Melanie Soignier, Ed.D
Neville High School
600 Forsythe Ave,
Monroe, La. 71201
Phone: 318-323-2237 | Ext: 1227
email: melanie.soignier@mcshools.net
Conference/Planning: 10:00 A.M.- 10:25 A.M. (Regular Schedule)
Month of DECEMBER 2025. MIDTERMS ARE TAKING PLACE THIS MONTH.
Neville High School's mission is to inspire, educate, and motivate students to achieve excellence and become productive citizens.
Remind Codes
1st Period: @ a333dk9
2nd Period:@ 7de4bb9
3rd Period: Work Based Virtual Learning-Business- see syllabus/School-Wide PBIS
@opxxtfmk
5th Period: @ 67acf7
6th Period: @ a92372
7th Period: COF-CTE INT I
Google Classroom Codes
1st Period: yah5t76h
2nd Period: 22higza7
3rd Period: PBIS Chairperson/ Planning
4th Period: Virtual WBL/ ICEV Training
5th Period: fu5waann
6th Period: yi3vt7mb
7th Period: COF-CTE-INT1
Neville Daily Bell Schedule- See school webpage
Dear Guardians and Students,
I hope this memo fills you with anticipation and excitement, as we are thrilled to welcome you to the new school year at Neville High School. Whether you are returning students or joining us for the first time, we want you to know that we are dedicated to providing you with a memorable and enriching learning experience.
Neville High School has always prided itself on fostering an inclusive and supportive community where every student can thrive academically, artistically, and athletically. As we open our doors to you, we invite you to explore the countless possibilities that lie ahead and embrace the adventures that await you throughout the coming months.
Throughout this school year, you can expect a blend of inspiring teaching methods, engaging activities, and numerous opportunities for personal growth. We have an exceptional team of passionate educators who are committed to empowering you to reach your full potential. They are here to impart knowledge and serve as supportive mentors and trusted guides along your educational journey.
I believe in the importance of individuality and diversity, as they contribute to the rich tapestry of our school community. We encourage you to celebrate your unique talents, insights, and perspectives. Together, we can create an environment that embraces differences, fosters empathy and encourages collaboration.
In addition to academic excellence, I recognize the value of holistic development. Our extensive extracurricular activities and clubs will allow you to explore your passions, discover new hobbies, and forge lifelong friendships. We highly encourage you to dive into these opportunities and make the most of your time at Neville High School
Your voice matters, and NHS is committed to continually improving our school community. If you ever have questions, suggestions, or concerns, please do not hesitate to reach out to your teachers, advisors, or the administration. We are here to support you every step of the way.
Once again, welcome to the new school year at Neville High School. I cannot wait to witness your growth, celebrate your accomplishments, and share in the joy of learning together. Let us embark on this journey with enthusiasm, determination, and a shared purpose.
I wish you a successful and fulfilling year ahead!
Warm regards,
Dr. Melanie Soignier
Teacher/BCA and IBCA
Neville High School
IBCA
****NOTE: IBCA --- Please refer to Google Classroom for changes and revisions.
Bell Ringer: Workkeys/ACT Review Testing Questions (See Attachment)
Lesson Topic/Skill:
Students CAN…
Keyboarding for Students
There are many benefits to providing keyboarding lessons for students. Not only does it help to provide crucial technical skills, but also helps to support better learning and career opportunities in the future.
While keyboarding used to be considered an “office” skill, its scope has recently expanded far beyond that. Keyboarding is regularly used in school lessons and projects, as well as in most modern careers. By helping students to master these skills, we help them to be more effective, productive, and confident when they are faced with a task requiring keyboarding.
1. TLW apply Technical Skills
One of the most important reasons for teaching keyboarding to students is to provide technical skills. Keyboarding has become a necessary skill for education and most careers. It has even become an integral part of social relationships, helping to support email, social media, and other forms of communication. By teaching students keyboarding, we are ensuring that they can effectively and efficiently perform tasks that require keyboarding.
2. TLW understand, develop, and help to Free Up Cognitive Energy
Another important reason for keyboarding for students is to help free up cognitive energy during typing-related tasks. As students are keyboarding in everyday life, such as while typing a book report or later as part of their job function, typing without keyboarding skills can be a slow and arduous process, requiring them to find each letter on the keyboard one at a time. By helping students master keyboarding skills early, they are able to focus less energy on finding the keys during these tasks, freeing them up to concentrate more effectively on what they are trying to communicate.
