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BOARD OF EDUCATION Ms. Kerri Green, President Ms. Marisa Orezzoli, Vice President Ms. Amanda Finch Mr. Thomas Hoskins Mr. Daniel Owen Ms. Nancy Parsons Mr. Corbin Curley

DISTRICT ADMINISTRATION Mr. Eben Bullock, Superintendent Ms. Kerrie Johnston, Assistant Superintendent of Curriculum, Instruction and Special Programs Mr. Michael Pavlovich, Administrator for Business and Support Programs Mr. Gary Williams, Director of Special Programs Mr. Tony Stenta, Director of Curriculum/School Improvement/Summer School Principal

JUNIOR/ SENIOR HIGH SCHOOL ADMINISTRATION

Ms. Lori Pourby Junior/Senior High School Principal Ms. Jackie Cowan, Secretary

JUNIOR/SENIOR SCHOOL COUNSELING OFFICE Ms. Jody Gravelin, School Counselor for grades 10-12 Ms. Gina Meccariello, School Counselor for grades 7-9

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Ms. Gina Meccariello, School Counselor Hours: 7:40-3:10 PM gmeccariello@sidneycsd.org Ms. Jody Gravelin, School Counselor Phone: (607) 561-7703

jgravelin@sidneycsd.org

The Sidney Jr. /Sr. High School counselors provide a comprehensive program which aligns with the ASCA National Model, designed to meet our students' unique needs. The delivery of these services include:

Direct student services:

• School counseling core curriculum • Instruction — direct instruction, team teaching, developing learning activities. • Group activities — planned activities outside the classroom promoting academic,

career or social/emotional development (i.e.: Interest Inventories on Naviance).

Individual student planning: • Appraisal — assist students in evaluating interest, abilities, skills and achievement. • Advisement — assist students in goal setting based on academic, career and

social/emotional data.

Responsive services: • Counseling — in individual or small group settings, school counselors provide planned, short-

term and goal-focused counseling. School counselors do not provide therapy or long-term counseling in schools; however, school counselors are prepared to recognize and respond to student mental health needs and to assist students and families seeking resources.

• Crisis response — provide support and assistance to students and families as they navigate crisis and emergency situations.

Indirect student services: • Consultation — share strategies supporting student achievement with parents, teachers, other educators and community organizations. • Collaboration —work with other educators, parents and the community to support student achievement. • Referrals —support for students and families with school or community resources for additional assistance and information.

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REGENTS DIPLOMA

ADVANCED REGENTS DIPLOMA

English 4 English 4

Social Studies 4 Social Studies 4

Mathematics 3 Mathematics 3

Science 3 Science 3

Physical Education 2 Physical Education 2

Foreign Language 1 Foreign Language 3

Health 0.5 Health 0.5

Visual Arts/Music 1 Visual Arts/Music 1

Electives 3.5 Electives 1.5

TOTAL REQUIRED 22 TOTAL REQUIRED 22

REQUIRED REGENTS EXAMS PASSING SCORES OF 65 AND ABOVE

ELA Math

Global U.S. History

Science

REQUIRED REGENTS EXAMS

PASSING SCORES OF 65 AND ABOVE

ELA 3 Math

Global U.S. History

2 Science (one from Living Science and one from Physical Science)

Spanish (Regional Regents)

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The Sidney Central School District is proud to offer the SAT/ACT School Day Program by the College Board. This provides students with the ability to take the SAT/ACT free of charge during their regular school day.

PSAT/NMSQT

PSAT/National Merit Qualifying Test (NMSQT) is available for students in the fall of their sophomore and junior years.

The preliminary PSAT/NMSQT is an assessment given to students in 10th and 11th grade that allows them to prepare for the SAT.

The PSAT/NMSQT also allows students the opportunity to compete for recognition and scholarships through the National Merit Scholarship Program.

SAT/ACT This assessment is offered to students in the spring of their junior year and in the fall of their senior year.

The SAT/ACT School Day Program provides all students the opportunity to take the SAT/ACT during the school day in their own school building. By administrating this test in-house, we are able to eliminate obstacles such as cost and transportation.

For more information on the PSAT/SAT/ACT School Day Program please visit www.sidneycsd.org/SATSchool Day.

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The Delaware-Chenango-Madison-Otsego BOCES offers opportunities for students to explore vocational and technical education opportunities. Programs consist of a two-year program and are designed for students in 11th and 12th grade. Students enrolled in a Career and Technical program will split their day between Sidney High School and the BOCES campus.

Current Career and Technical Education Course Offerings:

• Automotive Collision and Refinishing Technology

• Automotive Technology

• Barbering (1-year program, grade 12)

• Business Administration

• Carpentry and Building Construction

• Computer Repair and Networking

• Conservation and Heavy Equipment Technology

• Cosmetology

• Culinary Arts

• Early Childhood Education

• Nursing Assistant

• Security and Law Enforcement

• Visual Communication

• Welding Technology

*Please see your School Counselor if you're interested in learning more about these programs.

