03/21/25 

Our students seemed to be the talk of the town this week. On Wednesday, not Tuesday, a large group of students led by Brooke participated in the job/career fair at Helena High. Our kids did a great job networking and learning about the different employment fields or post-secondary options available to them. It was great to see as many kids participate as did and they benefited from some cool swag bags from the different booths! Also on Wednesday, the archery class went to the fairgrounds and competed in the state competition. Teams as far as Noxon and Arlee were seen competing and you could feel the camaraderie between all the students from different towns competing. It was great to see a couple of our PAL families supporting their own students and others in the class during the competition. The class may become a PAL staple like so many of the other great offerings we have.  

Coming up next week PAL will experience a concert at the Myrna Loy featuring singer Jason DeShaw as well as a trip to the bowling alley before we head off to spring break. When we return from break we will welcome our final group of orientation students to PAL for the school year and also have our juniors and sophomores take the ACT and Pre-ACT respectively.  

Have a good weekend, 

Matt Carey 

mcarey1@helenaschools.org 

406-324-1632 

 

 COME AND JOIN THE TITLE VI INDIAN EDUCATION FAMILY NIGHT 

March 19, 2025 

FROM 5:30-8:00 PM 

AT 

JIM DARCY ELEMENTARY GYM 

WE ENCOURAGE ALL TO ATTEND! 

WE WILL HAVE: 

• FOOD 

• GET YOUR TEAMS READY FOR A 3×3 BASKETBALL TOURNEY 

FOR MORE INFORMATION, YOU CAN CALL AMANDA WALKINGCHILD AT (406)461-4584. HOPE TO SEE YOU ALL THERE! 

Block 9 Course Descriptions 

Ryan:  

Parties  

In this US History and US Government class, students will examine the history and power of the major (and minor) political parties. Class will analyze primary documents, learn about the progression, role and powers of the parties today and research party platforms/create their own party.  

US History Standards  

• SS.H.9-12.1 analyze how unique circumstances of time, place, and historical contexts shape individuals’ lives   

• SS.H.9-12.2 analyze change and continuity in historical eras in US and world history SS.H.9-12.3 identify ways in which people and groups exercise agency in difficult historical, contemporary, and tribal contexts   

• SS.H.9-12.4 analyze multiple, and complex causal factors that have shaped major events in US and world history, including American Indian history   

• SS.H.9-12.5 explain events in relation to both their intended and unintended consequences, including governmental policies impacting American Indians   

• SS.H.9-12.6 distinguish between long-term causes and triggering events in developing a historical argument   

• SS.H.9-12.7 analyze how historical, cultural, social, political, ideological, and economic contexts shape people’s perspectives   

• SS.H.9-12.8 analyze the ways in which the perspectives of those writing history shaped the history they produced   

• SS.H.9-12.9 evaluate how historiography is influenced by perspective and available historical sources  

US Government Standards  

• SS.CG.9-12.1 analyze and evaluate the ideas and principles contained in the foundational documents of the United States, and explain how they establish a system of government that has powers, responsibilities, and limits   

• SS.CG.9-12.2 analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of domestic and international relationships  

• SS.CG.9-12.6 evaluate the American governmental system compared to international governmental systems  

• SS.CG.9-12.8 evaluate appropriate deliberative processes in multiple settings SS.CG.9-12.9 evaluate government procedures for making decisions at the local, state, national, tribal, and international levels  

News n’ Views  

Current events seem to come at us at breathtaking speed. With SO MUCH happening around us, all the time, it is important to take a step back, substantively analyze and question/discuss the headlines. Students will research stories to bring to the group and will be encouraged to use a variety of sources when engaged in research. This is a discussion-based class, so come ready with an opinion!  

