ROOSEVELT MIDDLE SCHOOL

COURSE OFFERINGS

CATALOG

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BOARD OF EDUCATION

Bishop Raymond Mackey, Chairperson Trustee

Robert Summerville, Trustee Frank Scott, Trustee

Kimberley McLean, Trustee James Milan, District Clerk

CENTRAL ADMINISTRATION

Superintendent of Schools Mr. Robert-Wayne Harris

Assistant Superintendent for Educational Services

Roxanne G. France

Assistant Superintendent for Business Gene Levenstien

Assistant Superintendent for Curriculum

Dr. Marianna Steele

Assistant Superintendent for Human Resources John Curcio, Ed. D.

MIDDLE SCHOOL

Principal R. S. Tucker, Ed. D.

Assistant Principal

J. West-Mays C. Stroughn

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TABLE OF CONTENTS

Page BOARD OF EDUCATION AND ADMINISTRATION ........................................................................................................................ 1 TABLE OF CONTENTS .......................................................................................................................................................................... 2 FORWARD ............................................................................................................................................................................................... 3 HONORS PROGRAM ........................................................................................................................................................................... 4 REGENTS PROGRAM ........................................................................................................................................................................... 4 TEAMING ............................................................................................................................................................................................... 4 SUPPORT SERVICES ............................................................................................................................................................................ 5 ACADEMIC INTERVENTION SERVICES (AIS) ............................................................................................................................... 6 GUIDANCE ............................................................................................................................................................................................. 7 ACADEMIC REQUIREMENTS ............................................................................................................................................................ 8 PROMOTIONAL REQUIREMENTS .................................................................................................................................................... 8 MIDDLE SCHOOL TENTATIVE PLAN OF STUDY ........................................................................................................................ 11 MIDDLE SCHOOL REQUIRED STATE TEST ................................................................................................................................. 11 MIDDLE SCHOOL COURSE REQUIREMENTS ............................................................................................................................... 12 CONTENT AREAS ART ........................................................................................................................................................................................................ 13 COMPUTERS ........................................................................................................................................................................................ 14 ENGLISH ............................................................................................................................................................................................... 15 LANGUAGE .......................................................................................................................................................................................... 16 ENGLISH AS A SECOND LANGUAGE ............................................................................................................................................ 17 HEALTH EDUCATION ....................................................................................................................................................................... 18 HOME CAREERS .................................................................................................................................................................................. 19 LIBRARY .............................................................................................................................................................................................. 20 MATHEMATICS ................................................................................................................................................................................... 21 MUSIC .................................................................................................................................................................................................... 23 PHYSICAL EDUCATION .................................................................................................................................................................... 25 READING .............................................................................................................................................................................................. 26 SCIENCE ............................................................................................................................................................................................... 27 SOCIAL STUDIES ................................................................................................................................................................................ 29 SPECIAL EDUCATION ....................................................................................................................................................................... 31 TECHNOLOGY .................................................................................................................................................................................... 32

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FOREWORD

The course offerings cited in this publication are designed to acquaint parents with the graduation requirements by describing courses of study currently offered in our middle school. It should be used as a reference for parents and students when making educational decisions during the selection of courses. It will also give a description of each course offering within academic departments. This book cannot serve to answer all questions that may arise. Consequently, we encourage parents to maintain ongoing communication with your child’s guidance counselor and teachers whenever questions arise.

TITLE IX 504 COMPLIANCE

The Roosevelt Union Free School District, 240 Denton Place, Roosevelt, New York 11575, does not discriminate on the basis of sex, race or handicap in the educational programs or activities which it operates, and is required by Title IX of the Federal Education Amendments of 1972, and the regulations implementing the same not to discriminate in education programs and activities extends to employment therein and admission thereto. Inquires or complaints concerning the application of Title IX regulations and said regulations to said school district may be referred to the district’s compliance officer at 240 Denton Street, Roosevelt, New York 11575, telephone (516) 345-7000. Inquires or complaints concerning the application of Section 504 regulations may be referred to the district’s compliance officer telephone (516) 345-7000. All complaints of violation or non-compliance with said law or regulations shall be submitted in writing to the above named employee and shall be promptly investigated. Such hearings or other procedures on any and all such complaints shall be promptly taken as shall be necessary to enable the prompt and equitable resolution of student and employee complaints alleging any action which would be prohibited by said law or regulation.

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MIDDLE SCHOOL HONORS PROGRAM – GRADES 6, 7, AND 8

Students will be eligible for the Honors Program at the middle school if all of the following academic criteria are met:

- Score of Level 3 or 4 on the New York State Assessments - Academic achievement average of 85 or better - Teacher recommendation - Director/chairperson approval

To maintain honors class placement, students must achieve an 85 or better academic average in each content area

REGENTS PROGRAM

All students entering middle school are placed in New York State Regents level preparatory courses. All students take courses in physical education, health, art, music, home careers, technology education, computers, and general music. Band, chorus and orchestra are available to our students.