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9TH GRADE

English A 1

Global History Ⅰ 1

Algebra 1A 1

Living Environment 1

Physical Education 0.5

Foreign Language 1

Art/ Music 1

TOTAL REQUIRED 6.5

10th GRADE

English B 1

Global History Ⅱ 1

Algebra 1B 1

Earth Science 1

Physical Education 0.5

Health 1

Elective 1

TOTAL REQUIRED 6.5

12TH GRADE

English 12 1

Economics/ Gov’t 1

Science 1

Physical Education 0.5

BOCES 3-4

TOTAL REQUIRED 6.5

11TH GRADE

English C 1

US History 1

Math 1

Physical Education 0.5

BOCES 3-4

TOTAL REQUIRED 6.5

Agri-science and Natural Resource Management This course will allow students to explore various careers throughout the agricultural industry. Students will learn about careers and applications involving Plant Science, Animal Science, Agricultural Engineering, Farm and Shop Safety, and Environmental Science. Students will be introduced to the basic ecological systems of the environment and how humans affect the environment. Ecological issues involving soil, air, and water quality will be stressed as they relate to food, fiber, and fuel production. Students will be required to work outdoors certain times of the year. This course stresses involvement in leadership activities and competitions through the Future Farmers of America (FFA).

Veterinary Science This is a course where students will learn about the anatomy, physiology, parasitology, nutrition, and care of both large and small animals commonly found in the region. Students will have the opportunity to work with animals, to develop skills in veterinary safety and sanitation, hospital procedures, office management, and laboratory techniques. Students will have the opportunity to develop several leadership qualities and attend competitions through the Future Farmers of America (FFA).

Raymond Production Warriors Fabrication: Building on our technical education, aligned with industry standards to make a better community

Course Description: This course is designed to provide students with a more in-depth study of metal fabrication. Students interested welding and currently pursuing welding course work will have the opportunity to explore the many career possibilities in the field of metal fabrication

English A English A is designed to improve students' ability to analyze literature and nonfiction, and to hone the skills of argumentation and writing necessary to craft solid, cohesive arguments. Students will read a variety of literature, including a memoir from The Cambodian Genocide. Students will enter verbal and written conversations where they dissect central ideal, author intent, and various cultural viewpoints. Students will further cultivate not only their skills of analysis, but also their own skills of argumentation using non-fiction texts. Students will write one persuasive research essay, which will require they draw on outside information and cite sources in service of their arguments. Writing will also focus on preparation for the Comprehensive English Regents that students will encounter in English C (including how to effectively write both the Text Analysis and Argument Responses - two writing components of the Regents Exam).

English B In English B, students will read a variety of literary texts and participate in collaborative discussions in small group and whole group settings to build a stronger foundation for entry into upper-level English courses. In addition to literary texts, students will also examine a variety of nonfiction texts and perform close-reading tasks to determine how authors use various rhetorical tactics and devices to make points and develop arguments. Literature in this class focuses on global texts and perspectives, integrating global studies into the curriculum. Additionally, students will apply skills learned in this class to an interdisciplinary project with their global studies class. Writing will also focus on preparation for the English Regents that students will encounter in English C (including how to effectively write both the Text Analysis and Argument Responses - two writing components of the Regents Exam).

English C

English C is the culminating full-year course designed to build on the reading and writing skills practiced in English A and B. This is a Regents course, wherein students will take the June Regents in their junior year as the summative assessment for English grades 9-11. The English Regents is a required exam to graduate high school. Students will improve their ability to formulate an argument and defeat a counter argument; analyze literary texts—both fiction and nonfiction—for central ideas and strategies employed by these authors to develop these ideas and themes. Students will improve their reading comprehension and lexile levels through challenging, yet grade-appropriate fiction, nonfiction, and poetry. Most fiction and nonfiction texts will be U.S. History-based to coincide with their U.S. History and Government course.

English 12 English 12 helps students improve practical language skills necessary for post-high school pursuits. Each semester includes a focus on critical skills-specifically reading, writing, and speaking/presentation skills, with a continual focus on examining how others may perceive a student's work as a method of reflecting and refining their ideas. Students will practice persuasive and research writing, as well as use fiction, non-fiction, and various real-world texts to build communication and critical thinking skills.

ENGL 100 — Freshman Composition 100 *SUNY Delhi; 1/2 local HS credit; 3 potential college credits; fall semester This course is a college course offered in high school through SUNY Delhi. This course is taught contemporaneously at SUNY Delhi, and the learning outcomes, skills, and policies are established through SUNY Delhi. This is the core English/writing course taken by students at SUNY Delhi. The goal of the course is to help students develop the writing skills necessary for effective communication in a variety of contexts, both academic and non-academic, through an emphasis on expository prose. Students receive instruction in composing well-developed, unified, coherent, correct prose for multiple audiences and purposes in a variety of discourse modes, including but not limited to personal/autobiographical, informative, explanatory/analytical, and persuasive/argumentative forms of writing. Students are also required to complete at least one research assignment which is the final assessment for the course.

