Braintree High School National Art Honor Society proudly offers creative art classes to students who attend East and South Middle School.
- Classes are taught in the art rooms at Braintree High School by motivated high school Art Honor Society students under the supervision of Mrs. Heidi Hurley.
- Cartooning, Creative Drawing and Painting, Digital Design, and 3-Dimensional Design are offered.
- Students select something new each week, or take the same class over and over!
- Cost for the 6 week program is $30.00.
- Materials are provided, and students are encouraged to bring their own sketch-books.
- Please click on this year's flyer below to download your sign up sheet. Please note that the last day to sign up is Friday, January 30, 2019.
- MCAS Question of the Day: This could be a math, science, or English question. Click on it to find out.
- MCAS Online Practice Questions: Yes, these are all math questions. Just Click on question 1 and begin the online practice test. You will know immediately if you got the answer right or wrong as well as an explanation of why the answer is what it is.
- Help Links:
- Math Games
- Algebra Puzzle -This game helps you practice solving multi-step equation
- Slope and Y-intercept Game -This game helps you practice changing the slope and y-intercept to create lines at different angles.
- Number Invaders -This game helps you practice the basic addition, subtraction, multiplication, and division facts. Also, you can change the game to practice percents. Right now, we have it set up for multiplication and division but feel free to change it to percents, or addition and subtraction just scroll down and select the version that you want to play.
- Math at the Mall -This game helps you practice all types of math. Take a walk around the mall and see for yourself.
- Algebra Scales -This game helps you learn how to think algebraically with clever weighing scales.
- Penguin Waiter-This game helps you practice how to calculate the correct tip using percents. In the advanced level, you are given the total bill and have to figure out the original bill. Check it out for yourself, you may be a super brain.
- Fractions and Percent Matching Game -Practice converting fractions to percentages and back again. This is a timed matching game. Good luck.
- Geometry Games
- Help with Number Sense and Operation
- Help with Patterns, Relations, and Algebra
- Solving Multi-Step Equations -- Notes on how to solve multi-step equations with an example problem.
- Combining Like Terms - Check your work using the simplify calculator in this website. It is already set up for you, just type in the problem and click on solve. You can also come up with your own expression, simplify it, and then check your answer using the simplify calculator.
- Distributive Property - Play the video and listen to this brief lesson.
- One-Step Equations - Click on the Example link and read through the problem. If you want to see another example, just click on the Example link again.
- Two-Step Equations - Click on the Example link and read through the problem. If you want to see another example, just click on the Example link again.
- Multi-Step Equations - Check your work using the equation calculator in this website. It is already set up for you, just type in the problem and click on solve. You can also come up with your own equation, solve it, and then check your answer using the equation calculator.
- Solving Absolute Value Equations - Notes on how to solve absolute value equations with an example problem.
- Virtual Manipulatives
Ms. Vose staffs the East LMC on Days 4, 5 & 6 from 7:30-2:45.
(Some days she will be there until 3:00 please check with her.)
A dedicated group of paraprofessionals run an afterschool program
in the LMC every day from 2:30-3:10.
Spring Book Fair will take place in June!
Dates will be announced when they are confirmed.
- OPAC--Online Library Catalog
- OCLN--Old Colony Library Network: Click on this link to search all the items available from over 30 libraries in Southeastern Massachusetts. Locate and place holds on books, DVDs, videos, ebooks, audiobooks, Infotrac, and other electronic databases. You will need a library card to use some of the services.
- Thayer Public Library, Braintree Massachusetts
- Victorian Etiquette
- EasyBib: Free Bibliography Maker - MLA, etc
- Test Your Geography Knowledge
Resource, East Middle School, Grades: 6-8
Disabilities Addressed/Student Profile:
The East Middle School Resource Center services students who present with an array of learning disabilities and learning challenges. Students are fully included in all mainstream academic and specials other then the Resource Center. Students generally receive assistance in the Resource Center to help reinforce mainstream academic instruction, clarification of instruction, assistance with homework, and help with organization. Students’ cognitive abilities generally fall within the average range but exhibit skill levels that are not commensurate with these abilities.
Entry Criteria and Process:
Students may be referred to the program from a variety of sources, including by not limited to parents, teachers, administrators, service providers, guidance counselors, school psychologists, medical professionals, guidance/adjustment counselors, and outside agencies. Special education evaluations that are administered by school district personnel and assessments from private agencies may be considered when determining eligibility for Resource Center services. Placement decisions are made through the IEP Team process.
The goal of the program is to provide the academic support needed for students to be successful in mainstream classes. Through the remediation of educational weaknesses, the goal is to develop independent learning skills and the ability to compensate for their learning differences.
The Resource Center offers students assistance with executive functioning organization, study skills, remediation and test taking strategies. The program reviews and re-teaches academic lessons using a multi-sensory approach to learning and strategies that are complimentary to students’ individual learning styles. Services may be delivered individually or in a small group setting. Resource Center teachers may also accompany students to their general education classrooms. During their time in the mainstream classrooms they may assist mainstream teachers with instruction and provide clarification for students in need. Resource Center staff advocate for their students, communicate regularly with all mainstream teacher and parents.
Currently the program is staffed by four special educators and paraprofessional staff. The staffing of the program depends upon the needs of the students and the number of students requiring service.
REACH, East Middle School, Grades: 6-8
Disabilities Addressed/Student Profile:
The population served in the REACH Program exhibit significant intellectual deficits whose cognition falls within the low average to significantly below average range. Students demonstrate weak receptive and/or expressive language and language processing.