TEAMING

All students are assigned a grade level team. Students on a team will have the same social studies, english, mathematics and science teachers. Team teachers work as a group with the students and communicate with parents as a group regarding the child’s progress. Special interdisciplinary lessons and other team activities take place throughout the school year. The guidance counselors work cooperatively with the teams to monitor student progress and address individual student needs.

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SUPPORT SERVICES

Adaptive Physical Education A highly structured, restricted Physical Ed. & Modified Physical Education class for selected students Bilingual Education A program for Spanish-speaking limited english proficient students ESL A program for limited English proficient students Guidance A comprehensive program providing developmental guidance and counseling by licensed guidance counselors Health Medical screening and emergency care provided by a nurse and supported by physician’s services Home Instruction Offered to students who are unable to attend school for a specified time period Library Services Full time librarian coordinates activities of the comprehensive library Psychological Services Psychologist available for screening, consultation and crisis intervention Reading and Math Services Provides testing, language arts workshops and remedial services Social Worker Services Offer counseling including home visits when required Special Education A comprehensive program of screening and educational services for disabled students Speech and Language Services Provides diagnostic and therapeutic services

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ACADEMIC INTERVENTION SERVICES (AIS)

DEFINITION Academic Intervention Services (AIS) is defined as additional instruction that supplements the instruction provided in the general curriculum and assists students in meeting the state’s learning standards. AIS services can include guidance, counseling, attendance, and study skill which are needed to support improved academic performance and/or services in the areas of reading/language arts, mathematics, or intervention in the content areas of social studies and/or science. Academic Intervention Services are intended to assist students who are at risk of not achieving the state’s learning standards in english language arts, mathematics, social studies and science or who are at risk of not gaining the knowledge and skills necessary to meet or exceed designated performance levels on state assessments. Academic Intervention Services shall be made available to students with disabilities in the same way as non-disabled students, provided, such services shall be provided to the extent consistent with the student’s Individualized Education Program (IEP). Grade Assessment Entry Criteria Type of AIS Available Exit Criteria 6th 5th grade

NYS assessment New entrant screening NYS Social Studies

Below level Performance on NYS assessments and final exam Below benchmark level on Social Studies assessment

Reading Math Extra help Psychologist Guidance counselor Social worker Nurse Special education `Advisory

On grade level performance Level 3 or above on state assessment

7th 6th grade NYS assessment New entrant screening

Below level performance on NYS assessment and final exam

Reading Math Extra help Psychologist Guidance counselor Social worker Nurse Special education Advisory

On grade level performance Level 3 or above on state assessment

8th

7th grade NYS assessment New entrant screening

Below level performance on NYS assessment and final exam

Reading Math Extra help Psychologist Guidance counselor Social worker Nurse Special education Advisory

On grade level performance Level 3 or above on state assessment

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GUIDANCE

The guidance counselor provides assistance to middle school students who are going through adolescence, a critical and complex stage of human development. Students and parents are encouraged to work closely with their assigned guidance counselor and should feel free to call or visit the guidance office whenever the need arises. Scheduled conferences may be arranged by calling the guidance office. Counselors in concert with teacher teams will call parents to request conferences.

GUIDANCE SERVICES

The guidance counselor:

- Provides individual and group counseling for all students - Offers assistance in coping with development issues of adolescence

- Help students in assessing and understanding their abilities, interests and

educational needs

- Provides orientation and articulation which will enable students to meet with success as they matriculate from elementary through secondary school

- Provides an atmosphere that will allow students to discuss educational and

personal issues

- Assist students in social adjustment and in developing a sensitivity to rights of others

- Promotes career awareness in grades six, seven and eight through the use of a

Middle School Career Plan

- Helps eighty grade students prepare a tentative four-year high school program

- Executes guidance curriculum in grades six, seven and eight. Four guidance curriculum topics are:

1. Self awareness 2. Decision making 3. Time management 4. Career interests

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ACADEMIC REQUIREMENTS All Roosevelt High School students are required to carry a minimum of five academic units in addition to physical education each school year. Exceptions may be made only upon approval of the principal. In order to graduate, a student needs 22 credits and specific New York State Regents Examinations. Students will need to acquire a minimum number of credits in the major subjects to move into the next grade level. Students who have not earned the appropriate number of credits will be retained in their current placement.

PROMOTIONAL REQUIREMENTS~GRADES 9-12 1. Major subjects include: English Mathematics Science Social Studies 2. Minor subjects are all subjects not listed above in #1. 3. Grading system is as follows: 95-100 = A+ 90-94 = A 85-89 = B+ 80-84 = B 75-79 = C 70-74 = D Below 70 = F The Final Grade in a course will be computed by adding the 4 Quarter Grades to the average of the Mid-term Test and the Final Test and dividing the total by 5. There will be a graduated escalation weighing of the Regents grades. Beginning June 2010 the Regents score will be 10% of the final grade. In June 2011 the Regents score will be 15% of the final grade. In June 2012 the Regents score will be 20% of the final grade. Students who are absent from a full-year course more than 20 days during the school year will not receive course credit and will be ineligible to attend a Roosevelt School district summer School Program. 4. Promotion Guidelines

Grade 9 to Grade 10 Earned at least a total of 6 units of credit.