LITR 100 — Introduction to Literature 100 *SUNY Delhi; 1/2 local HS credit; 3 potential college credits; spring semester This course is a college course offered in high school through SUNY Delhi. This course is taught contemporaneously at SUNY Delhi and the learning outcomes, skills, and policies are established through SUNY Delhi. Students read and analyze literature and express their ideas in short responses, academic discussions, essays/compositions, and a research paper. This course is a survey of basic concepts in literature (including basic elements of fiction) as these are integrated in various genres, including the novel, the play, the short story, and the poem. Students will learn to compose coherent and analytical pieces of academic writing varying in length and purpose (scope).

SPAN I Spanish I is taught using comprehensible input. Students will be exposed to new language structures through authentic materials and the creation of class stories. The course focuses on developing the ability of students to comfortably use high frequency word combinations, while exploring cultural topics and comparing them to their own experience.

SPAN Ⅱ Spanish II stresses a balanced skill approach in which students continue to refine their listening, reading, writing, and speaking. Students continue to make connections and comparisons to other cultures as they deepen their understanding of Spanish speaking communities around the world. 21st Century skills from the previous course are built upon and new skills are incorporated.

SPAN ⅠⅠⅠ Spanish III focuses on the refinement of the speaking, listening, reading and writing skills of the previous levels. This is achieved using a variety of authentic materials. In this level, students expand upon their abilities to communicate as they experiment with language by utilizing the target language skills in many different communication situations. Students further their understanding of the similarities and differences between their communities and Hispanic communities around the world, as well as the processes that shaped those communities. Students continue to incorporate the 21st Century skills and increase their understanding of those skills.

SPAN 201 *SUNY Broome; ½ local HS credit; 3 potential college credits; fall semester Spanish 201 is a review of previous course content that being students hearing the target language and using context to infer meaning. Students will expand their knowledge of grammar and culture as they read and interact using authentic materials, explore topics related to the Hispanic world and engage in a multitude of student driven speaking activities. This course is conducted primarily in the target language.

SPAN 202 *SUNY Broome; ½ local HS credit; 3 potential college credits; spring semester This course is an extension of Span 201 with an increase focus on grammar and syntax. Students will be able to use previous knowledge to engage in authentic conversation materials such as songs, videos, and text in the target language. Speaking the language is greatly stressed at this level.

Health — 1/2 credit This course is designed to assist students in obtaining accurate information, developing lifelong positive attitudes and behaviors, and making wise decisions related to their own personal health. Study will include personal and community health; mental, emotional, and social health; nutrition and physical activity; alcohol, tobacco, and other drugs; growth, development, and sexual health, First Aid and CPR. Central themes are the acceptance of personal responsibility for lifelong health, respect for and promotion of the health of others, an understanding of the process of growth and development, and informed use of health-related information, products, and services.

Driver Education - 1/2 credit Driver Education is designed to help students become safe, knowledgeable drivers. The safe and proper operation of a motor vehicle is perhaps one of the most important skills to be mastered in contemporary society. The need for basic, personal transportation has become a fact of life, but serious responsibilities go along with the acquisition of the driving privilege. This course is dedicated to the concept of helping young drivers save lives - their lives as well as the lives of others. While taking this course, students will learn about the basic traffic laws and rules of the road that apply to common everyday driving situations.

Algebra ⅠThis one-year course addresses the NYS Standards for Algebra I. Throughout the year, students will focus on expressions, equations, inequalities, functions, and modeling of real-world problems. Students will take the NYS Regents Examination for Algebra Ⅰ in June.

Geometry This is the second Regents level course in high school mathematics. The course will address the NYS Standards for Geometry. Throughout the year, students will focus on constructions, unknown angles, triangle congruence, quadrilaterals, transformations, similar triangles, trigonometry, solids, circles, and coordinate geometry. Students will take the NYS Regents Examination for Geometry in June.

Algebra Ⅱ This is the third Regents level course in high school mathematics. The course will address the NYS standards for Algebra Ⅱ. Throughout the year, students will focus on linear functions, exponential functions, logarithmic functions, sequences and series, quadratic functions, radical equation, rational equations, complex numbers, circular functions, probability, and statistics. Students will take the NYS Regents Examination for Algebra Ⅱ in June.

Pre-College Algebra This course is a one-year, non-Regents level course aimed to provide students with more in-depth algebra concepts. Throughout the year, students will focus on exponents and radicals, polynomials and rational expressions, functions and relations and their graphs, inequalities, and system of linear equations. Students will take a locally developed final exam in June.

Personal Finance This project-based class will combine both math and English skills to explore the topics of personal financial planning, money management skills, taxes, savings plans, payment accounts, consumer credit, purchasing strategies for wise buying of motor vehicles, and time permitting, insurance (home, auto, life, disability).

Algebra & Trig for Calc: MAT 156 (Pre-Calc) * SUNY Broome; 1 local HS credit; 4 potential college credits Prerequisite: Algebra Ⅱ This course is an extension of high school mathematics as applied to more difficult problems, as well as is an introduction to calculus. Throughout the year, students will focus on rational functions, matrixes, trigonometric identities and equations, complex numbers, and many more preparatory calculus concepts. Students will take a locally developed final examination in June.