US History Standards  

• SS.H.9-12.1 analyze how unique circumstances of time, place, and historical contexts shape individuals’ lives   

• SS.H.9-12.2 analyze change and continuity in historical eras in US and world history SS.H.9-12.3 identify ways in which people and groups exercise agency in difficult historical, contemporary, and tribal contexts   

• SS.H.9-12.4 analyze multiple, and complex causal factors that have shaped major events in US and world history, including American Indian history   

• SS.H.9-12.5 explain events in relation to both their intended and unintended consequences, including governmental policies impacting American Indians   

• SS.H.9-12.6 distinguish between long-term causes and triggering events in developing a historical argument   

• SS.H.9-12.7 analyze how historical, cultural, social, political, ideological, and economic contexts shape people’s perspectives   

• SS.H.9-12.8 analyze the ways in which the perspectives of those writing history shaped the history they produced   

• SS.H.9-12.9 evaluate how historiography is influenced by perspective and available historical sources  

US Government Standards  

• SS.CG.9-12.1 analyze and evaluate the ideas and principles contained in the foundational documents of the United States, and explain how they establish a system of government that has powers, responsibilities, and limits   

• SS.CG.9-12.2 analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of domestic and international relationships  

• SS.CG.9-12.6 evaluate the American governmental system compared to international governmental systems  

• SS.CG.9-12.8 evaluate appropriate deliberative processes in multiple settings SS.CG.9-12.9 evaluate government procedures for making decisions at the local, state, national, tribal, and international levels  

Social Studies Standards  

• SS.G.6-8.2 identify the location of places and regions in the world and understand their physical, political, and cultural characteristics   

• SS.G.6-8.3 analyze maps and charts from a specific time period to understand an issue or event   

• SS.G.6-8.4 explain how the environment and geographic features have affected people and how people have affected the environment throughout Montana, the United States, and the world  

• SS.G.6-8.5 explain the role and impact of spatial patterns of settlement and movement in shaping societies and cultures, including Indigenous cultures   

• SS.G.6-8.6 identify how the historical and contemporary movement of people, goods, and ideas from one area can impact change, conflict, and cooperation in other areas   

• SS.G.6-8.7 identify the cultural roots of major world regions  

 Archery  

Emily and Ryan, having been recently certified as NASP (National Archery in Schools Program), are proud to offer an archery class! NASP is an in-school program aimed at improving educational performance among students in grades 4 – 12. Students learn focus, self-control, discipline, patience, and the life lessons required to be successful in the classroom and in life. Students in this class will be traveling to Montana Wild to use their indoor range.  

Health Standards  

• Develop a plan to attain a personal health goal that addresses strengths, needs, and risks  

• Assess personal health practices and overall health status  

• Implement strategies and monitor progress in achieving a personal health goal   

• Formulate an effective long-term personal health plan   

• Discuss ways to advocate for a variety of healthy practices and behaviors that will maintain or improve the health of self and others  

• Analyze the role of individual responsibility for enhancing health  

• Advocate for behaviors and practices that will support others in making positive health choices  

• Work cooperatively as an advocate for improving personal, family, and community health  

 PE Standards  

• Refine activity-specific movement skills in one or more lifetime activities   

• Exhibit competency in two or more specialized skills in health-related fitness activities  

• Identify and discuss the historical and cultural roles of games, sports, and dance, including those of traditional and contemporary American Indian cultures  

• Analyze the impact of life choices, economics, motivation, and accessibility on maintaining physical activity in college or career settings  

• Create a plan, train for and participates in a community event with a focus on physical activity, including those of American Indian cultural traditions  

• Analyze the health benefits of a self-selected physical activity  

Michele: 

 March into Strength Class (PE, HE) 

Course Description: 

This class is a unique collaboration with teachers across the Helena community, offering a diverse range of movement and mindfulness practices at The Studio, Hot Yoga Helena, The Loft, and Gentle Healing. This class will restore, build strength, and ignite energy, while providing a space for transformation and connection. 

• Yoga Nidra – A deeply restorative practice guiding you into profound relaxation and inner awareness through guided meditation. Perfect for stress relief and rejuvenation. 