These 6 units must include English and Social Studies.

Grade 10 to Grade 11 Earned at least a total of 6 units of credit.

These 12 units must include 2 units in English, 2 units in social Studies, 1 unit in Math

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and 1 unit is Science. Grade 11 to 12 Earned at least a total of 5

units of credit. These 17 units must include 3 units in English, 3 units in Social Studies, 2 units in Math and 2 units in Science.

5. Transfer Guidelines Transfer students from NYS or NYC will be scheduled and placed according to

the most recent school transcripts according to the New York State guidelines. Transfer students from outside of New York State will be scheduled and

placed according to their transcript evaluation, the Roosevelt School district and New York State Guidelines.

Transfer students from outside of the United States will be placed grade age appropriate and scheduled according to their school documents information, personal interview, and report cards and/or school transcripts from their country. Report cards and school transcripts will be evaluated according to the Roosevelt School District and New York State Guidelines.

GRADUATION~DIPLOMA REQUIREMENTS

Entered Grade 9

Local Diploma Regents Diploma Regents Diploma with Advanced Designation.

2007 Earn a total of 22 credits 4 credits of English 4 credits of Social Studies 3 credits of Mathematics 3 credits of Science 2 credits of Physical Education 1 credit of Foreign Language 1 credit of Art or Music .5 credit of Health 3.5 elective credits Score 65% or above on 4 required Regents Exams. Score 55% to 64% on 1 required Regents Exam

Earn a total of 22 credits 4 credits of English 4 credits of Social Studies 3 credits of Mathematics 3 credits of Science 2 credits of Physical Education 1 credit of Foreign Language 1 credit Art or Music .5 credit of Health 3.5 Elective credits Score 65% or above on 5 required Regents Exams

Earn a total of 22 credits 4 credits of English 4 credits of Social studies 3 credits of Mathematics 3 credits of Science 2 credits of Physical Education 3 credits of Foreign Language 1 credit Art or Music .5 credit of Health 1.5 elective credits Score 65% or above on 8 required Regents Exams.

With Honors Student needs to have an average score of 90% or higher on all Regents examinations required for the Regents diploma (Eng., Math, Science, U.S. History & Global History)

With Honors Student needs to have an average score of 90% or higher on all Regents examinations required for the Advanced Regents diploma (Eng., Math, Math, physical Science, Life Science, U.S. History, Global History, LOTE)

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Entered Grade 9

Regents Diploma Diplomas with Honors

Regents Diploma with Advanced Designation

2008 and after

Earn a total of 22 credits 4 credits of English 4 credits f English 4 credits of Social Studies 3 credits of Mathematics 3 credits of Mathematics 3 credits of Science 2 Credits of Physical Education 1 credit of Foreign Language 1 credit Art or Music .5 credit of Health 3.5 elective credits Score 65% or above on 5 required Regents Exams

Regents Diploma – Student needs to have an average score of 90% or higher on all Regents examinations required for the Regents diploma (Eng., Math, Science, U.S. History & Global History)

Earn a total of 22 credits 4 credits of English 4 credits f English 4 credits of Social Studies 3 credits of Mathematics 3 credits of Mathematics 3 credits of Science 2 Credits of Physical Education 1 credit of Foreign Language 1 credit Art or Music .5 credit of Health 3.5 elective credits Score 65% or above on 8 required Regents Exams

Regents Diploma advanced Designation – Student needs to have an average score of 90% or higher on all Regents examinations required for the Advanced Regents diploma (Eng., Math, Math, Physical Science, Life Science, U.S. History, Global History, LOTE)

NEW YORK STATE COMPETENCY REQUIREMENTS The Regents Competency Test Safety Net for Students with Disabilities will continue to be available for students entering Grade 9 prior to September 2010. The students using this safety net will receive a Local Diploma. The low-pass option of scoring between 55-64 on required Regents Examinations in order to earn a Local Diploma will continue to be available for Students with Disabilities. Successful completion of requirements in English, Mathematics, Science, Global History, and U.S. History.

GRADE REPORTING Report Cards are mailed home four times a year – November, January, April and June. Progress Reports are mailed home four times a year – October, December, March and May to supplement the Report Cards as well as to indicate a significant change in achievement or to report that a student is in danger of failing a course.

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Final grades need not be an average of the grades earned quarterly and on tests. Final grades can be based on the teacher’s final evaluation of the student’s early work. An unweighted cumulative average is used for all academic honors except class rank.

TENTATIVE PLAN OF STUDY FOR GRADES 6, 7, AND 8

Subject 6th 7th 8th

English x x x Mathematics x x x

Science x x x Social Studies x x x

Foreign Language x x x Health x x

Art x x x Gen. Music x x

Home careers x x x Physical education x x x

Technology x x Computer Skills x

AS NEEDED

AIS x x x ESL x x x

Special Education x x x

MUSIC Band x x x

Chorus x x x Orchestra x

MIDDLE SCHOOL REQUIRED STATE EXAMINATIONS

Required Test 6th 7th 8th

English Language Arts x x x Mathematics x x x

Science x Second Language Proficiency Examination x

Social Studies x

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MIDDLE SCHOOL COURSE REQUIREMENTS All middle school students in New York State are required to receive instruction in the subject areas listed in the chart below. The chart reflects the number of units of study in each subject area a student must complete in middle school.

