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- Mary Pat Penley
- Contact
- Schedule
- Agendas
- Practical English Syllabus 2025-2026
- CC Lab Syllabus 2025-2026
- What is the role of an Accessibility Educator?
- Practical English Year at A Glance
- CC Lab Year at a Glance
- Mary Pat Penley
- Contact
- Schedule
- Agendas
- Practical English Syllabus 2025-2026
- CC Lab Syllabus 2025-2026
- What is the role of an Accessibility Educator?
- Practical English Year at A Glance
- CC Lab Year at a Glance
Mary Pat Penley
I’m excited to begin my 13th year teaching in the Helena School District! As one of the Accessible Education teachers at Helena High School, I’m passionate about supporting students in their educational journey and helping them reach their goals.
My teaching career began in 1993, following my graduation from Eastern Montana College. Over the years, I’ve had the privilege of teaching in several states—Virginia, Colorado, New Mexico, Texas, and Hawaii. I earned my Master’s degree in Special Education from the University of Northern Colorado in 1997, and a few years ago, I achieved National Board Certification.
I look forward to a wonderful year ahead, creating a supportive, engaging, and inclusive learning environment for every student. If you have questions or concerns, please don’t hesitate to contact me at mpenley@helenaschools.org.
Schedule
- Period 1 Practical English
- Period 2 CC Lab
- Period 3 CC Lab
- Period 4 Prep
- Period 5 Co-taught American Studies 1 with Ryan Schulte
- Period 6 CC Lab
- Period 7 Case Management
Agendas
CC Lab:
Practical Life Skills English
March Unit Overview: We Beat the Street
This month, students will engage in a novel study of We Beat the Street using the audiobook, selected clips from the documentary The Pact, and dramatized film scenes. Instruction focuses on literacy development, critical thinking, and real-world life skills, including goal setting, decision-making, and career exploration.
Unit Goals & Standards
Students will:
- Identify key events and support ideas with textual evidence. (RL.9-10.1)
- Analyze character development and determine central themes. (RL.9-10.2, RL.9-10.3)
- Build vocabulary using context clues and discussion. (L.9-10.4)
- Participate effectively in collaborative discussions. (SL.9-10.1)
- Compare the audiobook, documentary, and film portrayals. (RL.9-10.7)
- Write organized, argumentative, and informative paragraphs using evidence.(W.9-10.1, W.9-10.2)
- Conduct brief research on college and career pathways. (W.9-10.7)
- Develop a personal action plan based on lessons from the text. (W.9-10.4)
Week 1: Building Background & Character Development
Students begin listening to the audiobook and learn about the setting and the three main individuals.
Focus Areas:
- Identifying important events while listening
- Tracking character traits, strengths, and challenges
- Understanding how environment influences opportunity
Instructional Activities:
- Guided listening notes
- Character profile graphic organizers
- Daily quick writes (personal connections to goals and challenges)
- Vocabulary development (context clues and vocabulary journals)
Life Skills Connection:
Students set one academic and one personal goal for the semester and discuss the importance of positive influences.
Week 2: Conflict, Choices, and Consequences
Students continue listening and examine major conflicts and turning points.
Focus Areas:
- Internal vs. external conflict
- Decision-making and consequences
- Influence of mentors and support systems
Instructional Activities:
- Cause-and-effect graphic organizers
- Structured class discussions
- Documentary viewing and comparison chart (book vs. real-life footage)
- Constructed response paragraph (Claim-Evidence-Reasoning format)
Life Skills Connection:
Students complete a decision-making tree and analyze how choices impact long-term outcomes.
Week 3: Perseverance, Education, and Career Pathways
Students explore how persistence and education shape success.
Focus Areas:
- Theme development (perseverance and resilience)
- Comparing text to dramatized film scenes
- Identifying turning points
Instructional Activities:
- Theme tracking organizers
- Timeline of major life events
- Vocabulary practice through interactive activities
- Short research project on a career of interest
Life Skills Connection:
Students research education requirements, skills, and potential earnings for a career pathway of interest.
Week 4: Reflection, Application, and Real-World Connections
Students complete the novel and synthesize learning across all formats.
