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- Mary Pat Penley
- Contact
- Schedule
- Helena High School Cell Phone Policy 2026-2027
- Semester Tests
- 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
- Helena High School Cell Phone Policy 2026-2027
- Semester Tests
- 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
Helena High School Cell Phone Policy 2026-2027
Helena High School
Cell Phone and Electronic Device Expectations
The overall expectation is that phones and electronic devices are either put into the designated location in the classroom or in your backpacks, out of sight. They are not to be used in the classroom except for academic purposes approved by the teacher.
Progressive Discipline for choosing not to follow the teacher’s directions. Students will be given one warning in class by the teacher before the progressive discipline approach is utilized.
Cell phones and other Electronic Device infractions will be cumulative throughout the student’s schedule. They will not get three offenses in first period, three in second, etc.
1st Offense – Student turns their phone into the main office and receives a white slip signifying they have done so. The student will be able to pick up their phone at the end of the day. The teacher will document this offense in the Office Discipline Referral (ODR), and parents will be made aware of the infraction.
2nd Offense – Student turns their phone into the main office. Administration will connect with the student’s parents to pick up the phone from the main office. A discussion will happen about proper electronic device use in the classroom with the student, parent, and administration. Staff will document this offense in the ODR form.
3rd Offense – Student turns their phone into the main office. Administration will connect with the student’s parents to pick up the phone from the main office. The student will no longer be allowed to bring their cell phone or other electronic devices to school, or they will need to check them in at the main office at the start of each day. Staff will document this offense in the ODR form.
Phones will also be kept in the classroom when students leave to go to the restroom.
Semester Tests
Agendas
CC Lab:
Practical English May Agenda
This month, students will focus on reading comprehension, literary analysis, and vocabulary development through the novels Holes and Monster. Instruction emphasizes critical thinking, text evidence, character analysis, and connections to real-world themes while continuing to build literacy and communication skills.
Unit Goals & Standards
Students will:
Analyze character development and motivation. (RL.9-10.3)
Cite strong and thorough textual evidence to support analysis. (RL.9-10.1)
Determine themes and analyze their development over the course of a text. (RL.9-10.2)
Analyze how dialogue and events propel the plot. (RL.9-10.3)
Interpret vocabulary in context and analyze word choice. (RL.9-10.4)
Engage in discussion and writing to express understanding of texts. (SL.9-10.1, W.9-10.9)
Week 1 (May 4–8): Introduction to Holes
Focus Areas:
Introduction to characters and setting
Understanding plot structure and initial conflicts
Vocabulary development
Instructional Activities:
Read Chapters 1–10
Guided reading questions and discussion
Vocabulary exercises and journal responses
Life Skills Connection:
Students explore how choices and consequences impact life outcomes and discuss fairness and justice.
Week 2 (May 11–15): Holes – Plot & Theme Development
Focus Areas:
Analyzing character relationships
Identifying emerging themes
Making predictions and connections
Instructional Activities:
Read Chapters 11–25
Character mapping activity
Theme tracking and small group discussions
Life Skills Connection:
Students reflect on perseverance and teamwork through character experiences.
Week 3 (May 18–22): Holes – Conclusion & Assessment
Focus Areas:
Resolving conflicts and analyzing story resolution
Identifying central themes and author’s message
Writing with textual evidence
Instructional Activities:
Finish the novel
Comprehension quiz or project
Short analytical writing assignment
Life Skills Connection:
Students evaluate how past actions influence present circumstances and outcomes.
Week 4 (May 25–29): Introduction to Monster
Focus Areas:
Understanding narrative structure (screenplay format)
Analyzing point of view and voice
Exploring themes of identity and justice
Instructional Activities:
Read selected sections (Beginning–midpoint)
Discuss format and its impact on storytelling
Journal reflections and class discussion
Life Skills Connection:
Students examine decision-making, responsibility, and how perspective shapes truth.
Week 5 (May 25–29 continued): Monster – Analysis & Reflection
Focus Areas:
Character analysis and moral dilemmas
Evaluating evidence and perspective
Making personal and societal connections
Instructional Activities:
Continue/complete reading (as time allows)
Class debate or discussion
Reflective writing assignment
Life Skills Connection:
Students consider ethical choices and the impact of environment and peers on behavior.
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).
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Weekly PowerSchool check-in & guardian/case manager email to build communication, accountability, and advocacy.