3. TSW Improve Computer-Based Test Scores in Students
As more assessments and assignments for students take place in a digital setting, it’s more important than ever that students are comfortable and confident using digital tools. Early and consistent exposure to keyboarding tools and practice has a notable impact on students’ performance and test scores in computer-based assessments. Studies have found that prior education and practice in keyboarding and computer skills improved factors impacting test scores. These factors included text length; use of editing tools, including spellcheck, automated spelling corrections, and the backspace key; and use of thesaurus and formatting tools.
4. TLW facilitate and Ease Frustration
Students without keyboarding skills who are required to type for a project can quickly become frustrated and disengaged. They may detach from the project or may even refuse to complete it at all. As educators, we know how important it is that a technical skill such as keyboarding doesn’t act as a barrier for entry in learning or completing an assignment. Teaching students keyboarding skills helps to eliminate this hurdle, allowing them to more effectively focus on what they are learning.
5. TSW Increase Confidence
Students who lack keyboarding skills can feel less confident in their schoolwork and education. For assignments that require typing, students may not be able to express their thoughts or ideas as easily as students who have mastered typing skills–or may choose not to engage for fear of embarrassment or frustration. This can lead to lower confidence in learning and may diminish the student’s desire to attain higher education or to seek higher-paying careers that may require typing skills.
6. TLW Support Digital Equity
There are some students who would not otherwise have the opportunity to master keyboarding skills outside of school. This makes it important to provide the opportunity to learn keyboarding skills in Business programs. Making keyboarding a part of this curriculum helps to support digital equity, offering students, regardless of socioeconomic status, the ability to master this important skill. This helps not only to provide more equal opportunities in the classroom, but also to open up more equal job opportunities in the future.
Course Objective:
- (TLW) or ( I CAN…..) THE Students will build the foundation for correct typing technique by learning letter and basic punctuation keys, utilizing all ten fingers. Adaptive and personalized “Problem Keys” lessons provide extra practice with challenging keys.
Vocabulary:
https://quizlet.com/458754870/ibca-microsoft-word-vocabulary-1-flash-cards/
Procedure: Independent Learning and Group
-Opening Activity (Student Independent)- Bell Ringer- Edpuzzle
-Lecture/Notes (Together)
-Classwork (Teacher Center and Student Center)- Examples
-Independent Work (Typing.com, EdPUzzle, Quizziz, CommonLit, NearPod, etc..)
Materials/Technology: Computer/Laptop/Tablet, Calculators, Workbooks, Textbooks, Worksheets, Paper/Pencil, SmartBoard, Textbook, Handouts, Presentation, Markers, Hi-Lighters, Headphones, text to speech option, Other:
Accommodations/Modifications: Preferential seating, Repeated directions, Extended Time, Peer Assistance, Test in another room, Adjusted/Modified Assignment, Small Group, Inclusion Assistance, One-On-One Assistance
Assessment: Cooperative groups, Class participation, Teacher observation, Rubric, Quiz/Exam, Survey/Poll, Exit Ticket, Project-Based Learning, Adjusted/Modified Assessment
**For struggling students**: Pair them with a peer tutor and provide additional step-by-step guides on specific tasks.
Teacher Talk Moves throughout the lesson.
Teacher Talk Moves
BCA
Microsoft Excel
The Microsoft Office Specialist: Excel Associate Certification demonstrates competency in the fundamentals of creating and managing worksheets and workbooks, creating cells and ranges, creating tables, applying formulas and functions and creating charts and objects. The class course covers the ability to….create and edit a workbook with multiple sheets, and use a graphic element to represent data visually.
Workbook examples include professional-looking budgets, financial statements, team performance charts, sales invoices, and data-entry logs. An individual earning this certification has hours of instruction and hands-on experience with the product, has proven competency at an industry associate-level and is ready to enter into the job market. They can demonstrate the correct application of the principal features of Excel and can complete tasks independently.
Objective Domains
Manage Worksheets and Workbooks
Microsoft Office Specialist Program is the only official Microsoft-recognized certification program for Microsoft Office globally.
Microsoft Office Specialist Program certification exams use a performance-based format testing a candidate’s knowledge, skills and abilities using the programs:
• Microsoft Office Specialist Program exam task instructions generally do not include the command name. For example, function names are avoided, and are replaced with descriptors. This means candidates must understand the purpose and common usage of the program functionality in order to successfully complete the tasks in each of the projects.
• The Microsoft Office Specialist Program exam format incorporates multiple projects as in the previous version, while using enhanced tools, functions, and features from the latest programs.