Focus Areas:
- Comparing audiobook, documentary, and film versions
- Analyzing the overall message of the text
- Applying lessons to personal growth
Instructional Activities:
- Three-column comparison chart (Book | Documentary | Film)
- Compare-and-contrast paragraph
- Group discussions and reflection activities
Culminating Project:
Students develop a Personal Action Plan outlining:
- Short-term goals
- Long-term goals
- Action steps
- Support systems
Practical English Syllabus 2025-2026
Practical English 2025–2026
Welcome to Practical English! This class is designed to support you in becoming a stronger reader, writer, and communicator. We will focus on building skills in grammar, decoding, and literature in a supportive environment that meets your individual needs and IEP goals.
In this class, we will work on reading comprehension, vocabulary, writing, and communication skills that connect to real-world situations. Our goal is to help you become a confident reader and writer who is prepared for life after high school.
Bengal Expectations
Be a Graduate!
Grading will be based on daily points from participation, effort and mastery/progression of skills.
- Be a Graduate – Attendance
Be in class on time and stay the whole period. - Be Involved – Participation
Complete Bell Ringers, Exit Tickets, and class activities. - Be Respectful – Attitude
Show respect toward classmates, staff, and materials. - Be Responsible – Effort
Stay on task, complete assignments, and give your best effort.
What We Will Learn
Practical English will follow state content standards and your IEP goals. This means we will:
- Build Reading Skills – practice decoding strategies, fluency, and comprehension using short stories, novels, and informational texts.
- Develop Vocabulary – strengthen academic and everyday vocabulary through games, word study, and context clues.
- Improve Grammar & Writing – learn sentence structure, punctuation, and grammar through hands-on activities and real-world writing tasks.
- Explore Literature – read a variety of texts (classic, modern, and high-interest) to understand themes, characters, and connections to real life.
- Communicate Effectively – practice speaking and listening skills in class discussions, presentations, and group work.
All lessons will be adapted to your learning style and pace, with built-in support to help you succeed.
Be Involved!
Be an active participant in class! Each day you’ll start with a Bell Ringer (a quick warm-up in reading, writing, or grammar) and finish with an Exit Ticket (a short reflection or skill check). You’ll also be expected to:
- Track your reading goals and progress.
- Share what you’re learning with your families
- Ask for help when you need it—we are here to support you!
Be Respectful!
- Come ready to learn—be in your seat when the bell rings.
- Phones stay put away during class. Chromebooks are for classwork unless you have earned free time.
- Treat others with kindness—be supportive of your classmates.
Be Responsible!
- Keep track of your assignments and due dates.
- Take care of classroom books and materials.
- Do your best work and turn it in on time.
- Take ownership of your learning—we will meet you where you are and help you grow, but you are in charge of your success.
Materials
If you need school supplies and are unable to get them, please let me know and I will make sure you have what you need.
Contact Information
If you or your family need to reach me, you can email me at mpenley@helenaschools.org or send me a message on Teams.
Together, we’ll make this a great year of growth, learning, and confidence in your reading and writing!
CC Lab Syllabus 2025-2026
Core Curriculum Lab 2025-2026
Welcome to Core Curriculum Lab (CC Lab). This is a supported study hall where we will work together to help you stay organized, track your grades, work on assignments, and learn study skills to help you become the best student you can be.
Bengal Expectations
Be a graduate!
Grading will be based on 4 total points from participation in daily activities. Grading scale is Pass/Fail.
Your grade in this class will be based on 4 daily points based on our Bengal Expectations:
(1) Be a Graduate- Attendance (Get to class on time and stay in class the entire period)
(2) Be Involved- Participation in Bell Ringers and Exit Tickets
(3) Be Respectful- Follow classroom expectations and show respect towards staff and students
(4) Be Responsible- On task behavior- actively working on assignments
If you need school supplies and are unable to get them for any reason, please come talk with me, Mrs. Penley, and I will make sure that you have what you need to be successful.
Be Involved!