• Buti Yoga – A dynamic blend of power yoga, tribal dance, and primal movement that energizes the body and frees the spirit. 

• Vinyasa Yoga – Flow seamlessly through breath-linked movements that build strength, flexibility, and balance, leaving you centered and revitalized. 

• Pilates – Strengthen your core, improve posture, and enhance overall body control with this mindful, low-impact workout. 

• HIIT (High-Intensity Interval Training) – Boost endurance and power with a fast-paced workout that combines cardio and strength-building exercises. 

Experience the synergy of movement, breath, and community! 

Health and PE Standards 

Health & Fitness Literacy (Standard 1 & 3)

• Yoga Nidra enhances mindfulness, self-awareness, and stress management, supporting mental and emotional well-being. 

• Buti Yoga, Vinyasa, Pilates, and HIIT improve cardiovascular endurance, muscular strength, flexibility, and balance, aligning with physical fitness goals. 

2. Motor Skills & Movement Patterns (Standard 2)

• Vinyasa Yoga & Buti Yoga develop coordination, rhythm, and body awareness through fluid movement sequences. 

• Pilates & HIIT focus on core stability, functional strength, and movement efficiency, essential for overall mobility and injury prevention. 

3. Social & Emotional Learning (Standard 4 & 5)

• All Classes encourage self-expression, resilience, and stress management while fostering a sense of belonging and community through movement. 

4. Personal Responsibility & Lifestyle Choices (Standard 6)

• Mindfulness in Yoga Nidra and the discipline in Pilates & HIIT empower students to make informed health choices and set personal wellness goals. 

Bal-A-Vis-X (ENG) 

Course Description: 

Bal-A-Vis-X (Balance, Auditory, Vision eXercises) is a dynamic program that integrates rhythm, movement, and focused attention to enhance cognitive and physical coordination. Using beanbags, racquetballs, and balance boards, participants engage in carefully structured sequences that develop visual tracking, auditory processing, and bilateral coordination. This method is especially effective in supporting students with reading challenges, ADHD, dyslexia, and other learning differences. 

Bal-A-Vis-X strengthens foundational skills essential for reading success, including: 

• Visual Tracking: Exercises improve eye movement control, essential for following lines of text smoothly. 

• Auditory Processing: Rhythmic patterns enhance phonemic awareness and the ability to distinguish sounds in language. 

• Focus and Attention: The structured, repetitive nature of the exercises fosters concentration and mental stamina. 

• Cross-Lateral Movement: Engaging both hemispheres of the brain enhances comprehension and information retention.
• By integrating movement, rhythm, and multisensory engagement, Bal-A-Vis-X serves as a valuable intervention tool that directly supports Montana’s ELA standards while making reading development more accessible and engaging for all learners. 

English Language Arts (ELA) Standards 

Bal-A-Vis-X helps by enhancing foundational reading skills through movement-based learning. The class supports the following key areas: 

1. Foundational Reading Skills (K-5) – Print Concepts, Phonological Awareness, and Fluency

• Standard RF.K-5.1-4: Develops print awareness, phonemic awareness, decoding skills, and reading fluency. 

• How Bal-A-Vis-X Supports This:  

• Rhythmic exercises improve phonemic awareness by reinforcing auditory processing and sound discrimination. 

• Eye-tracking exercises strengthen the ability to smoothly follow lines of text, aiding in reading fluency. 

2. Speaking and Listening Skills (SL.K-12.1-6)

• Standard SL.K-12.1: Engages students in collaborative conversations, active listening, and comprehension. 

• How Bal-A-Vis-X Supports This:  

• Encourages students to follow verbal instructions and respond rhythmically, reinforcing listening and comprehension skills. 

• Requires teamwork and communication, enhancing cooperative learning and verbal interaction. 