Subject Area Units of Study Required

English Language Arts 2 units of study Mathematics 2 units of study

Science 2 units of study Social Studies 2 units of study

Languages Other Than English 1 unit of study (2 units by completion of 9th grade) Health Education ½ units of study

Home Careers ¾ units of study Art ½ units of study

Music ½ units of study Physical Education 1 unit of study

Technology 1 unit of study

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ART

The middle school Art program places emphasis on thinking logically and creatively. The primary objective of the sixth, seventh and eighth grade art program is to provide quality experiences with art for the middle school student. The curriculum includes art history, art criticism and aesthetics. It affords a comprehensive view of the world and art in all forms Art 6 The sixth grade art program’s aim is to expose students to a variety of art media and to provide opportunities for creative expression. The students will be encouraged to discover, invent and experiment with various art materials and techniques. Art 7 The seventh grade art classes develop the student’s understanding of art, the making of art, the valuing of art through activities which involve drawing, painting and 3-D constructing, using a variety of art materials and references. Art 8 The eighth grade art classes seek to continue and encourage experimentation and growth by providing new experiences in communication, creative expression, cultural influences and potential careers. These lessons help to introduce the students to concepts that are further developed in grades 9 – 12. Studio in Art 1 Credit A foundation art course to acquaint students with basic techniques in various art media of drawing, painting, and sculpture. Students will study the elements and principles of design through the creation of original artwork. Students will become familiar with landscape, still-life, portraiture, and perspective as well as important examples of historical and contemporary works of art. Students will also learn how to respond to and analyze works of art. Studio Art is the prerequisite course for all other art electives. The State Education Department recommends this course to meet the Art/Music requirements for the high school diploma. Artistic concepts explored Skills Development Space and Structure Problem Solving Movement Reasoning Skills Color and Light Critical Judgment Design Search for Information

Self-Esteem Artistic Technique

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COMPUTERS

There will be a ten week exploratory course in computer for all sixth grade students. This course will introduce basic keyboarding, word processing and elements of Power Point, Access, Excel, and the Internet. When the seventh and eighth grade students in English, Social Studies, Science, Special Education and Foreign Language classes enter the computer lab, they will utilize the programs of Microsoft Office 2003 suite. These programs include Word, Access, and Power Point. Students will be introduced to varied careers in the changing work world emphasizing the need to expand student awareness of multi-career concepts and explore the need for transferable skills.

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ENGLISH

The English curriculum in the middle school provides a literate environment for students in grades 6, 7, and 8. Dynamic communication flourishes in an environment where language is used in a variety of meaningful experiences and activities. Students enjoy reading and writing as well as sharing their reactions to their readings and sharing their writings. A multi-faceted approach encourages integrated development of the language arts strands: listening, speaking, reading and writing. English 6 – The sixth grade course in English Language Arts is standards driven. Students develop those skills necessary for achieving proficiency on state and local assessments through the integration of language skills. Instruction emphasizes reading and analyzing the various genres through a literature based program. Attention is given to vocabulary development, writing, and the foundation essential for the challenge of seventh grade study. English 7 Honors – This is offered for the honors track seventh grader. This is a literature base course, with emphasis on writing, self-expression through language arts. Students must maintain an average of 85 to remain in this course. English 7 Regents – This course is designed for the Regents-bound seventh grader. Development of all language arts skill is accomplished through a literature based approach. Strong emphasis’s given to literature, literary analysis, writing and vocabulary. English 8 Honors – This course is designed for the honors eighth grade student. Extensive reading and writing opportunities as well as development of oral language skills characterize this course. Students must maintain an 85 to remain in this course. English 8 Regents – This course is designed for the Regents-bound student. A strong Regents-preparatory background is presented through a literature based approach.

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LANGUAGE ESL, FRENCH, SPANISH

New York State Department of Education requires the study of a foreign language in seventh and eighth grades. Foreign Language proficiency is an important part of a student’s education. It prepares the student for a world in which people are increasingly independent. It contributes to the development of their creativity and critical thinking. In today’s world economy, proficiency in a second language provides economic advantages. Our goal is to teach communication skills in a foreign language and foster an understanding and respect for cultures of other countries. All students are placed in foreign language Regents classes. FOREIGN LANGUAGE EXPLORATORY 6 All sixth grade students will experience ten weeks of French and ten weeks of Spanish instruction. The goal of this program is to expose students to key phrases and vocabulary in both languages and to introduce relevant cultural information. At the completion of sixth grade the student will be able to make an informed choice of a language to study in seventh and eighth grades. FRENCH 7 REGENTS AND SPANISH 7 REGENTS The four language skills of listening, speaking, reading, and writing are introduced with emphasis on the first two. Vocabulary is taught through oral/aural language drill and practice as well as written practice. Emphasis is given to communication skills and to culture. In these courses, the cultural segment consists of the study of geography, social customs, heritage and cultural influences on contemporary living. The students will develop sufficient proficiency to comprehend spoken and written presentations in the second language. This proficiency will allow students to speak and read at the beginning level. Students will also acquire knowledge and an understanding of the artistic, cultural and intellectual accomplishments of the people and their culture. FRENCH 8 AND SPANISH 8 REGENTS The aim of these courses is to strengthen the four language skills. Emphasis is placed upon reading, writing, vocabulary, refining the mechanics of language (lexion), and increasing comprehension. At the end of the eighth grade, students who pass the New York State Foreign Language Proficiency Examination will earn one regents credit. This is an accelerated course offered at the Middle School level.