Be an active participant in class. Join a club and/or activity at Helena High. Volunteer in your community. Be involved in this class by coming in on time, participating in bell ringers, and logging into PowerSchool to check for any missing assignments. Each week you will be expected to keep your guardians and case manager in the loop by sending an email with what you need to work on. During the class period you will be working on assignments for your outside classes. Don’t be afraid to ask for help if you do not understand an assignment or need help with anything!
Be Respectful!
Be a positive person in class by being enthusiastic, curious, and kind. Be in your seat when the bell rings. Three tardies result in lunch detention. Treat your classmates and teachers with respect. Cellphones are not allowed during class time. Chromebooks are to be used for educational purposes only unless you have been given permission to have free time.
Be Responsible!
Each day, begin class with a Bell Ringer. At the end of class, put all of your materials away neatly and complete the Exit Ticket before leaving. Take care of the classroom technology and equipment. It is your responsibility to complete assignments and turn them in. Be responsible by keeping track of due dates, keeping materials in a safe place, and talking to teachers about missing assignments. We are here to help you succeed, but ultimately it is up to you to be motivated and successful.
If you need to reach me, please email me at mpenley@helenaschools.org or send me a TEAMS chat.
What is the role of an Accessibility Educator?
All accessible education teachers, often referred to as special education teachers or teachers specializing in inclusive education, focus on ensuring that all students, including those with disabilities or learning challenges, have equal opportunities to succeed in the classroom. Here’s a breakdown of what we strive to do:
- Individualized Instruction: We create tailored lesson plans and teaching strategies to meet the unique needs of each student. This might involve modifying assignments, using different teaching methods, or providing additional support.
- Collaboration: We work closely with other educators, school administrators, and parents to develop and implement Individualized Education Programs (IEPs) or 504 Plans. These plans outline specific accommodations and modifications to help students succeed.
- Support Services: We may coordinate with other specialists such as speech therapists, occupational therapists, or counselors to provide comprehensive support for students.
- Classroom Environment: We adapt the physical and social environment of the classroom to be more accessible. This might involve arranging the classroom layout to accommodate mobility devices or creating a sensory-friendly space for students with sensory processing issues.
- Behavior Management: We use positive behavior support strategies to help students with behavioral challenges. This can include developing behavioral intervention plans and teaching social and emotional skills.
- Advocacy: We advocate for the needs of students with disabilities, ensuring that their rights are upheld and that they receive the necessary resources and support.
- Assessment and Progress Monitoring: We regularly assess students’ progress and adjust instruction as needed. This involves evaluating both academic achievement and social-emotional development.
- Professional Development: We stay updated with the latest research, teaching strategies, and legal requirements related to special education and inclusive practices.
Practical English Year at A Glance
2025–2026 Practical English Class – Mary Pat Penley
Materials for units after October will be determined based on student needs and objectives.
| Month | Topic | Materials | Focus | Standards Alignment |
| August 2025 | Course Introduction & Speaking/Listening Skills | The Outsiders, graphic organizers, notebooks | Class expectations, Bell Ringers, Exit Tickets, discussion norms | CCSS.ELA-LITERACY.SL.9-10.1, SL.9-10.4 |
| September 2025 | Speaking & Listening – Novel Study: The Outsiders | The Outsiders, discussion guides, CC Lab support, exit tickets | Oral summaries, collaborative discussions, identifying themes and characters | CCSS.ELA-LITERACY.SL.9-10.1, SL.9-10.4 |
| October 2025 | Reading Comprehension – Short Stories & Informational Texts | Selected short stories, informational texts, graphic organizers | Decoding, fluency, comprehension strategies, connecting text to theme | CCSS.ELA-LITERACY.RL.9-10.1, RL.9-10.2, RI.9-10.1 |
| November 2025 | Vocabulary Development & Context Clues | To be determined based on student objectives | Academic and real-world vocabulary, using context clues, written and oral usage | CCSS.ELA-LITERACY.L.9-10.4, L.9-10.6 |
