Fremont Math/Science/Technology Magnet and Academy 2005 ... · AVID strategies, cross-curricular...

Math and Science Academy Final Proposal 1

Fremont Math/Science/TechnologyFremont Math/Science/Technology MagnetMagnet and and Academy Academy

20052005-- 2006 Proposal2006 Proposal 1. Name of Comprehensive High School: John C. Fremont High School (Loc: 8650) 2. Name of Proposed Small School Learning Community: Fremont Math/Science/Technology

Magnet Academy The Magnet will continue to operate as a separate school (Loc: 8651) while the Academy remains under location 8650).

3. Design Team--Magnet

Name Stakeholder Group Jenna Washington Magnet Coordinator Patricia Mendívil Magnet Office Assistant Claudia Pilon Teacher Mat Odegaard Teacher, Technology Coordinator Joel Vaca Teacher Audrey Greene Teacher Jerry Footlick Teacher, Lead Teacher Frank Lopez Teacher Skip Aldrich Teacher, UTLA Chair

Design Team—Academy

Name Stakeholder Group Loretta Mui Academy Coordinator Rick Edwards Teacher Basil Ozuah Teacher Amy Baer Teacher Crystal Davis Teacher Sammy Alicea-Diaz Teacher Melinda Ng Teacher, Translator Riley McDonald Teacher

4. Executive Summary

This document proposes an action plan to create a Small Learning Community developed around

the current Magnet School. Since the Magnet School has only 175 students, a second “school”

will be created so that there will be enough students to develop a self-sustaining learning

community. This second “school,” called the Academy, will be comprised of approximately 250

students, thus bringing the total population of the community to 425.


The Magnet School and the Academy (together called the Magnet Academy) will have the same

vision, and curriculum, but the Magnet School will continue to operate under the federal

compliance guidelines.

The Magnet Academy will provide a student-centered, college and career preparatory education

that emphasizes math, science and technology and enables students to take their places as

responsible participants in the global community. The following seven attributes will guide the

planning of the development of the Magnet Academy:

1) Unifying Vision

The John C. Fremont Math, Science and Technology Learning Community provides students

with standards-based/college preparatory curriculum in two small school settings: the Magnet

School and the Academy. While we have a math, science and technology emphasis, we believe

in a holistic approach to education which recognizes and celebrates our students’ uniqueness.

Therefore, we also incorporate the arts and humanities into our curriculum as we focus on

providing students with the skills to use technology as a means of communication. As students

learn and use technology, and as they gain knowledge of how technology plays a vital role in all

aspects of an increasing global society, students will become more empowered and self-directed.

The reality of the networked global economy is that any desk job can be moved anywhere in the world within seconds. Our students must learn global survival skills of competing and cooperating with people around the world. —Alan November

By building a capacity for global communication and collaboration in the classroom, teachers and students will have the opportunity to expand classroom walls in new and exciting ways.

Our students are hard working, respectful and motivated and have an open mind about going to

college. Our mission is for students to develop the academic, social and civic skills that are

required to make informed choices when they graduate. All students are programmed into A-G

requirement classes all four years (see Attachment A). A focus on math, science and technology

.is a means, not an end; our students’ achievements—in all areas of their lives—is the measure of

our success.


Our vision is dynamic; we meet regularly to redefine and revise our vision to meet the ever

changing needs of our community. Our teachers are dedicated to ongoing professional

development and interdisciplinary teaching. Our staff views parents as critical allies in

education; we encourage, build and support strong ongoing relationships with our students’

families. We will continue to forge partnerships with the community with such diverse groups as

the USC affiliated MESA (Mathematics, Engineering, Science Achievement) and Fremont

Youth Empowered through Action (FRE-YEA).

2) Rigorous Standards-Based Curriculum

The foundation of the Magnet Academy is a rigorous, standards-based curriculum. We have a 4-

year plan for each student that encompasses A-G college requirements. AVID strategies, cross-

curricular and vertical teaming, project-based learning, community service and a freshman

advisory program are some of our methods of achieving our goals of equity and rigor.