Calculus: MAT 181 * SUNY Broome; 1 local HS credit; 4 potential college credits; Prerequisite: MAT 156 This course is an extension of MAT 156 as applied to more difficult problems. Throughout the year, students will focus on limits, derivatives, integrals, curve sketching, features of graphs, Fundamental Theorem of Calculus, and many more major calculus concepts. Students will take a locally developed final examination in June.

Statistics: MAT 124 * SUNY Broome; ½ local HS credit; 3 potential college credits;

Prerequisite: Algebra Ⅱ

Throughout the year, students will focus on measures of central tendency, variance, standard deviation, data analysis, various distributions, hypothesis testing, confidence intervals, and use of statistical software. Students will take a locally developed final examination in June.

ChorusHigh School Chorus is a vocal performing ensemble, which meets one period each school day. In addition, smaller groups of members meet once weekly on a rotating basis for vocal and musicianship lessons. The chorus sings music from a variety of musical styles, including jazz, classical, folk, and pop. Chorus members participate in numerous concerts, competitions, and performances throughout the year. Students can be selected for smaller ensembles and solo pieces. There are also options for performing in outside choral activities, such as All-County, Area All-State, and the NYSSMA Spring Solo and Ensemble Festival. Students must have a genuine interest in singing, as well as possessing a dedication to becoming an active and participating member of the High School Chorus. Students involved in band may choose every other day option and receive 1/2 credit for each performing group.

Concert Band Concert Band is the major instrumental performance ensemble and rehearsals take place during the school day. Students are also given an individual or small group lesson once every lesson cycle throughout the course of the school year. Discipline and hard work are stressed, but in an atmosphere of positive reinforcement and encouragement. During the year, band members gain experience and confidence through the many rehearsals, lessons, concerts, trips, parades and competitions that take place. The band is involved in many activities during the year, including the following:

Concerts (3) NYSSMA Major Organization Festival Marching Band Sherburne Pageants of Bands Graduation

There are also options available for performing in select ensembles, such as All-County, Area All-State, and the NYSSMA Spring Solo and Ensemble Festival for those interested.

Music in Our Lives MIOL is a multi-media approach to music and how it affects our lives. Through a wide variety of topics and instructional media, students will learn to appreciate and understand many different styles of music, and how culture influences, and is influenced by it in turn. Areas of study may include the following:

• Develop critical listening skills through daily guided listening, objective critiquing skills, with the emphasis on recognizing virtuosity

• Tolerance for diversity in music • Performance related skills • Guitar • Garage Band • Composition • Music Looping • Investigate film music, and scoring for visual effectiveness • Broadway Musicals

Physical Education — 1/2 credit The high school physical education curriculum provides activities, which stimulate and develop individual physical, mental, emotional, and social growth. The curriculum in the high school stresses the culmination of team sports and introduces the student to lifetime activities in ninth and tenth grades. In grades eleven and twelve, the curriculum emphasizes lifetime and recreational activities while continuing some team sports on a limited basis. All classes at each grade level participate in co-educational activities during the school year. The physical education program is planned and designed so that it will provide a variety of activities for all students. This program is presented in three parts; class instruction, adapted activities, and extra class activities. Through the variety of activities offered in the high school physical education curriculum, the students should develop desirable knowledge, attitudes, and social skills necessary to live a more productive and active life in the future.

Outdoor Activities — 1/2 credit This course is designed to provide an outdoor adventure education experience. Students will be exposed to a variety of outdoor skills. Outdoor pursuit activities may include: mountain biking, orienteering, geocaching, fly fishing, canoeing/kayaking, challenge rope course, unicycling, cross-country skiing, snowshoeing, broomball/hockey, stand-up paddle boarding, snorkeling/scuba diving, camping and backpacking skills, hiking, fishing, orienteering, and survival skills. Outdoor activities will be performed in a variety of weather conditions and environments.

Personal Fitness Ⅰ — 1/2 credit (Grades 10-12) This course provides a personalized introduction to muscle physiology, neuromuscular anatomy and adaptions to conditioning. Training methods such as body weight exercises, machine weights, free weights, and recovery techniques will be utilized to develop students' physical fitness. This course will introduce students to a variety of different strength training exercise formats and will help the student practice proper technique and execution of exercises. Students will learn the fundamentals of designing a personalized training program.

Personal Fitness Ⅱ - 1/2 credit (Grades 10-12) This course will expand upon the content covered in Personal Fitness 1. Training methods such as body weight exercises, machine weights, free weights, and recovery techniques will be utilized to develop each student's physical fitness. Students will continue to learn the fundamentals of creating and implementing a personalized training program. Students will also participate in group discussions and complete personal reflections on fitness and wellness topics including strength and conditioning theory, anatomy of the human body, nutrition, emotional and mental wellness, and lifestyle management techniques. During the last month of school, students will participate in the “Olympics" which is a fitness-based competition that includes various events (squat, bench, kickball, swimming, etc.).