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ENGLISH AS A SECOND LANGUAGE (ESL) English as a Second Language (ESL) must be provided for students who are identified as limited English Proficient for one or more of the following reasons:

1. Foreign birth or foreign ancestry. 2. Speak a language other that English 3. Understand and speak little or no English 4. Scored below the proficient range on the state mandated English language

assessment instrument. These students will be placed in the appropriate level of ESL instruction and will participate in mainstream programs – health, art, music, home careers, physical education, mathematics, social studies, etcetera). Students are divided into three groups; beginner, intermediate and advance. Beginner and intermediate students will receive two periods of ESL instruction on their respective levels along with mainstream classes. Advance students will receive one period of ESL instruction and mainstream classes.

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HEALTH EDUCATION

Grade 6 Sixth grade student will be offered a program in health education entitled “Crowing Healthy”. Growing Healthy is a health curriculum designed for the sixth grade child. Grade 7 This is a ten week course in health education. Topics covered: Mental and emotional health, growth and development, nutrition, alcohol, tobacco, drugs, communicable and chronic disease, injury prevention and safety, AIDS prevention Grade 8 This is a ten week course in health education. Topics covered: Family living, growth and development, AIDS prevention, alcohol, tobacco, drugs, injury prevention and safety, consumer and community health, environment health. Students will receive grades from test and quizzes, homework, individual and/or group projects and class work. A final examination will be given at the conclusion of the course

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HOME AND CAREERS

Home and careers is a course designed to help adolescents live in a society of constant change and to improve their quality of life by preparing them to meet their present and future responsibilities as family members, consumers, home managers and wage earners. Living in our society, it is important to educate young people to think constructively, make sound decisions, solve problems, manage resources, and benefit from experience. Students will also be introduced to varied careers in the changing work world emphasizing the need to expand student awareness to multi-career concepts and explore the need for transferable skills. The broad objectives of this course are to:

• Develop skills which lead to effective decision making, problem solving, and effective management in the home, school, community and workplace.

• Develop concepts and skills basic to home and family responsibilities. • Develop personal skills which will enhance employment potential.

Grade 6 The sixth grade Home and Careers students will gain knowledge and skills in child care and child development, personal environment management, nutrition, food preparation skills and sewing. Age appropriate career education will be a part of the curriculum. This will enhance the students’ ability to constructively address their own life situation in their homes, schools, communities and their future. Grade 7 This course is and introduction to the process of time management, communication, problem solving, management. The aforementioned skills are related to everyday life tasks and activities. The students are taught to recognize personal strengths, aptitudes and interests, and to effectively address and make sound decisions as a part of daily life. Career development skills are explored Grade 8 In this course, students develop the knowledge and skills needed in real-life situations to become better consumers. Topics covered include: money management, time management, food preparation, food safety and sanitation and basic nutrition. To complete this course students are taught to understand the process of career planning and they are exposed to a variety of careers for possible career path pursuits

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LIBRARY

The middle school library offer all students a variety of materials and services. Students may come to the library during their lunch or after school. They may also visit with their subject teachers for special lessons planned cooperatively by the teacher and the librarian. The library has a collection books for references and circulation. There are numerous subscriptions to current magazines for popular reading and research purposes. The print collection is complemented by a diverse selection of electronic resources accessed by online databases and the internet. Care is taken to select information on a wide range of reading levels and interests. The middle school library has created a cybrary of resources to support the instructional program. The aim of the library is to provide supplementary curriculum materials, books and media for individuals reading and study, and to teach students to be knowledgeable, independent users of the library.