Through vertical teaming, teachers identify target standards for each semester and devise lessons

and strategies for students to meet those standards. We are in the process of creating a digital file

of standards-based lessons for various subjects. We pair new teachers with veteran teachers; they

meet regularly to develop standards-based lessons. Our community also participates in school-

wide professional development.

The Magnet Academy uses SLC, school and district data to make instructional decisions. When

test data (CAHSEE, CST, CAT/6) are published, the counselors distribute the relevant data to

teachers. We then meet to discuss what the data reveals about our students and ways to address

their learning needs. We work closely with Ms. Charles and the Beyond the Bell program to

identify students in need of intervention programs. Currently, about 90% of our ninth graders are

participating in the Saturday CAHSEE Required Learning Academy.

We will also utilize the professional development strategies provided at seminars by the coaches

from UCLA and the Coalition of Essential Schools.

We provided all of our students at the beginning of the school year with the materials needed to

utilize the instructional strategies our community has agreed is necessary to be academically


successful. The materials were placed in a 3-ring binder and distributed in their English classes.

The binders contained the following:

Magnet Academy Expectations and Interventions (see Attachment F)

Cornell Notes

Assignment Sheets

MLA Format Instructions (see Attachment H)

4-Year Plan, Freshman Advisory, 7th Period and Community Service (see Attachments

A-D)

We are currently deciding which literacy strategies to implement across our SLC. We are also

developing comprehensive digital portfolios that students will create every year. We plan to meet

off-track to develop these.

3) Equity and Access

In order to ensure educational equity and access for all our students, we’ve implemented a

number of features in our small learning community:

Personal learning plans for all students are established early on, with an emphasis on A-G

curriculum and UC course requirements

Students have ongoing consultation with their counselor to make sure they stay on track

to graduate and be accepted into college.

A freshman advisory process introduces incoming students to the procedures and

resources of our learning community (see Attachment B)

We’ve established an ongoing “Period 7” Tutoring/Study Hall for students that need help

with their studies (see Attachment C)

A Technology Resource Center with Internet access and state of the art

equipment/software is available for all students in our learning community.

We’ve established specialized courses reflecting our learning community’s organizing

themes and principles (e.g. Web Page Design, Science Research and Technology, etc).

Numerous extracurricular academic opportunities are available after school, off-track,

and on Saturdays (CAHSEE prep classes, SAT prep classes, MESA

(Math/Engineering/Science Achievement) program activities, AP prep, etc.)

Our community requires that each student complete 40 hours per year of community

service per year. Students must write a reflection that describes their community service


and relates what they have learned doing the service to what they have learned in the

classroom (see Attachment D).

A well-articulated intervention process is in place for under-achieving students. We offer

early intervention, targeting a struggling student’s individual needs. Students meet with

their counselor formally at least two times a year for graduation checks. The counselors

do, however, maintain an open door policy if students have issues ranging from

academics to emotional and/or social. Emotional and social issues are addressed

immediately. If it is not possible for the counselors to help the students with their

problems, the student is referred to the appropriate professional. For students who may be

more reluctant to seek help, we provide teachers with a referral process. Teachers and

counselors are in constant communication regarding students’ needs. Teachers can refer

students to their counselor once they have exhausted all of the steps in the progressive

discipline policy (see Attachment E).

For students with IEP’s, counselors collaborate with the case carriers and classroom

teachers to determine personal learning goals, monitor progress toward those goals and

individualize instruction to help them meet those goals if necessary.

4) Personalization

Personal learning plans for all students are established early on, with an emphasis on A-G

curriculum and UC course requirements.

Teachers meet weekly to discuss specific students as well as the general concerns of our

learning community.

Student portfolios are used to track students’ progress.

Students have ongoing consultation with their counselor to make sure they stay on track to

graduate and be accepted into college.

A freshman advisory process introduces incoming students to the procedures and resources

of our learning community (see Attachment B).