Solutions in Fitness and Wellness - PED 118 * SUNY Broome; ¼ local HS credit; 1 potential college credits; Fall Semester

Students will participate in a variety of team and individualized fitness activities. Participation in these activities will allow students to explore and analyze a range of fitness opportunities. Each student will be tested for fitness levels in cardiovascular endurance, muscle strength, muscular endurance and flexibility at various points throughout the year. Results of the health-related fitness profile will help determine a personal exercise program for classroom activity. Discussions on fitness and wellness topics will assist students in making healthy lifestyle choices, Course Aims and Outcomes: • Develop a fitness-based knowledge and vocabulary • Prescribe appropriate fitness programs based on a variety of unique situations • Participate in a variety of fitness activities

Solutions in Fitness and Wellness - PED 119 *SUNY Broome; ¼ local HS credit; 1 ½ potential college credits; Spring Semester

Students will participate in a variety of team and individualized fitness activities. Participation in these activities will allow students to explore and analyze a range of fitness opportunities. Each student will be tested for fitness levels in cardiovascular endurance, muscle strength, muscular endurance and flexibility at various points throughout the year. Results of the health-related fitness profile will help determine a personal exercise program for classroom activity. Discussions on fitness and wellness topics will assist students in making healthy lifestyle choices.

Course Aims and Outcomes: • Develop fitness-based knowledge and vocabulary • Prescribe appropriate fitness programs based on a variety of unique situations • Participate in a variety of fitness activities, i.e.: CrossFit, aquatic fitness, yoga and other lifetime

activities. • Assess personal wellness and physical fitness and set goals to make improvements toward a wellness

lifestyle. • Provide the student with knowledge on health and wellness and to foster behavior modification that

promotes personal fitness, nutrition, stress management and a healthy lifestyle.

Exploring Healthy Lifestyles - PED 168 *SUNY Broome; ¼ local HS credit; 1 potential college credits; Fall Semester

This course is a theoretical classroom approach to assessing and evaluating healthy pathways in life. Students will explore and analyze the components of diet and exercise that can be chosen which may lead to a happier and healthier life. Emphasis is placed on making educated decisions and using the self-motivation and discipline necessary to make changes leading to a more active healthy lifestyle.

Course Aims and Outcomes: • Monitor diet and record eating habits • Participate in a variety of team and recreational sport activities and games • Identify benefits of regular exercise and healthy eating • Learn how community resources can play a factor in a lifetime of physical fitness, i.e.: YMCA, fitness

center, adult sports leagues, town parks and recreation department. • Understand the importance of safety rules and procedures in all physical activities

Solutions in Fitness and Wellness - PED 171 *SUNY Broome; ¼ local HS credit; 1 potential college credits; Spring Semester

This course is designed to address both the physical fitness and wellness. The physical activity requirement will be met through the student's participation in a variety of strength and conditioning exercises. Training methods such as body weight exercises, machine weights, free weights, and recovery techniques will be utilized to develop student's physical fitness. The wellness requirement will be met through student's participation in group discussions and personal reflections on fitness and wellness topics including; strength and conditioning theory, anatomy of the human body, nutrition, emotional and mental wellness, and lifestyle management techniques.

Course Aims and Outcomes: • To provide the student with knowledge on health and wellness and to foster behavior modification

that promotes personal fitness, nutrition, stress management and healthy lifestyle • To introduce the student to a variety of different strength training exercise formats and to help the

student practice proper technique and execution of exercises • To improve cardiovascular endurance, muscle strength and endurance, flexibility and body

composition • To learn and practice stress relief techniques

Living Environment This course is a comprehensive survey of the study of life. By the end of the course, you will understand how living things function internally and how they interact with each other in their environment. Some specific topics include biochemistry, cells, genetics, reproduction, evolution and ecology. This course has a laboratory requirement; therefore, you will be expected to participate in weekly laboratory activities.

Earth Science The course content and inquiry process objectives as set forth in the NYS Education Department syllabus include the following: • Demonstrate mathematics skills in determining percent error, scientific notation, algebraic

equations and proportions • Manipulate and use standard measuring apparatus • Use models and classification systems to interpret natural phenomena • Collect data to construct, interpret and extrapolate graphs • Use scientific inquiry process to: Observe and describe the earth's changing environment,

Measure the earth and describe the earth's motions. • Describe the factors affecting the earth's energy budget • Predict weather patterns from collected data • Describe and explain the rock cycle • Interpret geologic history • Describe landscape development and environmental change • Determine that earth systems are cyclic in nature and are in dynamic equilibrium • Determine that earth events reflect interactions among physical, chemical and biological aspects • Predict future events and explain the past based on studying the earth's environment

Chemistry A study is made of the composition of matter, together with the changes, which may occur in that composition. It involves an understanding of elements, compounds, and mixtures in their interactions based on theoretical concepts of atomic structure and behavior. The main emphasis in this course is on underlying theory. Emphasis is placed on ability to reason from fundamental principles rather than on memorization of a mass of unexplained facts. Topics in the course include: matter and energy, atomic structure, bonding, the periodic table, mathematics of chemistry, kinetics and equilibrium, acid-base theories, redox and electro chemistry, organic chemistry, and applications of principles of reactions.