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MATHEMATICS

The middle school mathematics curriculum is designed to stimulate and foster an appreciation of mathematical systems and to provide a firm understanding of the basic skills and concepts required to meet the challenge of a changing technological society. The curriculum provides and integration of New York State Education Department (SED) Standards for Math, Science and Technology and reflects the changes in the graduation requirements. Grade 6 Honors This is a challenging course of study that will allow the participants to complete a five-year sequence in mathematics. The honors course combines the sixth and seventy grade curriculum. All topics follow the SED’s Content and Process Strands for both grades six and seven. This is accomplished by embedding the objectives of the sixth grade curriculum into the objectives of grade seven. Students must maintain an 85 to continue in this course Math 6 The sixth grade mathematics program provides the children with a smooth transition from elementary math to middle school math experiences. Mathematics is presented utilizing SED Standards. Teachers will emphasize mathematics as problem solving, communication, and reasoning. Application of study skills and concepts is stressed along with the use of estimation and the calculator whenever appropriate. Math 7 Honors This course allows students to complete a five year sequence in mathematics. The course encompasses all the units of study of pre-algebra. Students who continue in the sequence will take integrated algebra in eighth grade. The regents examination will be taken in June of the eighth grade year. Students must maintain an 85 to continue in this course. Math 7 This course is designed for students who have successfully mastered mathematical concepts taught in sixth grade. The curriculum reinforces basic skills and integrates the concepts reflected in SED’s Standards for Mathematics. The course follows SED’s Regents sequence and provides a strong emphasis on problem solving and extended response questions. Math 8 Honors (Integrated Algebra) This is a one (1) year course designed for those students who have demonstrated strong proficiency in mathematics are in need of an accelerated program. Integrated Algebra provides tools and ways of thinking that are necessary for solving problems in many disciplines, such as science, business, social sciences, fine arts and technology. This course will assist students in developing skills and process to be applied using various techniques to successfully solve problems in a variety of settings. Students will take a district-wide examination in January and the New York State Integrated Algebra Regents examination in June. Students must maintain an 85 average to continue in the course.

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Math 8 Regents This mathematical course is an integrated transition to Algebra. The course of study reflects SED’s Standards for Mathematics and focuses on the language of a variety of areas in mathematics, including algebra and geometry in verbal, tabular, graphical and symbolic form. The course is designed to prepare students for the integrated algebra curriculum

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MUSIC

The Music Program’s aim is to help students’ sense aesthetic values in music and develop a lasting appreciation for this art. The objective is to explore various types of music through listening and broadening their scope of music as an art form. The curriculum incorporates SED’s Art Standards of Creating, Performing and Participating in the Arts, Knowing and Using Arts Materials and Resources, Responding to and Analyzing Works of Art and Understanding the Cultural Contributions of the Arts. General Music – Grades 6, 7, 8 The Music Appreciation courses, required by SED, provide an exploratory experience in the fundamentals of music as an expressive and performing art. The curriculum is composed of a variety of activities that include listening, performing, composing, using basic music skills, etcetera). It exposes students to different music styles and cultures. Students find ways to link music to content in other classes and other areas of their lives. Class performances allow students to develop effective skills for working in groups and teams. Chorus – Grades 6, 7, 8 Middle school chorus classes involve learning about vocal and choral literature, music terminology and performance techniques in order to build life-long skills and appreciation of vocal music and the performing arts. The curriculum includes: proper use and care of the voice, breath support, intonation, diction, sight reading, music theory, rehearsal and performance techniques. Rehearsals result in performances in-school and in the larger community. Orchestra – grads 6, 7, 8 The orchestra program is designed to continue small group instrumental instruction and to introduce the students to large group instrument instruction. The instrumental classes are a part of the overall integrated program. They discuss music through math, science, history and incorporate reading strategies using music notation. In an effort to increase music notation reading skills, instrumentalist use horizontal and vertical cues to read, internalize and produce music on their instruments. The students are trained to perform at concerts, community events and competitions. Band – Grades 6, 7, 8 The Concert Band is an ongoing yearly course offered to students who play and instrument. The purpose of the band program is to provide a music program of good quality by: - Offering instruction and guidance for all students interested in instrumental music. - Making available a course that is designed to develop cultural and aesthetic values. - Providing a course that enables the student to understand the nature and structure of music - Provide for participation in a variety of musical performing groups The band program also offers opportunities for the industrious student to develop his/her musical talents to their fullest potential by:

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Developing essential musical skills: - Listening skills - Band instrument skills - Creative skills - Notational skills

Understanding the art of music - Elements and importance of design in music - Understanding the place of music in contemporary society

The development of Desirable Attitudes - Value of music as a means of self-expression - Foster the desire to continue his/her musical experience - Develop a discriminating taste with respect to music - Develop good work habits - Emphasize the importance of self discipline - Foster pride in being part of a group activity

Concert Band - 1 credit Band is open to all students who play woodwind, brass, or percussion instruments. Concepts of musicianship important to the development of ensemble techniques of performance are emphasized. Marching Band, weekly lessons, and performances are a required part of the curriculum. Marching Band performances are scheduled for all home football games, community parades, etcetera. The Band performs at our traditional winter and spring concerts. Concert Choir (Chorus) -1 credit The Concert Choir is open to students who successfully complete and audition. The Chorus prepares two annual concerts. Students are expected to participate in any local, county, or statewide function when sufficient notice is provided. The Chorus may also perform at competitions and festivals. The student should be aware that there are mandatory evening rehearsals and instruction during the day. It is recommended that the student is evaluated during the NYSSMA festival/competition.

