential functions.
 In Math I, students build on their prior experiences with data, developing more formal means of assessing how a
model fits data. Students use regression techniques to describe approximately linear relationships between
quantities. They use graphical representations and knowledge of the context to make judgments about the
appropriateness of linear models. With linear models, they look at residuals to analyze the goodness of fit.
 In previous grades, students were asked to draw triangles based on given measurements. They also have prior
experience with rigid motions: translations, reflections, and rotations, and have used these to develop notions
about what it means for two objects to be congruent. In Math I, students establish triangle congruence criteria,
based on analyses of rigid motions and formal constructions. They solve problems about triangles, quadrilaterals,
and other polygons. They apply reasoning to complete geometric constructions and explain why they work.
Finally, building on their work with the Pythagorean Theorem in the grade eight standards to find distances,
students use a rectangular coordinate system to verify geometric relationships, including properties of special
triangles and quadrilaterals and slopes of parallel and perpendicular lines.
Math placement will be based on IUSD Math Pathways criteria.
In the high-school level Honors Geometry course, students begin to formalize their geometry experiences from
elementary and middle school, using more precise definitions and developing careful proofs. In the standards for grades
seven and eight, students began to see two-dimensional shapes as part of a generic plane (the Euclidean Plane) and
began to explore transformations of this plane as a way to determine whether two shapes are congruent or similar. In the
Honors Geometry course, these notions are formalized and students use transformations to prove geometric theorems.
The definition of congruence in terms of rigid motions provides a broad understanding of this notion, and students
explore the consequences of this definition in terms of congruence criteria and proofs of geometric theorems.
Students investigate triangles and decide when they are similar; with this newfound knowledge and their prior
understanding of proportional relationships, they define trigonometric ratios and solve problems using right triangles.
7-8
Page 3
Physical
Education
Extended Day PE
(EDPE)
Science/Health 7
Science 8
United States
History 8
4/21/2015
They investigate circles and prove theorems about them. Connecting to their prior experience with the coordinate plane,
they prove geometric theorems using coordinates and describe shapes with equations. Students extend their knowledge
of area and volume formulas to those for circles, cylinders and other rounded shapes. Finally, continuing the
development of statistics and probability, students investigate probability concepts in precise terms, including the
independence of events and conditional probability.
Math placement will be based on IUSD Math Pathways criteria.
Physical Education introduces students to team, individual, and leisure activities. The program is co-ed and promotes
sportsmanship, teamwork, and positive interactions with peers. Students will gain basic knowledge and skills for each
activity, and will finish out the program with a well-rounded foundation for lifelong health and fitness.
Extended Day PE (EDPE) is the physical education class described above, but it is offered before regular school hours,
during period 0. This option allows students to free up a period during the day to take an extra class as needed (at least
one class must be a year-long music elective). Extended Day PE (EDPE) is limited to 60 students. Students who request
EDPE by the Elective Course Request deadline and complete all steps listed below will be in a lottery pool for course
enrollment.
To request EDPE you must:
a. Request a year-long music elective when submitting elective course requests.
b. Request EDPE instead of traditional PE when submitting elective course requests
c. Read the Extended Day PE information on our Venado website’s Registration Page. Complete the IUSD on-line form BY
5/8/15 at the following address: http://iusd.org/donations/extended-day-pe
This course offering is made possible through donations made to IUSD. You may choose to donate at the website listed
above with a credit card or send a check to VMS. The suggested donation for the class is $540 per year, about $3 per day.
Parents wishing to make smaller donations several times per year may also do so. For example, one might make one
donations of $180.00 three times a year. Make all checks payable to IUSD.
Science/Health 7 is a hands-on curriculum with a multi-sensory approach. Two trimesters address the seven California
Science Standards of investigation and experimentation, light, cell biology, genetics, evolution, earth history and the
structure and function of living things. The third trimester of health science emphasizes the California Health Science
Expectations for the content areas of personal health, injury prevention and safety, alcohol, tobacco and other drugs,
nutrition, family life education, and diseases. This course is designed to assist students in obtaining accurate information,
developing lifelong positive attitudes and behaviors, and making wise decisions related to their personal health.
Science 8 is a year-long course that focuses on the physical sciences. Major units of study include motion, forces,
structure of matter, earth in the solar system, reactions, chemistry of living systems, the Periodic Table, density and
buoyancy, and investigation and experimentation.