3. Comprehension and Collaboration (RL & RI K-12.1-10)

• Standard RL/RI K-12.1-3: Emphasizes the ability to ask and answer questions, determine key ideas, and make connections. 

• How Bal-A-Vis-X Supports This:  

• Strengthens working memory, attention, and sequencing skills, all essential for reading comprehension. 

• Engages the brain’s cross-lateral connections, aiding in information processing and retention. 

4. Cognitive and Executive Function Development

• Supports Higher-Order Thinking Skills (Analyzing, Evaluating, Creating) 

• How Bal-A-Vis-X Supports This:  

• Enhances focus, impulse control, and self-regulation—key executive functions that improve reading stamina and comprehension. 

• Reinforces the ability to track, decode, and process written language efficiently. 

Marie:  

OR Careers – PowerPoint 

Students will create a PowerPoint presentation that compiles classes taken and materials learned during their first quarter at PAL.  They will present their PowerPoint at the end of the block. 

Self-Assessment – Achievement Standard: 

Apply knowledge gained through individual assessment to develop a comprehensive set of goals and an individual career plan. 

• List positive characteristics about yourself; • Identify personal likes and dislikes; personal, physical and mental characteristics; and individual talents and interests; • Correlate personal, physical, and mental characteristics with the requirements of various career opportunities; • Complete a variety of standardized interest and career assessments
• Compare personal skills and aptitudes with various career options; • Assess and analyze personal talents and interests to future careers; • Determine attitudes needed for career success

NATIONAL STANDARDS FOR BUSINESS EDUCATION 

Career Development 

III. Career Readiness Expectations 

Communication 

1. Interpersonal Skills
2. Employment Communication

Economics & Personal Finance – Personal Finance 

1. Personal Decision Making

Management 

1. Personal Management Skills
2. Human Resource Management

Written Communication – Achievement Standard: 

Prepare clear, complete, concise, correct, and courteous written messages for personal and professional uses. 

• Communication competencies such as reading and comprehending written communications and information
• Use correct spelling, grammar, word, and number usage, punctuation and formatting
• Adapt language and style for specific audiences
• Proofread business documents to ensure that they are clear, correct, concise, complete, consistent, and courteous
• Identify factors affecting the readability of text

NATIONAL STANDARDS FOR BUSINESS EDUCATION 

Communication 

1. Foundations of Communication

III. Written Communication 

1. Employment Communication

Information Technology 

1. Input Technologies

VIII. Digital Media 

Management 

1. Personal Management Skills

Careers – Keyboarding through Google Docs 

Students will be using Edutyping.com; Nitrotyping; and Google Docs – BE Publishing; to learning proper keyboarding skills, improve their confidence keyboarding, and keyboarding and editing in Google Docs. 

Keyboarding or Input Technology 

Achievement Standard: 

Use various input technologies to enter and manipulate information appropriately including but not limited 

keyboarding and mouse. 

Objectives 

• Develop touch keyboarding techniques; • Develop touch keyboarding skills at acceptable speed and

accuracy levels of 30 wpm with five (5) or fewer errors; • Proofread and edit copy for accuracy, content, correct 

grammar, spelling, and punctuation; • Use pointing devices such as the mouse 

NATIONAL STANDARDS FOR BUSINESS EDUCATION 

Communication 

1. Foundations of Communication

III. Written Communication 

Information Technology 

1. Input Technologies

Personal Finance – Banking 

Students will learn about banking and checking account.  Terminology associated with banking, managing a checking account, how to deposit money and how to write a check. We will also discuss online banking and mobile apps. 

NATIONAL STANDARDS FOR BUSINESS EDUCATION 

Economics & Personal Finance – Personal Finance 

1. Earning and Reporting
2. Banking and Financial Institutions

VIII. Protecting Against Risk 

Information Technology 

III. Digital Citizenship 

Achievement Standard: 

Evaluate services provided by financial deposit institutions. 