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PHYSICAL EDUCATION

The physical education program in the middle school will provide the students with a variety of opportunities for movement selected to match and challenge their kinesthetic development/ability levels. The activities and experiences offered will help students build a movement repertoire, gain knowledge of movement, become aware of and appreciate the value of effective and efficient movement as a lifelong skill. Physical Conditioning The students will grasp the role physical conditioning plays in the skill and activity of learning. They will develop conditioning programs specific to particular activities. Activities offered: Aerobics, Isometrics, calisthenics, etcetera Games and Sports The students will be presented with instructional activities specially identified with organized and lifetime sports. Activities offered: Individual and or Lifetime Team and/or Lifetime Recreational Games Badminton Basketball Teacher selected activities Paddleball Floor Hockey Tennis Football Lacrosse Track and Field Soccer/Speedball Cross Country Softball Running Team Handball Jumping Volleyball Adaptive Physical Education A diversified program of development activities, games, sports, and rhythms suited to the interests, capacities and limitations of students with disabilities who may not safely or successfully engage in unrestricted activities of the general physical education program.

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READING ACADEMIC INTERVENTION SERVICE (AIS)

The reading curriculum in the middle school is designed to assist students in meeting the higher learning standards set by SED for English Language Arts. The instructional focus is on helping all students master the skills and strategies in reading, writing, speaking, and listening. Mastery of the aforementioned skills is required for a student to be successful in SED’s Testing Program. Remedial Reading/Academic Intervention Services (AIS) This course is designed to provide academic intervention services to students whose English Language Arts performance on multiple sources of evidence indicates achievement below SED’s learning standards. Students receive intensive instruction in preparing for the upcoming English Language Arts test and in improving literacy skills; word recognition, vocabulary, comprehension, composition and study skills. Instruction is provided in small group settings and students are afforded opportunities to develop their reading and writing skill through computer-assisted instruction.

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SCIENCE

The middle school Science program is aligned to the SED Mathematics, Science and Technology Standards and implements the intermediate level Science Core Curriculum for grades 5 – 8. The program utilizes a laboratory-oriented approach with an emphasis on developing inquiry and science process skills along with an understanding of science concepts to successfully prepare our students to utilize critical thinking, apply scientific knowledge, and problem-solving skills to enable them to effectively meet challenges, demands and realities of the 21st century. The intermediate level science courses build upon the content, skills and appreciation of science developed in the elementary grades. All eighth grade students will sit for the SED Intermediate Level Science Assessment. Students in the eighth grade accelerated program will take the Regents Examination in June. The eight grade Intermediate Level Science Assessment consists of two parts. The first part is the U.S. Performance Assessment that evaluates the student’s abilities to apply science concepts and process skills to solve problems in a hands-on manner. The second part is a written section that evaluates science content and the ability to interpret, analyze, and apply scientific knowledge and skills to answer multiple-choice and constructed-response questions. Intermediate Level Science 6 This course presents the key ideas, concepts. And skill in the life science as outlined by the Living Environment section of the intermediate Science Core Curriculum. The course builds directly on the concepts and skills developed in the grade 5 Science curriculum so as to enhance the ease of transition for students to the middle school. The life science content is developed using a hands-on and problem solving approach designed to build upon the experiences and interests of students and to emphasize science process skill development needed for future school work. Technology is integrated throughout the year. Benchmarks administered assess student progress and achievement at various levels. These include the diagnostic test, unit tests and assignments along with quarterly examinations, a midterm examination and a final examination. Intermediate Science 7 This science course presents the chemistry and physics concepts and process skill of the Physical Setting section of the Intermediate Level Science Core Curriculum. A wide range of hands-on activities and investigation are utilized to develop understandings of content skills development, critical thinking and real world application of science learned. Technology is integrated throughout the year. Benchmarks administered assess student progress and achievement at various levels. These include the diagnostic test, unit test and assignments along with quarterly examinations, a midterm examination and final examination.

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Science 8 Accelerated - Earth Science The focus of Earth Science is on the general structure of the earth and how it was formed, on the atmosphere and the constant changing weather, and on the area of space and the various bodies found beyond the earth. The course emphasizes the forces of nature that are constantly shaping and molding the earth. The approach to the course is an in-depth study of the text and the use of laboratory exercises to reinforce the concepts presented. Students must maintain an 85 average to continue in the class. Science 8 Accelerated – Living Environment This course provides a core of broad general understandings of the fundamental principles of Biology and an extension of the understandings in several specific areas. Students learn proper laboratory techniques in the use of the microscopes and in chemical testing for nutrients. Topics covered include the study of life, maintenance of plants and animals, reproduction and development, genetics, evolution, and Ecology. Students must maintain an 85 average to continue in the class. Intermediate Science 8 This science course presents an overview of the Physical Setting/Earth Science key ideas from the Intermediate Level Science Core Curriculum. Students explore the topics of the Earth’s seasonal changes and crust, atmosphere, astronomy and environmental impacts through hands-on activities and investigations. Science process skill development and critical thinking are emphasized along with real world application of science concepts. Benchmarks administered assess student progress and achievement at various levels. These include the diagnostic test, unit test and assignments along with quarterly examinations, and a final examination. Students will sit for a two part Intermediated Level Science Assessment in the spring. A review of major concepts, information, and skills needed for this assessment is integrated into this course