Work Based Learning
Goals and objectives of Work-based learning
As outlined by the Louisiana Department of Education, the goals and objectives of work-based learning in high
schools in Louisiana focus on preparing students for successful careers and promoting their overall
development. Key goals and objectives include:
Goals
Career Readiness: Equip students with the skills and experiences needed to enter the workforce or
pursue further education.
Industry Engagement: Strengthen partnerships between schools and local businesses to align
educational programs with workforce needs.
Skill Development: Enhance students' technical and soft skills through real-world work experiences.
Academic Integration: Connect classroom learning with practical applications in the workplace.
2 Objectives
Exposure to Careers: Provide students with opportunities to explore various career paths through
internships, apprenticeships, and co-ops.
Hands-On Experience: Facilitate experiential learning that allows students to apply theoretical
knowledge in real-world settings.
Credential Attainment: Support students in earning industry-recognized credentials that enhance their
employability.
Soft Skill Development: Foster essential soft skills such as communication, teamwork, and
problem-solving through collaborative work experiences.
Networking Opportunities: Help students build professional connections that can lead to future
employment or mentorship.
Personal Growth: Promote self-confidence, responsibility, and work ethic among students through
structured work experiences.
By achieving these goals and objectives, Louisiana aims to create a workforce that is better prepared to meet
the demands of local industries and contribute to the state’s economic growth.
CTE- INT I
1. Employment Certificates: Valid employment certificates for each WBL student, as mandated by R.S. 23:181 et seq.
2. Training Memoranda: Jointly developed training memoranda between the school system and employers for both classroom instruction and on-the-job training phases, detailing specific skills and knowledge to be acquired, and risk management considerations.
3. Skill Competency Records: Documented records of skill competencies attained by each student throughout the WBL program.
4. Employer Evaluations: Complete evaluations of each student's on-the-job performance for every grading period, as submitted by the employer.
5. Teacher-Coordinator Visit Logs: Records of teacher-coordinator visits to each student's workplace, conducted at least four times during the academic year or semester, or at least two times during summer months for students employed in WBL programs, as applicable.
6. Individual Graduation Plans (IGPs): Updated IGPs for each student, reflecting their participation in WBL and alignment with career interests.
Across Curriculum: Cold Read Standards and Objectives for improvement.
Reading Standards for Informational Text
- Integration of Knowledge & Ideas
- Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
- Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
- Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
- 9-10.7
- Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
- 9-10.8
- Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid, and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
- 9-10.9
- Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.
- 11-12.7
- Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem.
Work Based Learning- ICEVONLINE.com
Leadership & Team Dynamics
Lesson Overview
Media: Microsoft® PowerPoint® Presentation (47 slides)
Seat Time: 5 Classes | 250 minutes teaching
Goal:
To define leadership and teamwork and analyze how to demonstrate both.
Description:
This presentation discusses leadership, leadership styles and the process of being a good leader. Teamwork, team building and personality types for team development is also discussed.
Objectives:
1. To define and analyze characteristics of leadership.
2. To describe and evaluate aspects of team development.
Lesson Plan
Class 1
Class Overview:
Effective Leadership Microsoft® PowerPoint® Segment
Action Plan
Vocabulary Handout
Key Concepts
Effective Leadership Check for Understanding
Compare & Contrast Activity
Essential Questions:
1. What is effective leadership?
2. How can someone be an effective leader?
Step 1: Bell Ringer:
- Ask students the question, “what is leadership,” and have a few students share their answers to start class.
Step 2: Distribute the Action Plan, Vocabulary Handout and Key Concepts.
- The Action Plan lays out a list of tasks for students to complete during the lesson.
- The Vocabulary Handout is a list of terms used throughout the lesson.
- The Key Concepts is an outline which identifies the main ideas presented in the lesson which students can fill in to aid in note taking during the lesson.
Step 3: Show the Effective Leadership PowerPoint® segment.
- This segment is 25 slides long.
- Be sure to utilize the Key Concepts for this segment of the lesson.
Step 4: Administer the Effective Leadership Check for Understanding.
- The Check for Understanding is a short review of the content presented in the segment.
Step 5: Students should complete the Compare & Contrast Activity
- Students will compare and contrast a leader to a manager and an effective leader to an ineffective leader.
Step 6: Exit Ticket:
- Students should turn in the Compare & Contrast Activity.
Class 2
Class Overview:
Action Plan
Leadership in Action Activity
Step 1: Bell Ringer:
- Ask students the question, “why is leadership an important skill to learn,” and have a few students share their answers to start class.
Step 2: Students should begin the Leadership in Action Project.
- Students will write about an adult in their community who they believe is a leader.