Objective 

• Identify the difference between debit cards, credit cards, and other banking services

Reading On Your Own – Students will choose a book to read and spend time in class reading and working on a book report.  This class is being offered through English teacher Sam Leonard. 

Nate:  

None 

Emily T:  

OR Art: students will continue with self-discovery through artmaking.  This block will focus on occupied and unoccupied space as well as color connections and symbolism.   Self-assessment and group critique and discussion are vital components of this class. 

Each student will:  

VA1. develop plans for creating art and design works using various materials and methods from traditional and contemporary practices                                                                                             

VA3. complete artworks or designs incorporating relevant criteria as well as personal artistic vision 

VA5. apply appropriate methods or processes to display artwork in a specific place 

VA7. evaluate the effectiveness of an artwork as perceived by a variety of audiences  

VA8. defend an interpretation of an artwork or collections of artworks 

VA10. incorporate knowledge of personal, social, cultural, and historical life to create artworks 

Art History Painting: students will learn about different artists’ styles and create paintings that utilize these techniques.  In this fun class, the students will be painting the same subject matter.  They will also complete a short write-up explaining what makes their artist recognizable and how they used it in their own piece. This class can be taken for the following credits: Art, English, or History.

Each student will:

VA1. develop plans for creating art and design works using various materials and methods from traditional and contemporary practices

VA3. complete artworks or designs incorporating relevant criteria as well as personal artistic vision

VA7. evaluate the effectiveness of an artwork as perceived by a variety of audiences

VA8. defend an interpretation of an artwork or collections of artworks

VA9. analyze a collection of artwork based on sets of criteria

VA10. incorporate knowledge of personal, social, cultural, and historical life to create artworks

VA11. compare uses of art in a variety of personal, societal, cultural, and historical contexts.

Softies: Students will be challenged in this three-dimension class creating a small-scale stuffed creature.  We will utilize recycled materials such as lone socks and random buttons. Product design, hand sewing, and creativity will be the focus of this very fun offering.

Each student will:

VA1. develop plans for creating art and design works using various materials and methods from traditional and contemporary practices

VA2. create art or design projects in response to contemporary issues that demonstrate an awareness of ethical implications of making and distributing creative works

VA3. complete artworks or designs incorporating relevant criteria as well as personal artistic vision

VA4. curate artifacts and artworks for presentation and preservation

VA5. apply appropriate methods or processes to display artwork in a specific place

VA7. evaluate the effectiveness of an artwork as perceived by a variety of audiences

VA8. defend an interpretation of an artwork or collections of artworks

VA9. analyze a collection of artwork based on sets of criteria

VA10. incorporate knowledge of personal, social, cultural, and historical life to create artworks

VA11. compare uses of art in a variety of personal, societal, cultural, and historical contexts. 

Isaiah:  

1. America – This class will be studying the history of different South American Cultures and Central American Cultures. We will be studying the stories, practices, and contributions that the many societies made and what they have left behind.

SS.H.9-12.3 – identify ways in which people and groups exercise agency in difficult historical, contemporary, and tribal contexts 

SS.H.9-12.1 – analyze how unique circumstances of time, place, and historical contexts shape individuals’ lives 

Great Depression -  This class will be studying the historical, economic, and social impacts of the Great Depression in the United States. The class will be learning about what led to the economic downturn, the country’s response, how people made it through, and how the United States came out of it. 

SS.E.9-12.2 – explain how economic cycles affect personal financial decisions  

SS.H.9-12.4 – analyze multiple, and complex causal factors that have shaped major events in US and world history, including American Indian history 

 

 Emily P:  

ACT Science Course Description/Synopsis: 

The ACT test consists of several science passages, each of which focuses on one of the following subject areas: biology, chemistry, earth/space sciences, and physics. Although the ACT Science section includes a wide range of science content, it tests your scientific skills more than your knowledge. As the ACT puts it, “the Science Test … measures the interpretation, analysis, evaluation, reasoning, and problem-solving skills required in the natural sciences.” This course will be focused on improving the ACT science test taking skills by practicing looking up and synthesizing information from tables, graphs, illustrations and scientific passages. 