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SOCIAL STUDIES

In social studies classes students confront questions about the wonder and excitement of humankind in the world. How have humans defined themselves and made meaning of the world? How are we connected to and different from those who have come before us? What does all of mankind have in common? Who are we as a nation and what are our values and traditions? How did we get to be the way we are? How have we found unity in the midst of our diversity? Which individuals and groups contributed to our development? What are our great achievements as a nation? Where have we failed and what do we need to change? What are our responsibilities to our selves and to society at large? What will we be like in the future? What is our place in the World? In short, social studies classes help students understand their roots, see their connections to the past, comprehend their context, recognize the commonality of people across time, appreciate delicate balance of rights and responsibility in an open society, and develop the habits of thoughtful analysis and reflective thinking. In helping students answer these questions, social studies courses engage students in the study of history, geography, economics, government, and civics. Instruction draws on other disciplines such as anthropology, sociology, political science, psychology, religion, law, archaeology, philosophy, art, art literature, other humanities subjects and the sciences. Grade 6 –The Eastern Hemisphere The grade 6 social studies program emphasizes the interdependence of all people, keying in on the Eastern Hemisphere. Many of the lessons and activities for this grade level draw on specific examples of nations and regions in the Eastern Hemisphere chosen by the Social Studies Department. It is highly recommended that lessons also compare and contrast this specific information with similar data from the United States, Canada, and Latin America. The grade 6 program focuses on a social science perspective emphasizing the interaction of geography and economics. The core disciplines of geography and economics are used to develop and draw relationships and understanding about social/culture, political, and historic aspects of life in the Eastern Hemisphere. Historical insights are used as a means of developing a total perspective rather than an organizing framework. The focus will be on major turning points that sequel into the 7th grade social history of the United States.

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Grade 7 Honors – United States and New York State History The Global Heritage of the American People Prior to 1550 through Division and Reunion, 1861 to 1865 The 7th Grade Honors course is designed for those students who have shown the ability to grasp important concepts and understandings of social studies. Material presented in this course will cover the curriculum but will also include enrichment activities and skills to challenge the students to learn more about the social studies. Students will develop higher levels of abstract thinking necessary to comprehend fully the scope and sequence of history and historical events. Students must maintain a grade point average of 85 to remain in the course. Grade 7 Regents – United States and New York History This course is designed for the student who has successfully mastered social studies skills in sixth grade. This course provides the student with opportunities for the development of content knowledge, expansion of conceptual frames and an understanding of the major ideas of the social sciences. Grade 8 Honors – United States and New York History Division and Reunion, 1861 to 1865 through Citizenship In Today’s World The 8th Grade Honors course is designed for those students who have shown the ability to grasp important concepts and understandings of social studies. Material presented in this course will cover the curriculum but will also include enrichment activities and skills to challenge the students to learn more about the social studies. Students will develop higher levels of abstract thinking necessary to comprehend fully the scope and sequence of history and historical events. Students must maintain a grade point average of 85 to remain in the course. Grade 8 Regents – United States and New York History This course is designed for the student who has successfully mastered social studies skills in seventh grade. This course provides the student with opportunities for the development of content knowledge, expansion of conceptual frames and an understanding of the major ideas of the social sciences.

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SPECIAL EDUCATION

Special education services are available to those students who have been classified as having a handicapping condition. This classification is contingent upon the recommendation of the District’s Committee on Special Education and the consent of the child’s parent or guardian and the approval of the districts school board. These services vary depending upon the needs of the individual student. Consultant Teacher Services These services are provided to students who are making the transition to less restrictive special education setting. Typically, this intervention is recommended when a student no longer requires resource room assistance but would be assisted through teacher support. The special education teacher acts as a consultant to the mainstream teacher to help with the student’s transition. The assistance may be indirect; helping the mainstream teacher to modify instruction to meet the unique needs of the child and assist the student with adjustment to the learning environment. The assistance may be direct; the student receives specialize instruction from the special education teacher. Inclusion These classes are provided to classified students who are in mainstream academic classes. Support is given to the students in the regular class by special education teacher or teaching assistant. A skills support class is provided special education students in inclusion classes. Resource Room Resources classes are designed to meet the needs of students with disabilities who benefit from placement in mainstream classes with the assistance of supportive individualized instruction in basic skills and tutorial assistance in their mainstream subjects. Special class Special classes are offered in mathematics, social studies, english, and science. Special class placement is utilized for students whose handicap/scholastic deficiencies preclude their ability to successfully function in mainstream subjects.

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TECHNOLOGY EDUCATION

The middle school offers classes in Technology Science. The instructional approach requires students to explore the world of technology using the systems method of problem solving. The program stress application of theoretical concepts to the solution of practical problems. The course is designed to be taught through activities which should be seventy-five percent hands-on “design and construct” experiences. This new role help students understand what is happening in our rapidly evolving high tech society. Students will be introduced to varied careers in the changing work world emphasizing the need to expand student awareness of multi-career concepts and explore the need for transferable skills. Each student is required to complete one unit of study in technology during the middle school experience.

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