Entry Criteria and Process:
Students may be referred to the program from a variety of sources, including but not limited to parents, administrators, teachers, service providers, guidance/adjustment counselors, school psychologists, medical professionals and outside agencies. Team evaluations administered by school personnel and outside agency evaluations are considered to determine student need and eligibility. Placement decisions are made through the IEP Team Process.
While each REACH student’s disability impacts his or her ability to access grade level material at the typical level and pace, the goal of the program is to provide supports and academic instruction so that students can access the modified curriculum at their individual pace and levels. Additionally the program seeks to maximize the cognitive, academic, social and emotional growth of each student, develop receptive, expressive and pragmatic language skills and to provide mainstream opportunities with non disabled peers in the least restrictive environment.
REACH is primarily a sub separate pull out program that provides a wide range of academic, life skills, and organizational supports for students with significant cognitive deficits. Students who may be integrated into general education classrooms are accompanied by a special educator or paraprofessional for all academic inclusion opportunities. Students receive many of their primary academic class instruction from a special educator in a sub separate small group setting. Students are fully included in their mainstream classes when it is academically productive and appropriate. All students are included in homerooms each day and attend integrated or small group specials, including art, physical education, chorus and band with a paraprofessional as needed. The principal theory behind the REACH Program is to ensure that each student has the resources that will allow him or her to access a modified curriculum at their instructional level with the supports necessary for academic and social success.
Student’s generally receive a modified workload, including tests, homework and class work. Students are generally removed from any general education inclusion classrooms for all tests and quizzes so that instruction can be clarified and text can be read with the assistance of an adult. In addition to daily academic instruction, students may attend a resource block to support content area instruction and assist with organization and develop individual skill areas. Social skills support is integrated and embedded within the daily routines as needed. State MCAS testing accommodations are determined by the IEP Team process, the majority of students in the REACH program are primarily assessed through an Alternative Assessment Portfolio.
Staffing: Currently the program is staffed by three special educators, a speech and language therapist and multiple paraprofessionals.
Pathways to Success Program (EGD)Disabilities Addressed/ Student Profile:
The EGD Program is designed for students who require individual support related to social, emotional and academic challenges. Generally students exhibit behaviors associated with emotional, behavior, attention, Bi-Polar, Asperger’s Syndrome, organization and learning disabilities which hinder and significantly hinder their overall school functioning
Entry Criteria and Process
Students may be referred by a variety of sources, including but not limited to administrators, parents, teachers, service providers, guidance/adjustment counselors, school psychologists, medical professionals, and outside service agencies. Team evaluations administered by school district personnel, in addition to any outside agency evaluations are considered to determine student need and eligibility. The EDG staff will review the referral material and observe the student in their current placement. Placement decisions for students with IEP’s will be finalized through the IEP Team meeting process.
The goal of the program is to provide students with an array of supports which allows each individual to succeed within the school environment and generalize skills across all settings including community and home. The end goal is for students to transition to the mainstream environment and become independent, successful learners. The teacher student relationship and the promotion of adult/student trust is a cornerstone of the program.
The EDG Program provides extra support to those students in the areas of social, emotional and academic need. It is a behavior modification program that allows students to earn incentives by staying focused, completing all schoolwork assignments, and controlling their behavior during the school day. The program works on a point-chart system that students carry with them to their classes and have their teacher complete. Students receive academic support in a substantially separate pullout classroom at least one period each day. Students are monitored and supported by EDG staff in their mainstream classes.
Currently the program is staffed by two DESE certified special educators and one paraprofessional. The staffing of the program depends upon the needs of the students and the number of students requiring services.
Physical Education Grades 6-8
One of the beliefs of the Braintree Public Schools is that all students should have the knowledge, skills, and motivation to achieve a physically active lifestyle. At the middle school level this is a great opportunity to instill these beliefs in our students. One of our goals is for the students to become competent movers in a variety of team, dual, and individual sports. Lifetime fitness activities including yoga, weight training, golf, and running are also included to give students insight on activities they can use as they outgrow team sports after high school. Learning about the importance of a healthy diet and the benefits of living a physically active lifestyle are other goals of the program. It is hoped that as a result of the middle school physical education experience, students will develop a positive attitude toward a lifetime of being physically active and understand and appreciate the importance of good sportsmanship. Physical education is required all three years of middle school.
Health Education 6th Grade
The sixth grade health education course meets three times per cycle for half the year. This course is aligned with the National Health Standards and the Massachusetts Health Curriculum Framework and is taught using a skills based approach. When skills are combined with functional health information, students have both the knowledge and the ability to apply this knowledge, to making healthy choices in all areas of their lives (physical, mental/emotional, and social). Throughout this course, the following skills, which are based on the National Health Education Standards, will be discussed: Accessing Valid Information, Analyzing Influences, Interpersonal Communication, Decision Making, Goal setting, Self-Management and Advocacy. The health content areas include personal health, self-esteem, body systems, nutrition, fitness, positive peer relationships, and tobacco, alcohol and other drugs. Parents/guardians who do not wish to have their student enrolled in health education must notify the Principal’s office in writing during the programming cycle.
Health Education 7th Grade
The seventh grade health education course meets three times per cycle for half the year. The curriculum is aligned with the National Health Education Standards and the Massachusetts Health Curriculum Framework and is taught using a skills based approach. This course provides students with the knowledge and skills needed to make healthy choices, responsible decisions, maintain positive attitudes and healthy bodies. The health content areas include personal health, hygiene, nutrition and fitness, alcohol and other drugs, personal safety, mental and emotional wellness, disease prevention, violence prevention and conflict resolution. Parents/guardians who do not wish to have their student enrolled in health education must notify the Principal’s office in writing during the programming cycle.