Reading Standards for Literacy in Science and Technical Subjects (RST.11-12) 

Key Ideas and Details 

RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. 

RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. 

RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. 

  Craft and Structure 

RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. 

RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. 

RST.11-12.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. 

  Integration of Knowledge and Ideas 

RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia, Montana tribal resources) in order to address a question or solve a problem. 

RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information, including those from American Indians. 

RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations, and knowledge derived from American Indian cultures) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. 

  Range of Reading and Level of Text Complexity 

RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently. 

 Yoga 

The class will be doing various forms of yoga in this class. We will utilize the common space and on occasion a yoga studio in downtown Helena. 

  PE Standards 

1. Refine activity-specific movement skills in one or more lifetime activities
2. Evaluate the importance of stretching and flexibility in lifetime activities
3. Apply best practices for participating safely in physical activity, exercise, and dance
4. Analyze the health benefits of a self-selected physical activity
5. Choose an appropriate level of challenge to experience success while participating in a self selected physical activity

  HE Standards 

7. Propose ways to reduce or prevent injuries and health problems;
8. Determine the accessibility of products and services that enhance health;
9. Use strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others;
10. Develop a plan to attain a personal health goal that addresses strengths, needs, and risks; 36. Assess personal health practices and overall health status; 35. Develop a plan to attain a personal health goal that addresses strengths, needs, and risks; 36. Assess personal health practices and overall health status;

  Science Standards 

develop and use a model to illustrate the organizational structure of interacting systems that provide specific functions within multicellular organisms. HS-LS1-2 

plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. HS-LS1-3 

 Sam:  

ACT Preparation (ELA and Written) 

In this class students will prepare to take the ACT.  We will specifically focus on the English and “timed-write” portion of the test.  

Outcomes/Objectives:  

 Prepare students to know what to anticipate on the ACT and hopefully do their best to score proficiency. 

Standards:  

– Apply understanding of sentence structure and formation in a text and make revisions to improve the writing. 

– Recognize common problems with standard English punctuation and make revisions to improve the writing. 

-Recognize common problems with standard English usage in a text and make revisions to improve the writing. 

 OR English (Speech Preparation) 

This class will specifically prepare the OR class for their exit (PAL review style) speech.   

Outcomes/Objectives: Students will gain confidence and basic techniques for giving a thorough speech as they exit from orientation and join the PAL academy.   

Standards: Standards: Evaluate a speaker’s or texts point of view, reasoning, and use of evidence and rhetoric, including culturally diverse contexts, identifying any fallacious reasoning or exaggerated or distorted evidence. 

 Guitar and its Players 

This class will encompass a brief, but hopefully lasting, introduction to both the history of the guitar and its players as well as physically learning to play the guitar.   

Outcomes/Objectives: To have a historical and cultural perspective on the guitar as an evolved musical instrument.  Appreciate and celebrate major influences both musically and technically.  Have some firsthand exposure through the practice of playing the guitar to connect with the instrument aesthetically and tangibly.    

Standards: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) building on others’ ideas and expressing their own clearly and persuasively. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.   

Brooke:  

None 

 

COME AND JOIN THE 

TITLE VI 

INDIAN EDUCATION 

FAMILY NIGHT 

March 19, 2025 

FROM 5:30-8:00 PM 

AT 

JIM DARCY ELEMENTARY GYM 

WE ENCOURAGE ALL TO ATTEND! 

WE WILL HAVE: 

• FOOD 

• GET YOUR TEAMS READY FOR A 3×3 BASKETBALL TOURNEY 

FOR MORE INFORMATION, YOU CAN CALL AMANDA WALKINGCHILD AT (406)461-4584. HOPE TO SEE YOU ALL THERE!