Step 3: Exit Ticket:
- Students should write the career of the person they choose for their Leadership in Action Project and turn it in prior to leaving.
Class 3
Class Overview:
Effective Team Development Microsoft® PowerPoint® Segment
Action Plan
Key Concepts
Effective Team Development Check for Understanding
MBTI Personality Assessment Student Handout
Personality Profile Activity
Essential Questions:
- What is effective team development?
Step 1: Bell Ringer:
- Students should write down their answer to the Essential Question.
Step 2: Show the Effective Team Development PowerPoint® segment.
- This segment is 22 slides long.
- Be sure to utilize the Key Concepts for this segment of the lesson.
Step 3: Administer the Effective Team Development Check for Understanding.
- The Check for Understanding is a short review of the content presented in the segment.
Step 4: Students should review the MBTI® Personality Assessment Student Handout.
- This handout explains the MBTI® Personality Assessment.
Step 5: Students should begin the Personality Profile Activity.
- Students will take a personality test and describe how their personality would fit in a team role.
- A link to a reputable personality test will need to be provided to students.
Step 6: Exit Ticket:
- Students should write one or two sentences describing how personalities affect leadership and turn in their answers before leaving class.
Class 4
Class Overview:
Action Plan
True Colors Personality Test Student Handout
Team Development Knot Activity
Personality Profile Activity
Step 1: Students should review the True Colors Personality Test Student Handout.
- This handout explains the True Colors Personality Test.
Step 2: Students should complete the Team Development Knot Activity.
- In groups, students will hold hands and try to untangle from each other without letting go.
Step 3: Students should complete the Personality Profile Activity.
- Students will take a personality test and describe how their personality would fit in a team role.
- A link to a reputable personality test will need to be provided to students.
Step 4: Exit Ticket:
- Students should provide an update on their project.
Class 5
Class Overview:
Action Plan
Key Concepts
Leadership & Team Dynamics Final Assessment
Leadership in Action Project
Step 1: Bell Ringer:
- Students should study their notes to prepare for the assessment.
Step 2: Administer the Leadership & Team Dynamics Final Assessment.
- The Final Assessment is a comprehensive assessment covering material throughout the entire lesson.
Step 3: Students should complete the Leadership in Action Project.
- Students should write about an adult in their community who they believe is a leader.
- Students should present their project.
Step 4: Exit Ticket:
- Students should turn in their Leadership in Action Project prior to leaving class.
Activity Overview
Compare & Contrast
Students will compare and contrast a leader and a manager, as well as an effective and an ineffective leader in the given tables.
Accommodations:
Allow students to work with a partner.
Modifications:
Students should show their work halfway through the activity to ensure they are on the right track.
Extension:
Students should find people in history which fit a leader, manager, ineffective leader and effective leader and explain why they believe they are categorized as each.
Personality Profile
Students will use the internet to take a free personality assessment in order to define their personality type. Students will then assess their personality to better understand what role would best suit them in a team.
Accommodations:
Provide students with more time if needed.
Modifications:
Provide students with a list of roles which their personality trait may play in a team setting.
Extension:
Students will work with a partner to read about a common workplace team scenario and describe how their personality traits would fit into the scenario.
Team Development Knot
Students will work together to “untangle” a human knot and answer questions about team building and development.
Accommodations:
Allow students to answer the question verbally instead of writing them out.
Modifications:
Provide students with sentence starters to help them answer the follow up questions.
Extension:
Students should create a guide over how they untangled the knot using leadership tactics.
Project Overview
Leadership in Action
Students will choose an individual in the community they feel is a good leader. Students will create an argument about why this individual is an effective leader and how this individual demonstrates leadership.
Accommodations:
Provide students with a leader in the community to do their project over.
Modifications:
Allow students more time if needed.
Extension:
Provide students with a list of various professionals and ask them to create a checklist of personality traits they believe enable the professional to be a leader in their career.
Career & Technical Student Organizations
FCCLA
Leadership
BPA
Small Business Management Team
Ethics & Professionalism
FEA
FEA Leadership Award
FBLA
Future Bunsiness Leader
SkillsUSA
TeamWorks
Career Connections
Using the Career Connections Activity allows students to explore careers associated with this lesson by viewing career interviews with various industry professionals. The career interviews are located on the Select Playlist drop down menu on the lesson page. See the Career Connections Activity for more details.
Kyle Perry, Director, Leadership Development, American Farm Bureau Federation
Ashley Bridges, Components Team Leader, Life South Community Blood Center
Thomas Breitenbach, Business Coach and Small Business Owner, FocalPoint International