United States History 8 covers the time period from colonization to the second industrial revolution (1914), and includes
geography, economics, famous historical figures, cultural and regional differences, as well as how historical events relate
to the present. The study of these historical events will include the reading and analysis of various primary sources,
ranging from the Constitution to personal letters from historical figures. Students will respond to these primary sources
through writing assignments, supporting the skills in the Language Arts class; thus, providing an interdisciplinary
approach to learning.
7-8
7-8
7
8
8
Page 4
World History 7
Intervention
Classes:
Reading Lab
Math Lab
Study Skills
World History 7 emphasizes geography and social, cultural, and technological changes during the historical period
from 500 to 1789 A.D. The primary focus of study involves the fall of the Roman Empire, Islam, Africa, the rise of the
Aztecs, Incas, and Mayans, and a comparison of the civilizations of China, Japan, and Europe during the Middle Ages,
Renaissance, Reformation, Scientific Revolution, and the Age of Exploration and Enlightenment.
These are Intervention classes at Venado. Students may be enrolled in these classes based on their academic needs.
Students will still be enrolled in grade level academic classes. If enrolled in an Intervention class, these courses would
take the place of the students’ elective period.
7
7-8
Math Lab
Math lab is a comprehensive math intervention program consisting of instruction and assessment. The purpose of
this class is to help students struggling in math to improve their basic math skills.
Reading Lab
Reading is a comprehensive reading intervention program consisting of instruction and assessment. The purpose of
the class is to help struggling readers improve their reading skills. Students move in small groups through rotations
that include computer assisted technology, independent reading and direct, individualized instruction from the
teacher. The technology and tech-based reading resources deliver personalized instruction to the student and data
to the teacher.
Study Skills
Study Skills is an intervention class designed to help struggling students develop skills in organization, note-taking,
testing strategies, communication, and study habits to support their learning for middle school and beyond.
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Page 5
ELECTIVES CLASSES
7th or 8th Grade
Advanced Art
Chorus
Concert Band
Concert Orchestra
Exploratory Wheel #1:
Art
Foods
Sign Language
Exploratory Wheel #2:
Computer Applications
Intro to Spanish
Wood Technology
Guitar
Leadership
Science Olympiad
Symphonic Band
Symphonic Orchestra
Video Production
Yearbook
8th Grade Only
Spanish 1
Student Aide (Classroom Aide, Library Aide or Office Aide)
Study Partners
Elective courses are offered in two formats, elective wheels and year-long electives. The elective wheels allow students to experience and explore 3 different
Trimester elective classes over the course of a year. Year-long electives meet every day for the entire school year. 8th grade students may not repeat a trimester
elective taken in their 7th grade year. Elective course offerings are limited due to enrollment, staffing, funding and may change during the scheduling process.
Most students at Venado have one elective period. Students who are enrolled in an intervention or special class, or students who request a year-long music
elective, may choose to enroll in Extended Day PE (EDPE), which is held during period 0. See the EDPE course description above for more information.
ELECTIVES COURSE DESCRIPTIONS
Course Title
Description
This class is a hands-on course and will expand the imagination while developing skills within
☐ Advanced Art
creativity, critical thinking, and problem solving. For students interested in strongly developing their
artistic skills, this course will cover a range of concepts such as ceramics, art history, observational
drawing skills, graphic design, three dimensional construction, and perspective drawing. Students
will also be exposed to a variety of mediums such as charcoal, watercolor, colored pencil, tempera,
oil pastels, scratchboard, printmaking, and sculpture.
4/21/2015
Grade
7-8
Prerequisites
th
8 grade students
who previously
th
took Art as a 7
grader are
welcome to enroll.
th
Incoming 7
th
graders or 8
graders who did
not take Art last
Page 6
☐ Chorus
☐ Classroom Aide
☐ Library Aide
☐ Office Aide
Chorus is a year-long course for students who love to sing. Students will sing a variety of repertoire
such as classical, folk, foreign language, jazz, pop and Broadway music. Students will develop skills in
vocal production, sight singing, rhythm reading, listening, tone production and stage presence.
Students will participate in four performances throughout the year were they will sing in large and
small ensemble and solo vocal numbers.
Student Aide positions are limited and are available only for students who are independent,
responsible, and want to help.
Classroom aides work for a specific teacher and assist with clerical and classroom preparation
duties. Please get pre-approval from the teacher you would like to aide for before submitting
course request. You may only get pre-approval from one teacher. Students who do not obtain
pre-approval will not be enrolled in this class.