A well-articulated intervention process is in place for under-achieving students

We’ve established an ongoing “Period 7” Tutoring/Study Hall for students that need help

with their studies (see Attachment C).

A Technology Resource Center with internet access and state of the art equipment/software

is available for all students in our learning community.

Intensive use of career and college counseling services.


Ongoing community-building activities (Academy field trips, fund-raising, Student Cabinet

activities, etc.) provide students and teachers with opportunities to bond and grow together.

Parents may choose to put their child on a Daily Sign-In Sheet. Students pick up their daily

sign-in sheets before 7:30 am in the Magnet Office. They take the sheet to all of their

teachers to sign and note their homework and behavior. Students then take the sheets home to

have their parents sign. Parents are then made aware of their child’s attendance, homework

and behavior in each class (see Attachment G).

5) Accountability and Distributed Leadership

Every member of the Magnet School (teachers, students, parents, coordinators, counselors and

community members) share in the development and adjustment of the Magnet program. The

Magnet School is responsible to the Los Angeles Unified School District and the Office of

Integration to meet all state standards, to document student success and to provide evidence of

ongoing evaluation. Our community believes accountability is the responsibility of all members

of the community, including students, teachers and parents. Students’ success and achievements

are monitored and documented by students, teachers and counselors throughout their academic

careers using digital portfolios that demonstrate students’ understanding and mastery of state

standards. The digital portfolio is an authentic assessment tool that supports multiple

intelligences and thus, multiple ways of knowing about a student’s abilities and

accomplishments. Furthermore, digital portfolios measure students’ progress towards their

personal goals, as determined by teachers, advisors and parents.

In addition, we hope to develop an accountability system that will analyze post-secondary

education data, including percentage of graduates who apply to and are accepted to college,

percentage of students who attend college, percentage of students who attend each year of

college, percentage of students who graduate from college and the percentage of students who

dropout. An analysis of this data would provide us with information on how we can better meet

our students’ post-secondary needs. We will know our students are successful when graduation

rates, college attendance rates, college graduation rates increase and the racial achievement gap

is narrowed.

Our democratic leadership structure enables any teacher to take on leadership roles to utilize

their strengths for the benefit of the community as a whole. For example, our Spanish teacher


provides translation services, our English teacher supports the Magnet Academy’s technology

services, and our Math teacher lives within the community and is an important liaison between

faculty members, parents and community members. The veteran teachers, furthermore, help to

provide materials, knowledge and other resources to new teachers through in-house professional

development and collaboration.

6) Collaboration

All members of the Magnet Academy are considered critical allies including teachers,

counselors, students and parents and all stakeholders are included in the decision-making process

and the implementation of our program. Teachers will collaborate in lesson planning to facilitate

cross-curricular connections, real life application of academic learning and skills, and greater

student interest.

The Magnet Academy will collaborate with parents and community members to ensure that the

students are receiving the best possible education. We believe that parents can and must play a

more authentic and sustained role in the development and support of our school community. To

that end, we have recruited parents to actively design and lead a parent organization that reflects

the needs and concerns of our students’ families and communities. In addition, we actively

communicate with the parents by sending out 3 mailings per semester. The first mailing is an

introductory parent packet, translated into Spanish, which explains our program and what parents

can do to help their child succeed. This year we were able to contact every parent by phone to

invite them to attend a parent potluck on August 24, 2005. Nearly 60 families attended. Because

we mail our own report cards, parents are given much more timely notice and we are able to add

additional information about their child.