Physics Recommendation: Successful completion of Algebra II before taking physics. Physics is the study of the interrelationship between matter and energy utilizing such basic concepts as conservation of mass/energy, conservation of momentum, conservation of charge, vectors and scalars. Topics covered include motion, heat, electricity and electronics, optics and light, waves and atomic physics. A field trip to Darien Lake Amusement Park is planned every year. Emphasis is placed on ability to reason from fundamental principles and problem solving rather than memorization of isolated facts. The course is laboratory based with some unique, fun labs making up a major portion of the grade.

Introduction to Anatomy and Physiology: BIO 101 *SUNY Broome; ½ local HS credit; 3 potential college credits; Spring Semester

An introduction to the basic understanding of the anatomy and physiology of human body systems, and anatomic terminology. This semester-long course reviews each of the major body systems. Students will also be introduced to the structures and processes of cells, and various tissue types present in the human body. *Agri-science, Veterinary Science and National Resource management fulfill a science credit. These courses are listed under Agriculture.

Global History and Geography Ⅰ This class is arranged chronologically beginning with the Paleolithic Era and continuing through 1700. The course emphasizes the key themes of interactions over time, shifts in political power, and the role of belief systems. Students focus on the skills analyzing primary and secondary documents to use as evidence to analyze enduring issues over space and time.

Global History and Geography Ⅱ This class continues from Global History and Geography Ⅰ with the Age of Enlightenment to modern times. The course emphasizes the key themes of interactions over time, shifts in political power, and the role of systems such as imperialism and nationalism. Students focus on the skills analyzing primary and secondary documents to use as evidence to analyze enduring issues over space and time. The course culminates with the New York State Common Core Regents in Global History and Geography.

US History & Government This course is a chronological study of America with emphasis upon the social, cultural, and political development of the nation from 1607 to the present. Among those topics to be studied are the American system of government, laws and amendments that have taken effect, trends in American culture, as well as the domestic and foreign affairs of the nation. There is a required Regents exam at the end of the course that students must pass to graduate in New York State.

US History & Government - possible college credit This is a challenging course that is designed along the lines of a freshmen-level college history course. Students who enter the course are looking to challenge themselves and need to have solid reading, writing, and problem-solving skills to succeed. The course places heavy emphasis on the development of writing skills, critical thinking and problem solving, open forum discussions, primary source analysis and interpretation, and debate. The class is a full year course that culminates in an end of the year college- board examination.

Participation in Government — 1/2 credit Participation in Government is a one semester course that concentrates on preparing students to analyze problems in democracy and then determine how to use the structure of government to solve them. The course is designed to develop the skills needed to effectively participate and influence decisions on the local, state and national levels of government. Students will learn about political parties; the process of voter registration will be taught to students.

Law and Government — 1/2 credit This course meets the Participation in Government requirement and is a one semester course, which focuses on the judicial branch. The fundamentals of Participation in Government, such as voter registration, and US citizenship requirements are completed in the first five weeks before delving into the trial process. Students learn the trial process by preparing a criminal mock trial in the first quarter and preparing a civil mock trial for the second quarter. These are performance-based assessments in which participation is non-negotiable. Students role play the parts of witnesses, direct examination lawyers and cross examination lawyers. The course requires students to be willing to take risks and speak publicly.

Economics — 1/2 credit This course is designed to make students better informed citizens through an understanding of a subject area that affects everyone daily. The one semester course surveys the basic vocabulary and understanding of macro and micro economics. The banking system, business structure, inflation, deflation, budgeting and the stock market is covered throughout the course.

Psychology — 1/2 credit (Grades 10-12) This course introduces students to the field of psychology and scientific approaches to the study of the human mind, including background, biological basis, development, perception, motivation, learning, states of consciousness, personality, abnormal behavior, and psychotherapy. Students will become fluent in the acts of speaking and writing about basic psychological theory, the scientific method and will be introduced to critical understanding of scientific literature.

Project Lead the Way (PLTW) —Introduction to Engineering Design (IED) *RIT or SUNY Broome; 1 HS credit; 3 potential college credits; This is a course that teaches problem-solving skills using a design development process. Models of product solutions are created, analyzed, and communicated using solid modeling computer design software. This course starts with the concept of developing a 3-D model of an object. Once the model is created, whether it is a teacup or a space shuttle, it can be observed from different viewpoints: animated, textured, highlighted, or re-proportioned. This 3-D modeling has become the industry standard. Students will become fluent with the Autodesk Inventor software. This is also the first course in the Project Lead the Way national pre-engineering curriculum and a prerequisite course for all other PLTW courses and other technical electives.

Project Lead the Way (PLTW) —Principles of Engineering (POE) *RIT or SUNY Broome; 1 local HS credit; 3 potential college credits; This course helps students understand the field of engineering/engineering technology. Exploring various technology systems and manufacturing processes help students learn how engineers and technicians use math, science, and technology in an engineering problem solving process to benefit people. The course also includes concerns about social and political consequences of technological change. The main projects in the course focus on mechanical design, computer control, civil engineering and design and kinematics (the study of objects in motion).

Prerequisite: Students must have successfully completed PLTW: IED

PLTW: Engineering Design and Development (EDD) An engineering research course in which students work in teams to research, design, and construct a solution to an open-ended engineering problem. Students apply principles developed in the four preceding courses and are guided by a community mentor. They must present progress reports, submit a final written report, and defend their solutions to a panel of outside reviewers at the end of the school year.