7-8
8
Library aides assist in the operation of the library, including clerical tasks, shelving of books,
assisting with the computerized checkout system, and delivery and retrieval of audio/visual
equipment. Please get pre-approval from Mrs. Olney, Librarian, before submitting course
request. Students who do not obtain pre-approval will not be enrolled in this class.
☐ Concert Band
☐ Concert
Orchestra
4/21/2015
Office aides assist the office staff members and administrators in the operation of the front
office, including clerical tasks, assisting with the phone and office reception duties. Please get
pre-approval from Ms. Mariani, Administrative Assistant, before submitting course request.
Students who do not obtain pre-approval will not be enrolled in this class.
Concert Band is designed for second-year band students demonstrating an interest in
symphonic, movie, and pop music who have had at least one year of experience on their
instrument. Students may enroll in this class to begin a wind or percussion instrument if they
have some experience reading music. Piano players are welcome and encouraged to learn a
new instrument of their choosing. Non-music readers are welcome, but will be limited as to
what instrument they can choose. Students learn scales, rhythm reading, instrument tuning,
music history and theory. During the year, there are four concert performances that include
symphonic and pop selections. At the music director’s recommendation, the student could be
promoted to Symphonic Band. Students may use their own instrument, rent, or borrow one
from the school if available.
Concert Orchestra is for students demonstrating an interest in symphonic, movie, and pop music
who have had at least one year of experience on an orchestral string instrument. Emphasis is on
proper care and use of the instrument, scales, tuning, music history, and theory. During the year
there are four concert performances. At the music director’s recommendation, the student
year can petition
to be in the class
by submitting an
Art portfolio
showcasing their
current skill level.
None
Student must
have:
1. GPA of 2.0
2. No N’s or U’s in
Citizenship or
Work Habits
3. No attendance
issues
4. Pre-approval
from appropriate
staff member.
7-8
See course
description
7-8
See course
description
Page 7
☐ Exploratory
Wheel #1: Art,
Foods, Sign
Language
could be promoted to the Symphonic Orchestra. Students may use their own instrument, rent,
or borrow one from the school if one is available.
Art
This class in an introduction to art. Students will be exploring a variety of media and techniques
while learning the elements and principles of art. Activities include drawing, painting, watercolor,
sculpture, design, lettering, handcrafts, art history and art appreciation. This is a great class for all
skill levels.
7-8
None
7-8
None
Foods
In this class you will learn to work with a kitchen group to create and eat delicious and nutritious
snacks and meals. The emphasis of the class will be on safety in food handling, basic knife and
utensil skills, reading and following directions, adding color to the diet with fresh fruits and
vegetables, and learning how to leave a kitchen spotlessly clean. A $30 donation fee is encouraged
to cover the cost of food items prepared and consumed.
☐Exploratory
Wheel #2:
Computer
Applications, Intro
to Spanish, Wood
Technology
Sign Language
Sign Language introduces basic conversational American Sign Language, as well as provides
some insight into Deaf Culture. Students will learn basic signs and finger spelling, which would
be useful when interacting with deaf students at Venado. Through teacher modeling, sign
videos, sign games, structured dialogues, and deaf/hearing student interactions, students will
develop both receptive and expressive sign language skills.
Computer Applications
The Computer Applications is being redesigned to build on each student’s current technology
skills while introducing a variety of new concepts and applications for technology use at school
and in the world in which we live. Skills may include web design, coding, Google applications
and use of Microsoft Office programs.
Introduction to Spanish
Introduction to Spanish presents vocabulary and grammar needed by beginning students for use in
basic conversations based on the Spanish language. Students will have the opportunity to learn
about different cultural aspects related to the Spanish language from various countries around the
Spanish-speaking world. The communication skills of speaking, listening, reading and writing are
emphasized and used in class each day in order to build language skills. This is a great opportunity to
get a head start on the high school level Spanish 1 course available to eighth grade or high school
students. Students should expect to participate daily in class activities. Be prepared to move, take
risks, and have fun exploring another language and culture.
Wood Technology
Beginning Wood Technology is designed to teach the safe use of hand and power tools. Students will
build a variety of projects designed to teach basic box construction and project completion. There
4/21/2015
Page 8
☐ Guitar
☐ Leadership
will be a strong emphasis on safety, measuring, as well as dealing with long term projects. Skills
learned could help lead to future vocations and life-long interests.
Exploratory Guitar is for students with beginning or intermediate guitar skills. Students will learn a
variety of tuning techniques, multiple strum patterns, use of pick and finger plucking, basic and
power chord structures, and how to interpret guitar tabs. Music genres vary from easy to
intermediate songs including pop, rock, folk, and classic. A limited number of school-owned acoustic
steel-stringed guitars (30) are available.