The students have an elected senior cabinet comprised of 10 students from both the Magnet and

Academy. These students:

Pair up with teacher advisors to help support the Freshman Advisory Program

Plan after-school activities and field trips

Work with the parent organization on fundraising

Provide motivational support groups for struggling students

Provide a representative voice for the student body


The Magnet Academy works closely with the various support services including:

College and Career Center (preparing students for college, helping students and families

make post-secondary plans, helping students with the college and financial aid

application process)

Psychiatric Social Worker (refer students for individual counseling and support groups

such as Anger Management, Substance Abuse, Family Therapy, Grief Counseling, Teen

Pregnancy and Conflict Resolution)

Beyond the Bell, Friedman Adult Occupational Center and Fremont-Washington

Community Adult School (provides students with remedial, extracurricular and

CAHSEE-prep instructional services)

As we further develop our community we hope to create partnerships with businesses, and

business leaders so that we can better prepare our students for the skills needed to succeed in the

business world. Our students will participate in internships in career pathways such as science,

technology and health, giving them exposure to all aspects of industry. These businesses include:

The Latino Business Association, The African American Business Association, Media Aid

Center, LATV, the LA Rotary and UniteLA.

7) Professional Development

Staff members will regularly reflect on their teaching practices, student work, as well as student

and parent concerns. Through strategic professional development, teachers will support each

other in creating a personalized, rigorous, and valuable curriculum, leading to more critical

thought and higher academic achievement of the Magnet students. We have weekly faculty

meetings within our community to systemically address the following areas:

Curriculum planning

o Vertical teaming that builds on students’ skills to enable them to successfully

meet complex standards

o Cross-curricular planning that enable students to see connection between the

various disciplines and the real world

Best teaching practices

o Cornell Notes

o Binder Organization

Discipline and classroom management


Using technology in the classroom

o Attendance at conferences focused on utilizing technology in the classroom

o Providing teachers access to technology such as computers, digital imaging

equipment (cameras, scanners, etc.), software, LCD projectors and flash drives,

and ideas on how to use these resources in the classroom.


Math/Science/Technology Magnet 4Math/Science/Technology Magnet 4 -- Year PlanYear Plan

9th Grade ·Create Freshmen Advisory to meet the needs 9th Grade students. Students will have an advisor (teacher or counselor) and at least one senior mentor to help them make the transition from middle school to high school. ·Immediate and frequent academic and counseling assistance for all freshmen. English 9AB Health and Life Skills Biology AB Adv PE 1AB Foreign Language or Fine Art Algebra 1AB, Algebra 2AB or Geometry AB

10th Grade World History AB

Chemistry AB or AP Biology (prerequisite: A in Biology)

Geometry AB or Algebra 2AB English 10AB Adv PE AB

Foreign Language

11th Grade US History AB or AP US History

AP Chemistry* or Physics AB or Physiology Algebra 2AB or Trig/Math Analysis

Fine Arts or Tech Arts Elective Contemporary Comp/American Lit or AP English Lang

Foreign Language

12th Grade Government and Economics

AP Chemistry, AP Physics, Physiology, or AP Environmental Science or elective

Trig/Math Analysis or AP Statistics or AP Calculus Expository Comp/World Lit or AP English Lit

Foreign Language Fine Arts or Tech Arts Elective

CAHSEE Preparation and/or SAT Preparation

Classes

CAHSEE Preparation and/or SAT Preparation

Classes

*All AP classes will require teacher approval

CAHSEE Preparation

Classes

Attachment A


Student Name: Advisor:

Room: 1st Meeting:

F r e s h m a n A d v i s o r y What is Freshman Advisory?

Each 9th grade student in the Magnet Academy will be paired with an advisor. An advisor is a teacher

or a counselor from our learning community. Each advisor will have about 7-10 freshman students that he/she will meet with in a small group at a specific time each week. The purpose of the advisory

is to help you adjust to high school and to help you succeed academically and socially.

What does the advisor do? Your advisor is someone you will get to know well because you will meet with him/her in a small

group setting every week. Your advisor will check up on your: grades, attendance, work habits and

cooperation, notebook and 8-section folder. He/she will be there to answer any questions or to talk

about problems you may have. Remember: you can talk to ANY teacher or counselor; your advisor is

just someone who will work specifically with you.

What does the mentor do?

The mentor is a senior student from the Magnet Academy who is there to help you also. They will

share their experiences from high school and can give you advice on how to succeed academically

and socially.