Prerequisite: Students must have successfully completed PLTW: IED and either PI-TW: CIM or POE.

Design and Drawing for Production (DDP): The ultimate goal of this course is to equip each student with the necessary knowledge and skills needed to reach full potential of a knowledgeable citizen in society in relationship to community, environment, and STEM (science, technology, engineering and mathematics) employment.

Design and Drawing for Production encourages problem-solving using common graphic language to describe forms in the human-made environment through use of graphics and modeling. It enables the student to analyze, creatively design and critically evaluate these forms. The course will require researching for historical precedents, cultural references, environmental impact and future vision. Students will be required to examine past solutions, learn technical drawing processes, experience design techniques and become critically active in evaluation, both in personal work and work by others. Students will develop technological skills utilizing available wood working tools and equipment, computer design software and rapid prototyping methods.

DDP is an approved course to meet the one unit of art/music requirement for graduation for all students, in addition to approved art education course or a CTE sequence.

Studio Art An introduction to the visual arts for all entry level students and the prerequisite to all upper level art courses. Students use a wide variety of media to make a wide range of the visual arts including crafts, painting, drawing, sculpture, printmaking, collage and graphics.

Drawing Prerequisite: Studio Art

A rigorous and disciplined course that teaches art students to draw from direct observation. A valuable prerequisite to all upper level art classes. Students learn to draw with a variety of techniques and processes.

Painting Prerequisite: Studio Art & Drawing

An introduction to acrylic painting including color theory, art history, still-life, photo-realism and landscape. Students will also utilize watercolor paints and ink wash painting within this course.

Digital Photography — 1/2 credit Prerequisite: Studio in Art Students will learn about photography as one of the major Visual Arts. Students will be provided with a foundation of skills in taking digital photographs and editing images. They will use the elements and principles of Art & Design to develop their compositions. In addition to learning how to operate a digital camera in manual, students will utilize Photoshop CS6 to learn how to enhance their work and create composite images. Students will engage in various forms of critique for the purposes of self-assessment and constructive criticism.

Hand-Built Ceramics — 1/2 credit Prerequisite: Studio in Art A clay pottery and sculptural class using pinch, coil, slab, and mold techniques instead of the potter's wheel.

Wheel Thrown Ceramics — 1/2 credit Prerequisite: Studio in Art, Hand-Built Ceramics An opportunity to make clay pottery on the potter's wheel. Potter will learn to make bowls, mugs, vases and plates. Various glazing techniques included.

Digital Photographic Imaging: COM 211 *RIT or SUNY Broome; ½ local HS credit; 3 potential college credits Prerequisite: Digital Photography This course has been designed as an introduction to Digital Photography. Students will learn about editing techniques and aesthetic design. Using a DSLR (Digital Single Lens Reflex) Camera students will learn to operate in manual mode. Throughout the assignments students will be taught efficient digital workflow. Adobe Suite software will be used to create photographic pieces of art such as Photoshop and Premier.

Student activities are very important part of the high school program. Students learn to work together to accomplish common goals. All students are encouraged to participate in one or more activities which will definitely broaden the educational experience. Freshmen are encouraged to become active.

Art Experience Purpose: To provide enrichment and a time for fellowship for all students interested in the visual arts. This includes time for portfolio development, arts career exploration and preparation, to develop field-trips and artist visitations relating to visual arts, and to promote an arts positive school culture an environment.

Activities: Create unique fundraisers that showcase student talents, including but not limited to: Coffeehouse, Student Art shows, and other student showcases. Club members will participate in individual and group art works that expand upon their knowledge base of the visual arts, as directed by student interests. Club members will also help stage art exhibitions. Money earned at club fundraisers will be used to visit art museums, art galleries, host visiting artists, and the purchasing of additional materials as dictated by club projects.

Membership: Any student in grades 7-12 is welcome.

Color Guard Purpose: To give students the opportunity to participate in a performing art. Activities: Color guard is a select group of students that perform with the Marching Band. The practice season begins in late winter to prepare for parades in the spring. The color guard accompanies the Marching Band during the Memorial Day parades and the Sherburne Pageant of Bands. Practices: one or two nights a week -Membership by tryouts Membership: Any student in grades 7-12 is welcome.

Drama Club Purpose: To foster an appreciation of live performance in the theatrical arts. To expose students to the performing arts while instilling the spirit of cooperation and responsibility to others through the production of a play for public performance. Activities: Produce a full length play to perform for the public. Discuss, and learn more about the performing arts through theatrical performances.

Membership: Any student in grades 7-12 is welcome to become a Drama Club member. Any student involved in the year's stage production is a member of Drama Club.

Future Farmers of America (FFA) Purpose: To provide practical experience for agriculture students to apply knowledge and skills though work experience, contests, and projects. Students will develop leadership, character, and responsibility skills throughout the program. The FFA makes a positive difference in the lives of students by developing their potential for premier leadership, personal growth and career success through agricultural education.