Leadership is a year-long class designed to help students develop leadership skills. Associated
Student Body (ASB) officers are placed in this class. Emphasis is on the development of activities,
which enhances self-esteem and school spirit within our school environment. Students learn about
leadership styles and techniques, parliamentary procedures, budget planning and organizational
skills. Leadership students work together to develop, plan, and implement a variety of student
activities.
7-8
Previous music
instruction
required
7-8
1. GPA of 2.5
2. No N’s or U’s in
Citizenship or
Work Habits
☐ Science
Olympiad
Science Olympiad is devoted to improving the quality of science education, increasing student
interest in science and providing recognition for outstanding achievement in science education. Each
year there are up to 23 challenging and motivational events that are drawn from various scientific
disciplines, such as biology, earth science, chemistry, physics, astronomy and geology. It also
encompasses disciplines in mathematics, engineering, and technology. These events are developed
with 21st Century Competencies in mind that incorporates cognitive processes and strategies,
information literacy, and critical thinking; it encourages collaboration among peers; and propels
creative innovation. These goals are accomplished through classroom activities, research, training,
and through the participation in intramural, district, regional, state, and national Science Olympiad
tournaments.
Enrollment in the class will be based on a Science or Math teacher recommendation, performance
on a grade level science assessment (date to be determined), and all A’s and B’s in academic classes.
7-8
☐ Spanish 1
Spanish 1 is a challenging first year, high school honors level course that introduces conversational
Spanish and its grammatical structure. Students will do multiple oral presentations and a variety of
projects as well as write short essays by the end of the course. In making this choice, it may be
helpful to think about other information regarding high school graduation and college entrance
foreign language requirements. Students must maintain a "B+" minimum all three trimesters in
order to advance to Spanish 2 in high school. A minimum of two years of foreign language is
8
4/21/2015
Student must
submit:
1. Completed
application
2. One teacher
recommendation
(forms can be
found at the end
of this document)
Student must
have/submit:
1. All A’s and B’s.
2. No N’s or U’s in
Citizenship or
Work Habits
3. A Science or
Math Teacher
recommendation
(forms can be
found at the end
of this document)
4. Excellent work
habits.
5. Take a grade
level science
assessment (date
to be determined).
Students must
have:
1. A grade of "B"
or better in
Language Arts and
Math
2. A/B grades
overall
Page 9
generally required for four-year college entrance and three years is highly recommended.
☐ Study Partners
Study Partners are assigned to teachers at neighboring Deerfield Elementary School. Students work
with small groups of elementary age students tutoring them in reading, math, spelling, or other
areas. Study Partners may work for more than one teacher and will also assist with clerical and
classroom preparation duties.
☐ Symphonic
Band
Symphonic Band is an advanced level class for students who play a wind or percussion instrument
and who demonstrate a serious interest in symphonic, movie and pop music. Students learn
advanced skills in tuning, sight-reading, performance, music history and theory. During the year,
there are five concert performances. Students may use their own instrument, rent or borrow one
from the school if available.
7-8
☐ Symphonic
Orchestra
Symphonic Orchestra is an advanced level class for students who play an orchestral string
instrument and demonstrate a serious interest in symphonic, movie and pop music. Students learn
skills in tuning, performance, music history and theory. During the year, there are six concert
performances. Students may use their own instrument, rent or borrow one from the school if
available.
7-8
☐ Video
Production
This course focuses on learning and utilizing technology to create, produce, direct, and edit short
videos through hands-on learning. Student learning activities will include montages, parodies, public
7-8
4/21/2015
8
3. Excellent work
habits
Student must
have:
1. GPA of 3.0
2. No N’s or U’s in
Citizenship or
Work Habits
3. No attendance
issues
4. Pre-approval
from Ms. Garcia,
School Counselor
Requirements:
1. 2 years
experience on a
wind or percussion
instrument
2. An audition
with the music
director, Mrs.
Venlet, prior to
th
June 15 (call for
an audition time at
936-6853).
Current Venado
students should
see Mrs. Venlet in
room 101 at lunch
or before school.
Requirements:
1. 3 years
experience on a
string instrument
2. An audition
with the music
director, Mrs.
Venlet, prior to
th
June 15 (Call for
an audition time at
936-6853).
Current Venado
students should
see Mrs. Venlet in
room 101 at lunch
or before school.