What is the purpose of meeting in a small group?

The group of 9th grade students you meet with each week is there to help you also. It will help you to

get to know some other students within the community. Your small group will discuss some issues

that will help you to get to know you, your school, and the Magnet Academy better. Other students

may share experiences that you can learn from. Your group can also plan after school activities.

What are you responsible for?

Each advisor will tell his/her group specific guidelines you are to follow. Each student however is

responsible for grade checks (if requested by your advisor), and notebook and folder checks every

two weeks. If you teacher is concerned about your grades and or attendance, he/she will request that you complete a grade report (see form attached). Every TWO weeks, your advisor will check your

notebooks and folders. It is your responsibility to bring the notebooks and folders to advisory each

week. Make sure they are properly organized.

Reminder: High school is very different than middle school. Everything counts toward graduation and your future. It is very important that you start out strong and not fall behind. Your advisor will help you with this as long as you put in your effort too!

Attachment B


After School Tutoring and

Study Hall Program

Information A teacher or counselor may refer you to 7th Period. If you are referred,

your counselor will give you a referral card. The referral card will state how many days you are required to attend. It will also tell you if you must go to tutoring, study hall or both.

A parent or guardian must sign the referral card before you stay for 7th

Period.

If the teacher who referred you wants you to attend 7th Period for tutoring, look at the list to see when the teacher is available and plan to go that day.

If the teacher who referred you wants you to attend 7th Period for study

hall, you may go any day (except Tuesdays) in the Room 518 computer lab.

Make sure you SIGN-IN and get your 7th PERIOD CARD signed every time

you attend 7th Period.

If you are referred, you must attend the number of days written on your card OR until you bring up your grade to the grade written on the card. When your grade is raised to the one listed, your teacher will notify your counselor.

Read the 7th Period RULES and make sure you follow them. If you do not

follow the rules during 7th Period, you will be asked to leave and you will not get credit for that day. The rules will be STRICTLY enforced!

ANYONE may attend 7th Period! You do not need to be referred to go!

There is NO 7th Period on Tuesdays due to teacher meetings.

Don’t forget that the Room 518 computer lab is open before school at

7:00 and at lunch and nutrition. Although this time does not count for 7th Period, it does give you a place to study and finish assignments. Room 518 is open AFTER SCHOOL for 7th period.

Attachment C


Math, Science, and Technology Magnet

Academy Community Service

Project

Description The purpose of the Community Service Project is to actively participate in an area of your community that needs your help. In completing this project you will learn new skills, gain educational and work experience, share your knowledge with others, and make a difference in your community. You are not limited to volunteering through one organization — you may do so with as many as you choose, provided that you volunteer at least 40 hours per school year. You are also not limited to the organizations listed on the following page. You may choose your own place to volunteer as long as it provides a valuable service that betters your community. In addition to benefiting your community, the Community Service Project is a valuable resource to include on college applications. It is considered an extra-curricular activity and the letters of recommendation you collect can greatly enhance college and scholarship applications.

Requirements Students are required to complete 40 hours of Community Service each school year:

Class of 2006 40 hours

Attachment D


Class of 2007 80 hours Class of 2008 120 hours Class of 2009 160 hours

All work must be volunteer (not paid) unless you are an official intern. You may wait to complete all community service off-track or you may work after school

and on the weekends. You must keep a service log (provided) of your volunteer dates, hours and work done

and have it signed by the volunteer supervisor. For every 40 hours, you must type a one or two page reflection about your

volunteering experience that answers the following questions: o What did you do? o How did your work serve your community? o How did completing this community service make you feel? o How has this experience changed you? o Would you recommend this to other teens? Why or why not?

You must request a letter of recommendation from your supervisor for each 40 hours you complete.

A copy of the service log, reflection and letter of recommendation must be turned into your counselor upon completion. You should have 40 hours completed by the end of June each school year.

Your service logs, reflections and letters of recommendation will be included in your school portfolio.


