Menu
- Mary Pat Penley
- Contact
- Schedule
- 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
- 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
Semester Tests
Semester Test Schedule – June
SECOND SEMESTER (Under Graduates Only)
Friday, June 5, 2026
Monday, June 8, 2026
Tuesday, June 9, 2026
1st Day
Period 0 8:20-9:40
Period 1 9:55-11:15
Lunch 11:15-11:50
Period 2 11:50-1:10
Make-Up tests 1:25-2:45
2nd Day
Period 3 8:20-9:40
Period 4 9:55-11:15
Lunch 11:15-11:50
Period 5 11:50-1:10
Make-Up tests 1:25-2:45
3rd Day
Period 6 8:20-9:40
Period 7 9:55-11:15
Lunch 11:15-11:50
Make-Up tests 11:50-?
Students must take exams when scheduled. Students may only reschedule exams with prior permission from Helena High School Administration.
Make-up tests will only be given with medical documentation of need.
CC Lab Semester Project: Goal-Setting
For your final project, you will create a personal goal-setting plan that helps you succeed in school and in life. This project is about choosing a goal that matters to you, making a clear plan, and showing how you will stay on track. You will use the skills we’ve practiced in class, like organization, time management, and self-reflection.
Step 1: Choose a Goal
Pick one goal that is important to you. It can be:
- Academic (example: improve grades, complete homework on time)
- Personal (example: manage stress, build confidence)
- Future-focused (example: prepare for a job, learn a new skill)
Your goal should be a SMART goal:
- Specific (clear and detailed)
- Measurable (you can track progress)
- Achievable (realistic for you)
- Relevant (important to your life)
- Time-bound (has a deadline)
Step 2: Describe Your Goal
Answer the following:
- What is your goal?
- Why is this goal important to you?
- How will your life improve if you reach this goal?
Step 3: Break It Into Steps
List at least 3–5 steps you will take to reach your goal.
Example:
- Write down assignments every day
- Set reminders on my phone
- Ask for help when I don’t understand
Step 4: Identify Challenges and Supports
- What might make this goal difficult?
- What strategies can help you overcome these challenges?
- Who can support you? (teacher, family member, friend, counselor)
Step 5: Create a Plan and Timeline
- When will you start?
- How often will you work on your goal?
- What is your deadline?
You may create a simple schedule, checklist, or calendar.
Step 6: Track Your Progress
Explain how you will check your progress:
- Will you use a checklist?
- A journal?
- A weekly check-in?
Step 7: Reflection
Write a short reflection (1–2 paragraphs):
- What did you learn about yourself from this project?
- What study skills will help you the most?
- How confident do you feel about reaching your goal?
Project Format Options (Choose one):
- Poster
- Slide presentation (Google Slides/PowerPoint)
- Written paper
- Video or audio recording
- One-on-one presentation with the teacher
Grading Criteria (Simplified Rubric)
- Clear goal (SMART)
- Steps and plan are complete
- Effort and organization
- Reflection shows thought and understanding
(Support Options)
- Sentence starters will be provided
- Graphic organizers available
- Option to dictate answers instead of writing
- Extra time and check-ins available
-
Simple Rubric (20 Points Total)
Category 4 Points 3 Points 2 Points 1 Point Goal (SMART) Goal is clear, specific, and complete Goal is mostly clear Goal is somewhat unclear Goal is missing or very unclear Steps & Plan 3–5 clear steps with a solid plan Some steps are clear Few or unclear steps Steps missing Challenges & Supports Clear challenges and helpful supports listed Some challenges/supports listed Limited or unclear ideas Missing Effort & Organization Very neat, organized, complete Mostly organized Somewhat organized Hard to follow/incomplete Reflection Thoughtful and complete Some detail Limited detail Missing or very short
Practical English Semester Project: Comparing Our Novels
This semester, we read The Outsiders, Holes, and Monster.
Now, you will complete a final project showing what you learned.
Project Goal
Show how the characters, choices, and themes are similar and different across all three books.
Part 1: Project (Choose One)
Pick ONE way to show your thinking:
- Poster
- Slides (Google Slides/PowerPoint)
- Short video
- Creative project (comic, storyboard, or character “meeting”)
Your Project Must Include
1. Characters
- Choose one character from each book
- Explain:
- Who they are
- A challenge they face
- How they change
2. Themes (Big Ideas)
Pick at least ONE theme, such as:
- Choices & consequences
- Justice / fairness
- Friendship / belonging
Explain how this theme shows up in ALL THREE books
3. Evidence
- Include at least 1 example from each book
- This can be a quote or a specific scene
Part 2: TEAL Paragraph (Required Writing)
You will write ONE paragraph using TEAL structure.
TEAL Format Reminder:
- T (Topic Sentence):
State your main idea (theme or comparison) - E (Evidence):
Give an example from ONE of the books - A (Analysis):
Explain how your evidence proves your idea - L (Link):
Connect back to the theme or real life
TEAL Example Starter:
Topic Sentence:
One theme in all three novels is that choices have consequences.
Evidence:
In Holes, Stanley is sent to Camp Green Lake because…
Analysis:
This shows that…
Link:
This connects to real life because…
Grading (Simple Rubric)
Project Completion (40%)
- Includes all 3 books
- Follows directions
Understanding (30%)
- Shows clear ideas about characters and theme
TEAL Writing (20%)
- Complete paragraph with all parts
Effort & Neatness (10%)
- Clear, organized, and complete
Due Date: Friday, June 5, 2026
Practical English Semester Project Rubric
(The Outsiders, Holes, Monster)
| Category | 4 – Exceeds | 3 – Meets | 2 – Developing | 1 – Beginning |
|---|---|---|---|---|
| Project Content (40 pts) | Includes all 3 books with clear, detailed explanations of characters, theme, and connections | Includes all 3 books with clear explanations | Missing one part OR explanations are basic/unclear | Missing multiple parts or very incomplete |
| Understanding of Theme & Characters (30 pts) | Shows strong understanding with thoughtful comparisons and clear ideas | Shows clear understanding of characters and theme | Some understanding, but ideas are simple or partially correct | Limited understanding or off-topic |
| Use of Evidence (10 pts) | Uses clear, specific examples from all 3 books | Uses examples from all 3 books | Missing examples from one book OR examples are unclear | Little or no evidence used |
| TEAL Paragraph (10 pts) | Complete TEAL (T, E, A, L) with clear explanation and strong connection | Complete TEAL with basic explanation | Missing one part of TEAL OR unclear explanation | Missing multiple parts or not completed |
| Effort & Presentation (10 pts) | Very neat, organized, and shows strong effort/creativity | Neat and complete | Some effort, but may be messy or rushed | Little effort or incomplete |
Total: ______ / 100
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).
-
Weekly PowerSchool check-in & guardian/case manager email to build communication, accountability, and advocacy.