None
Page 10
☐ Yearbook
announcements, commercials, interviews, industry standards, and more. Extensive group work
required.
Yearbook is a year-long course which will provide an introduction to the art and principles of
digital photography and how to use original photography to tell a story. Students will learn to
use different software applications, including Photo Shop, to enhance and manipulate photos.
With the help of publishing software, students will use their photography and writing skills to
create the design and layout of our annual yearbook. Students should be proficient in using
computers, and have some experience with or interest in using photo editing and/or publishing
software.
Because Yearbook students work collaboratively within groups and with the advisor to create the
school yearbook, this course requires that students are creative, work well in a self-directed
classroom, and are able to meet established timelines for completion of work. Students are
responsible for using digital cameras to take pictures at school events and for using computers to
design the yearbook, including layouts, photos, captions and more. Students enrolled in this class
must be self-motivated and responsible for effectively managing their time.
4/21/2015
7-8
1. GPA of 2.0
2. No N’s or U’s in
Citizenship or
Work Habits
Student must
submit:
3. Completed
application
4. One teacher
recommendation
(forms can be
found at the end
of this document)
Page 11
Venado Middle School
Application for ASB Officers and
Leadership Representatives
Student Name: __________________________________
School: __________________________________
Homeroom (7th graders): __________________________
Teacher (6th graders): ______________________
Current GPA: ______
Why would you like Leadership as your elective class?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
In choosing this class, I must be dependable, conscientious with my studies, considerate toward my teachers and
others, follow all school rules, be neat about my personal self and property, and maintain at least a 2.5 grade point
average on my last report card with citizenship and marks of “Satisfactory” or “Outstanding” (no “N”s or “U”s).
I also realize that according to the Venado ASB Constitution, if I am elected to an office, I may be removed by the
school administration for failure to perform my job adequately for behavior or other problems. I understand that I
shall be denied the privilege of holding office, if during my term of office, my grades drop below a 3.0 average or I
receive less than “Satisfactory” on marks in Citizenship.
I agree to donate much of my own time, before school, during school, and after school to make Venado a better
place. In turning in this application, I am accepting responsibility of the time and effort that is needed for this
position.
I have read the above information and agree to abide by the rules and expectations of the Leadership class.


I am interested in an ASB Officer position (President, Vice President, Secretary, Treasurer): YES NO
I am interested in an ASB Class Representative position (7th or 8th grade representative): YES NO
Candidate’s Signature: _____________________________________
Date: _________________
Parent/Guardian’s Signature: ________________________________
Date: _________________
This form and a teacher recommendation sheet (next page) must be completed and returned to Cory Hinman,
ASB/Leadership Advisor, by May 8, 2015.
Venado Middle School
Attention: Cory Hinman
4 Deerfield
Irvine, CA 92604
Fax: (949) 936-6809
Email: coryhinman@iusd.org
Venado Middle School
Teacher Recommendation for Leadership
All Leadership candidates are required to get a recommendation from a current teacher or staff member. Please
rate this candidate on a scale of 1 to 10 for the areas below (1 for strongly disagree and 10 for strongly agree).
Please return to Cory Hinman by May 8, 2015, at the address below. PLEASE DO NOT GIVE THIS BACK TO THE
STUDENT. Thank you for your assistance!
Venado Middle School
Attention: Cory Hinman
4 Deerfield
Irvine, CA 92604
Fax: (949) 936-6809
Email: coryhinman@iusd.org
1. Communicates well:
1
2
3
4
5
6
7
8
9
10
2. Leads others effectively:
1
2
3
4
5
6
7
8
9
10
3. Accepts responsibility:
1
2
3
4
5
6
7
8
9
10
4. Works independently:
1
2
3
4
5
6
7
8
9
10
5. Completes assignments:
1
2
3
4
5
6
7
8
9
10
6. Shows respect:
1
2
3
4
5
6
7
8
9
10
7. Demonstrates creativity:
1
2
3
4
5
6
7
8
9
10
8. Handles stress well:
1
2
3
4
5
6
7
8
9
10
9. Is honest and trustworthy: 1
2
3
4
5
6
7
8
9
10
10. Displays a positive attitude: 1
2
3
4
5
6
7
8
9
10
Teacher Comments: ___________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Student Name: ___________________________________
Teacher Name ________________________
School: __________________________________
Teacher Signature: ________________________ Date:_________
Venado Middle School
Application for Yearbook
Student Name: __________________________________
th
Homeroom (7 graders): __________________________
School: __________________________________
Teacher (6th graders): ______________________
Current GPA: ______
Why would you like Yearbook as your elective class?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
In choosing this class, I must have great communication and organizational skills, work well with others, meet
deadlines, have an interest in journalism and photography, and have a great desire to create and produce a
yearbook for the school. I understand that I need to have at least a 2.0 grade point average on my last report card
with citizenship and work habits grades not including any “N”s or “U”s. I understand that I must meet ALL
deadlines; failure to meet deadlines will result in a zero/F on the assignment.