Math, Science, and Technology Magnet

Academy Community Service

Project

Volunteer Organizations

Union Rescue Mission: Meal Service for the Homeless o Prepare and serve meals for the homeless o Contact: Luis De Abila (213) 347-6300 x1149

AIDS Project Los Angeles: Meal Service

o Pre-bag groceries, fresh produce and plan meals for low-income people with AIDS o Contact: (818) 752-7850 South LA Location: 1774 E. 118th Street, Building L

Daniel Webster Environmental Education Garden

o Gardening and Landscaping o Contact: LA Works: Work Experience Programs (626) 960-3964

Gramercy Place (Homeless Shelter for Women and Children): Playtime and Stories

o Play with and read stories to children o Contact: LA Works: Work Experience Programs (626) 960-3964

Alexandria Care Center: Senior Assistance

o Take a walk with a senior citizen and keep them company o Contact: (323) 660-1800


St. Jude Hospital: Fundraising Letters (A community service opportunity for 9th Graders)

o Fold and address letters in the College and Career Center o Contact: Mr. Schulze in Room 520

Other Resources College and Career Center

o Volunteer Opportunities Wall (several community service opportunities for all grade levels)

o Contact: Mr. Schulze in Room 520 Idealist.org

o Website that lists community service opportunities o Contact: Mr. Schulze in Room 520


Magnet Office Referral Form

Explanation of Referral:

Action Taken on Referral:

Student Signature:

Student’s Name: ________________________________ Grade _____ DOB _________ Date _________ Teacher Making Referral: ______________________ Counselor: ___Ms. Mui ___Ms. Washington Reason for Referral: ___ Absences ___Tardies ___Behavior ___ Poor Academic Achievement ___Emotional/Social ___7th Period

Teacher must return referral to the Magnet Office. Students should not be sent to the office unless it is an emergency. We will summons the student. After we meet with the student, we will make a

copy of this referral for your records.

Outcomes of Teacher Interventions:

1) Conference with student Date: Outcome: 2) Parent phone call Date: Outcome: 3) Changed student’s seat Date: Outcome: 4) Assigned detention after school Date: Outcome:

Attachment E


Math, Science and Technology Learning Community

Magnet ◊ Academy

Student Expectations 2005-2006 School Year

R E S P E C T

Expect to be treated with great respect; you are a guest here, welcome as you would be in our homes. We expect the same respect in return. Respect the Magnet Academy. We are a small school on a very large campus. It is a privilege to be a part of our community. Don’t take advantage of it and represent the Magnet Academy in a positive way.

C O U R T E S Y Expect us to be courteous toward you and expect us to help you be courteous toward each other.

L E A R N I N G Expect to learn a lot here, not just about your academic subjects, but about yourself and the world. Keep an open mind about things you don’t know about. And definitely keep an open mind about going to college; this is what we are preparing you for.

A C A D E M I C S Expect to be kept busy with reading, writing and projects. We have a lot of books, ideas, skills and concepts we want to share with you and we hope to help you grow academically. We expect you to try your very best and always PURSUE EXCELLENCE! Keep your grades up. D’s and F’s are unacceptable. You will not receive class credit for F’s and will be required to retake the class. D’s are not accepted by colleges so we will strongly advise you to retake the class. You must maintain a 2.5 GPA to participate in sports, leadership, and Magnet Academy activities (field trips, etc.).

Attachment F


A T T E N D A N C E Expect to come to school everyday and be in class on time, prepared with your notebooks, pens and pencils. If you are planning to miss more than a week at a time, your parent MUST contact the office so that we may put you on an independent study contract. If we see that you have reoccurring absences, we will contact your parents and put you on a Daily Sign-In Sheet.

E N V I R O N M E N T Expect to keep our classrooms, office and school clean. We have wonderful custodians. They have a huge job to do and shouldn’t have to pick up after us. Recycle paper, cans and plastic bottles when possible. Let’s all do our part to make this a clean campus and a clean world.