| December 2025 | Reading & Literary Analysis | To be determined based on student objectives | Citing textual evidence, analyzing characters, plot, and themes | CCSS.ELA-LITERACY.RL.9-10.1, RL.9-10.2 |
| January 2026 | Writing & Grammar – Sentence Structure & Punctuation | To be determined based on student objectives | Real-world writing tasks, sentence construction, grammar practice | CCSS.ELA-LITERACY.W.9-10.2, L.9-10.1 |
| February 2026 | Writing Skills – Informative and Explanatory Texts | To be determined based on student objectives | Organizing ideas, drafting, revising, and editing written work | CCSS.ELA-LITERACY.W.9-10.2, W.9-10.4 |
| March 2026 | Project-Based Learning – Integrated Reading, Writing, & Communication | To be determined based on student objectives | Creating presentations, written projects, connecting literature to real-world contexts | CCSS.ELA-LITERACY.W.9-10.2, RL.9-10.1, SL.9-10.4 |
| April 2026 | Presentation Skills & Public Speaking | To be determined based on student objectives | Delivering projects, oral summaries, self-reflection, peer feedback | CCSS.ELA-LITERACY.SL.9-10.4, SL.9-10.5 |
| May 2026 | Final Projects & Review of Reading/Writing Skills | To be determined based on student objectives | Consolidating skills, demonstrating growth in reading, writing, and communication | CCSS.ELA-LITERACY.RL.9-10.1, W.9-10.2, SL.9-10.4 |
| June 2026 | End-of-Year Wrap-Up & Assessments | To be determined based on student objectives | Review, final assessments, reflections on progress | CCSS.ELA-LITERACY.RL.9-10.1, W.9-10.2, SL.9-10.4 |
CC Lab Year at a Glance
Helena High School – Core Curriculum Lab 2025-2026 Year at a Glance – Mary Pat Penley
Materials for units after October will be determined based on student needs and goals.
| Month | Topic | Materials | Focus | Transition/Life After High School Connection |
|---|---|---|---|---|
| August 2025 | Course Introduction & Organization Skills | Notebooks, planners, CC Lab login info | Bell Ringers, Exit Tickets, setting goals, classroom routines | Introduce importance of organization and time management for work or postsecondary training |
| September 2025 | Checking Grades & Tracking Assignments | PowerSchool, planner, assignment sheets | Learn to check grades, track missing assignments, develop weekly plan | Practice self-monitoring skills needed for college/work environments |
| October 2025 | Study Skills & Time Management | Graphic organizers, CC Lab checklists | Prioritizing tasks, breaking assignments into steps, managing time | Build skills for independent study and meeting deadlines in future training or jobs |
| November 2025 | Communication & Email Skills | Email access, templates | Writing professional emails to teachers, guardians, case managers | Develop workplace communication skills, including professional messaging and advocacy |
| December 2025 | Review & Reflect | Completed work samples, reflection sheets | Reflect on academic progress, adjust study strategies | Encourage self-reflection and planning for postsecondary success |
| January 2026 | Mid-Year Goal Setting | Goal sheets, planners | Set academic and personal goals for second semester | Connect goal setting to career planning and life after high school |
| February 2026 | Independent Work & Accountability | CC Lab checklists, assignment trackers | Work independently on assignments, maintain progress | Reinforce skills for independent work expected in college, trade school, or jobs |
| March 2026 | Transition Planning Introduction | Career interest surveys, Pathful lessons, vocational planning tools | Explore postsecondary options, trade school, or career pathways | Begin planning for life after high school, including jobs, training, or college |
| April 2026 | Skill Building & Application | Study guides, checklists, work samples | Practice applying academic skills to real-world tasks | Prepare for workplace expectations and independent living tasks |
| May 2026 | Final Progress & Reflection | Final assignments, reflections, planners | Review year, reflect on growth, complete final check-ins | Solidify skills for transition to postsecondary life and future careers |
| June 2026 | Wrap-Up & Future Planning | Reflection worksheets, CC Lab portfolio | End-of-year reflections, finalize plans for summer or next steps | Confirm readiness for next steps after high school; summer skill-building or job prep |
Weekly Component:
-
Pathful Vocations Lesson (completed once each week, integrated into monthly focus).
-
Weekly PowerSchool check-in & guardian/case manager email to build communication, accountability, and advocacy.