I understand that I must maintain a GPA of 2.0 and “Satisfactory” or “Outstanding” citizenship marks on each
report card. If I receive an “N” or “U” in any class I may be subject to removal from yearbook.
I agree to donate much of my own time, before school, during school, and after school, to perform the duties of a
yearbook staff member in order to meet deadlines. In turning in this application, I am accepting responsibility of
the time and effort that is needed for this class.
I have read the above information and understand that by completing this application I am committing my time
and talents to the Knights Yearbook Staff.
Candidate’s Signature: _____________________________________
Date: _________________
Parent/Guardian’s Signature: ________________________________
Date: _________________
This form and a teacher recommendation sheet (next page) must be completed and returned to Cory Hinman,
Yearbook Advisor, by May 8, 2015.
Venado Middle School
Attention: Cory Hinman
4 Deerfield
Irvine, CA 92604
Fax: (949) 936-6809
Email: coryhinman@iusd.org
Venado Middle School
Teacher Recommendation for Yearbook
All Yearbook candidates are required to get a recommendation from a current teacher or staff member. Please rate
this candidate on a scale of 1 to 10 for the areas below (1 for strongly disagree and 10 for strongly agree).
Please return to Cory Hinman by May 8, 2015 at the address below. PLEASE DO NOT GIVE THIS BACK TO THE
STUDENT. Thank you for your assistance!
Venado Middle School
Attention: Cory Hinman
4 Deerfield
Irvine, CA 92604
Fax: (949) 936-6809
Email: coryhinman@iusd.org
1. Communicates well:
1
2
3
4
5
6
7
8
9
10
2. Leads others effectively:
1
2
3
4
5
6
7
8
9
10
3. Accepts responsibility:
1
2
3
4
5
6
7
8
9
10
4. Works independently:
1
2
3
4
5
6
7
8
9
10
5. Completes assignments:
1
2
3
4
5
6
7
8
9
10
6. Shows respect:
1
2
3
4
5
6
7
8
9
10
7. Demonstrates creativity:
1
2
3
4
5
6
7
8
9
10
8. Handles stress well:
1
2
3
4
5
6
7
8
9
10
9. Is honest and trustworthy: 1
2
3
4
5
6
7
8
9
10
10. Displays a positive attitude: 1
2
3
4
5
6
7
8
9
10
Teacher Comments: ___________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Student Name: ___________________________________
Teacher Name ________________________
School: __________________________________
Teacher Signature: ________________________ Date:_________
Venado Middle School
Teacher Recommendation for Science Olympiad
All Science Olympiad candidates are required to get a recommendation from a current Science or Math teacher.
Please rate this candidate on a scale of 1 to 10 for the areas below (1 for strongly disagree and 10 for strongly
agree).
Please return to Ann Parola by May 8, 2015, at the address below. PLEASE DO NOT GIVE THIS BACK TO THE
STUDENT. Thank you for your assistance!
Venado Middle School
Attention: Ann Parola
4 Deerfield
Irvine, CA 92604
Fax: (949) 936-6855
Email: annparola@iusd.org
1. Communicates well:
1
2
3
4
5
6
7
8
9
10
2. Leads others effectively:
1
2
3
4
5
6
7
8
9
10
3. Accepts responsibility:
1
2
3
4
5
6
7
8
9
10
4. Works independently:
1
2
3
4
5
6
7
8
9
10
5. Shows respect:
1
2
3
4
5
6
7
8
9
10
6. Handles stress well:
1
2
3
4
5
6
7
8
9
10
7. Demonstrates creativity:
1
2
3
4
5
6
7
8
9
10
Displays a positive attitude: 1
2
3
4
5
6
7
8
9
10
9. Is honest and trustworthy: 1
2
3
4
5
6
7
8
9
10
10. Strong work habits:
2
3
4
5
6
7
8
9
10
8.
1
Teacher Comments: ___________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Student Name: ___________________________________
School: __________________________________
Current Grade in Science:
Current Grade in Math:
Teacher Name ________________________
Teacher Signature: ________________________ Date:________