S U P P O R T

Expect us to support your best efforts to learn and grow. That’s why we are here. ASK for help when you need it. We are ALL here to help you. We need full support from your family. Your mom, dad, brothers, sisters and other relatives are ALWAYS welcome in our classrooms and in the office.


Student Interventions

7th P E R I O D 7TH Period is an after school tutoring and study hall program designed to help students in their academics and provide them a quiet place to study with access to computers. 7th Period takes place in Room 518 (computer lab) and various teachers’ classrooms from 3:30-4:30 everyday but Tuesdays. Check the 7th Period schedule to find out which teachers are offering tutoring for specific subjects. Room 518 is always open for 7th Period if there are no other teachers offering tutoring in their classrooms. You may be referred to 7th Period by a teacher or counselor and therefore must attend for the number of days specified on your referral card. If you are referred, you will receive a 7th Period card that you must get signed every time you attend 7th Period. You DO NOT need to be referred to go to 7th Period. Anyone can attend.

C O N F E R E N C E S A teacher, counselor or advisor may suggest a conference with a parent if a student is not performing academically or if attendance and behavior problems should occur.

C O N T R A C T S If 7th Period and parent conferences fail to correct an academic, attendance or behavior problem, the student may be required to follow an individualized student contract that is agreed upon by the teachers, counselor, parent and student. If the student fails to follow the terms of the contract, we will discuss possibly finding a better place for the student at Fremont High School or returning him/her to the home school.


Fremont Magnet High School Daily Progress Sheet

Name _____________________

Date________ This slip is an aid for you and your child. It will be signed each period by the student’s teacher. It will also note homework assignments. If the student is tardy or has a marked change in behavior, this will be indicated. Jenna Washington Loretta Mui Magnet Counselor Academy Counselor

(323) 758-4141 Ext 297 (1) Class:

Teacher Signature ____________________________________

Homework: _________________________________________

Tardy/Behavior: _____________________________________

(2) Class:


Homework: _________________________________________

Tardy/Behavior: _____________________________________

(3) Class:


Homework: _________________________________________

Tardy/Behavior: _____________________________________

(4) Class:


Homework: _________________________________________

Tardy/Behavior: _____________________________________

(5) Class:


Homework: _________________________________________

Tardy/Behavior: _____________________________________

(6) Class:


Attachment G


Homework: _________________________________________

Tardy/Behavior: _____________________________________

Parent Signature ____________________________________

MLA Format for Beginners

General Guidelines

• Type your paper on a computer and print it out on standard-sized white paper (8.5 X 11 inches).

• Double-space your paper.

• Set the margins of your document to 1 inch on all sides.

• Create a header that numbers all pages consecutively in the upper right-hand corner, one-half

inch from the top and flush with the right margin.

• Do not underline your title; do not put your title in quotation marks.

• Do not write your title in all capital letters; capitalize only the first, last and principal words of

the title.

Formatting the first page of your paper • Do not make a title page for your paper unless specifically requested.

• Provide a double-spaced heading in the top left corner of the first page that lists your name,

your instructor's name, the course, and the due date.

• Center your title on the line below the heading with your name, and begin your paper

immediately below the title.

Coming Soon: Citations, Bibliographies, Works Cited Lists

Note: This is one format. Bosses, professors, schools, etc. will have a variety of formatting

requirements. Do what is required.

Attachment H


Joe Student

Ms. Teacher

English 9B

03 January 2005

No Underlining and No Quotation Mark

Use 12 pt. type, Times or Times New Roman. Indent each paragraph 5 spaces (1 tab). Do

not hit “enter” or “return” at the ends of lines. The computer will do this automatically. Do not

leave extra spaces between paragraphs.

Handwritten papers must be legibly written in blue or black ink, and follow all MLA

guidelines.

Staple once in upper left-hand corner. No folder, cover or title page, please.

This is just the beginning. You will eventually learn the MLA way to cite texts, create a

works cited list and a bibliography. I know. You just can’t wait.

1” ½”

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