Activities: FFA members will have the opportunity to compete at the local, state and national levels in various leadership and career contests. They will receive leadership training through FFA leadership camp, as well as, attend FFA State and National leadership skills workshops. Members are encouraged to be involved in various school and community service activities throughout the year. Students must be or have been enrolled in an Agriculture class and attend monthly meetings to be an active member.

Membership: Any student in grades 7-12 is welcome.

Honor Society Purpose: To create an enthusiasm for scholarship, to stimulate a desire to render service, to promote worthy leadership and to encourage the development of good character in all students of the Sidney High School.

Activities: Tutorial service for DFS students, guide for open house, Honor Society banquet, assist at graduation. Cooperate with local scholarship organization, which involves the Dollars for Scholars mail-a-thon and other projects.

Membership: Students apply and are chosen by faculty. Basis for selection: scholarship, leadership, service, and character.

Stage Band (Jazz Express) Purpose: To further a student's abilities on his or her instrument in an atmosphere that is both challenging and rewarding. At the same time, the student will learn the attributes of commitment, goal setting, and working together to reach a common goal. The high school stage band functions as a team. This attitude is reflected in the rehearsals, recitals, concerts, and competitions throughout the year. Every stage band member is vital to the success of the program and is expected to do their fair share in contributing to the total progress of the group. Stage Band is a select ensemble, made up of members of the concert band. Rehearsals take place on Monday evenings, from 6:30 - 8:30 p.m.

Activities: The stage band plays a wide variety of music, from swing, to be-bop, to ballads, to Latin and rock. As with band, personal discipline is stressed, but students will learn and gain a sense of accomplishment through the process. The stage band is involved with the following events:

• Concerts (3) • Jazz Festivals (Fonda-Fultonville, Oneida, and Oneonta) • Sherburne Pageant of Bands

Membership: Any student in grades 7-12 is welcome.

Interact Club of Sidney "Service above Self" Purpose: The Interact Club is a Rotary sponsored service club for young people ages 14-18. Interact provides an opportunity to participate in fun, meaningful service projects while developing leadership skills. Interact encourages and fosters the advancement of understanding, goodwill and peace through a fellowship of youth united in the goal of serving others.

Activities: Serving at community sponsored pancake breakfasts, gardening at the Sidney Memorial Public Library, volunteering to ring the bell for the Salvation Army, helping at the Sidney Elementary School's Breakfast with Santa, Family Engagement Night, Talent Show, and Family Movie Night, presentations at the Rotary Club of Sidney meetings. Annually, the club elects four officers (President, Vice-President, Treasurer and Secretary) and conducts meetings on the third Wednesday of the month right after school. Membership: Membership is open to 9-12 grade students who wish to serve others while having a good time.

SADD Purpose: SADD is a club that focuses on high risk behaviors, decision making skills, developing the adolescent mind, and improving the overall well-being of students. We will meet once a month facilitating ideas and create interactive lessons, conduct research within the Sidney Central School District, and focus on the challenges adolescents are confronted with on daily basis. Please, take a minute and think about the importance of a student-facilitated organization that focuses on positive decision-making, goal setting, and reducing high risk behaviors.

Activities: 5K run, Elves, Big and Little mentoring program

Membership: SADD is open to grades 9-12.

JR. SADD Purpose: SADD is a club that focuses on high risk behaviors, decision making skills, developing the adolescent mind, and improving the overall well-being of students. We will meet once a month facilitating ideas and create interactive lessons, conduct research within the Sidney Central School District, and focus on the challenges adolescents are confronted with on daily basis. Please, take a minute and think about the importance of a student-facilitated organization that focuses on positive decision-making, goal setting, and reducing high risk behaviors.

Activities: Recycling program and mentoring program Membership: Jr. SADD is open to grades 7-8.

Science Experience Purpose: To further student's opportunities to engage in math, science, engineering, and problem Solving. Activities: Events include working in teams to prepare for test topics in areas such as human anatomy, astronomy, geology, and dieses transmission and building structures such as a bridge and/or helicopter. Prior to competition day; or lab-based events such as chemistry lab and forensics. Membership: Students in grade 9-12. We begin meeting in the fall to prepare for a full day of Science Olympiad competition on a Saturday in February. The competition is held in the Binghamton area. Students who finish first, second, or third in their event are awarded a medal.

Ski and Ride Club Purpose: To promote a healthy lifestyle through the development of skiing and snowboarding skills. Activities: Students will participate in six evening trips to an area ski resort. Trained instructors at the mountain provide lessons. Membership: Open to all 7 - 12 students. Pass and rental fees apply.

Spanish Club Purpose: The intent of the Spanish Club is to promote the Spanish language and enrich Hispanic cultural awareness through fun activities. Activities: The activities of the Spanish Club vary from year to year. Annual club activities include Day of the Dead, Siesta Fiesta, Spreading holiday cheer at Joshua House, National Foreign Language Week, Cinco de Mayo, and Hispanic culinary creations. Annual fundraisers include Brooks’ BBQ & Valentine's Day carnation and/or holiday treat sales. New members and ideas are gladly welcome throughout the year. The group meets as a whole on the second Tuesday of the month and officers meet several times monthly to plan and discuss upcoming club events. Membership: Any student in 7-12 is welcome.