Hampton Township School District - Board Voting Meeting ......2016/02/08 · Hampton Township...

Hampton Township School District 4591 School Drive Allison Park, PA 15101

Board Voting Meeting Agenda Monday, February 8, 2016

Dr. Harold Sarver Memorial Library at HMS – 7:30 p.m. This Meeting is Being Audio-Taped

1. Call to Order – 7:30 p.m. – Pledge of Allegiance

2. Roll Call

3. Central Elementary School Presentation to the Board

4. Comments / Questions from Citizens

5. Approval of Minutes from:

January 4, 2016 and January 11, 2016 Voting Meeting

6. Treasurer’s Report and Payment of Bills – Mr. Shages a. General Fund b. Activity Fund c. Cafeteria Fund

7. President’s Report – Mr. Wesley

8. Board Secretary’s Report – Mrs. Lamagna

9. Solicitor’s Report – Mr. Clair

10. Superintendent’s Report – Dr. Hoover

11. School Board Reports: a. Student Affairs – Mrs. Hennessey b. Facilities – Ms. Balason c. Educational Programs – Mrs. Litwiler d. Technology – Mr. Stein e. Transportation – Mrs. Lueers f. Policy/Legislative & Community Affairs – Mr. Shages g. Finance – Mr. Vasko h. Personnel – Mrs. Lamagna

12. A.W. Beattie Career Center Board Report – Mr. Vasko and/or Mr. Stein

13. HAEE Report – Ms. Balason

14. Adjournment

CALENDAR OF EVENTS: 2/15 Presidents’ Day HOLIDAY 2/22 Board Special Meeting (if necessary) 3/7 Board Work Session Meeting, 7:00 p.m., Dr. Harold Sarver Memorial Library at HMS 3/14 Board Voting Meeting, 7:30 p.m., Dr. Harold Sarver Memorial Library at HMS 3/21 to 3/28 No School for Students – Spring Break 3/28 Board Special Meeting (if necessary)

February 2016 Meeting Motions

1) *It is recommended and I move that the Board approves the following:

January 2016 General Fund 10 Disbursements totaling $2,748,823.87

January 2016 Capital Fund 39 Disbursements totaling $82,299.53

January 2016 Cafeteria Fund 50 Disbursements totaling $181,354.30

Discussion: _______________________________________________________________________________________________

Action: Moved: _____________________ Second: _________________________ Aye: _________________ Nay: ___________

2) *It is recommended and I move that the Board approves both the November & December Treasurer’s

Reports.

Discussion: _______________________________________________________________________________________________


3) *It is recommended and I move that the Board approves both the November & December Student

Activities Fund Reports.

Discussion: _______________________________________________________________________________________________


Hampton Township School District

Board Voting Meeting Monday, February 8, 2016

Dr. Harold Sarver Memorial Library at HMS

7:30 p.m.

Student Affairs

Mary Alice Hennessey, Chairperson

Action Items:

1. It is recommended and I move that the Board approves the FBLA trip for students to attend the PA State Leadership

Conference in Hershey, PA on April 10-13, 2016 with support of $1500 to help defray costs of transportation and

lodging.

Discussion: __________________________________________________________________________________________

Action: Moved: _______________ Second: ___________________ Aye: ____________ Nay: ______________

Old Business:

None at this time.

New Business:

Student Council Update

Student report –

Student Council members were not present.

Field Trip Proposal – o Spring Baseball Trip to Winston-Salem, NC* – Information on this annual trip was conveyed to the

board. Occurrence should coincide with spring break. No loss of school days to students and no cost to the District.

o FBLA trip to PA State Leadership Conference in Hershey, PA - Dr. Hoover provided an overview of this trip. Several board members expressed concern that these students would be missing three days of classes. Students involved in the trip are in grades 9-12.

*Attachment

Facilities - Page 1 of 1


VOTING MEETING

Monday, February 08, 2016 – 7:30 p.m.

Dr. Harold Sarver Library

FACILITIES AGENDA,

Ms. Balason, Chair

ACTION ITEMS PRESENTER

There is no report this evening.

OLD BUSINESS PRESENTER

HHS Baseball Dugouts

Dr. Hoover stated that Allegheny County and Codesys have agreed to waive the restroom requirement. Dr. Hoover

reported that the Township Building Permit Application should also be submitted this week.

NEW BUSINESS PRESENTER



Board Voting Meeting

Monday, February 8, 2016


7:30 p.m.

Educational Programs

Mrs. Gail Litwiler, Chairperson

Action Items:

1. It is recommended and I move that the Board approves the 2015-2016 HMS Program of Studies.*

Discussion: ________________________________________________________________________________________

Action: Moved: _______________ Second:________________ Aye: _____________ Nay: _______________

Old Business:

None at this time.

New Business:

2016-17 HMS Program of Studies*

Dr. Stennett and Dr. Removcik presented an overview of the proposed changes to the 2016-2017 Middle School

Program of Studies. Both reported that changes/updates were made to several existing courses. Emphasis was

placed on STEM-related courses to ensure the Middle School offered the most current materials and resources to

students.

*Attachment

Hampton Middle

School

Program of Studies

2015-2016

2016-2017

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Hampton Middle School is designed specifically to allow all children to transition from childhood into adolescence. During these three years, students will be given opportunities to experience many disciplines taught by a strong core of teachers who work together to integrate their courses. The administrators, teachers, and counselors will constructively guide and reinforce each student as he or she explores a changing world and self. This program of studies provides an overview of the Hampton Middle School curriculum with brief descriptions of the planned courses for each grade. Please review the following guide. If you have questions, please feel free to contact any of the people listed below:

Hampton Middle School Administration/Staff

Dr. Eric W. Stennett, Principal ............................................................................... 412-492-6358 Ms. Renee Michalowski, Ms. Renee Perez, Principal’s Secretary ................ 412-492-6356 Mrs. Marlynn Lux, Assistant Principal ................................................................... 412-492-6357 Mrs. Robin Machuga, Assistant Principal’s Secretary ................................... 412-492-6355 Mrs. Danielle Wike, Guidance Counselor ............................................................. 412-492-6360 Mrs. Jill Kampmeyer, Guidance Counselor .......................................................... 412-492-6359 Mrs. Jessica Barry, Guidance Secretary ........................................................... 412-492-6372 Mrs. Amy Baxter, Nurse .......................................................................................... 412-492-6361 Mrs. Brigette Gibbons, Mrs. Lidia Liberto, Nurse’s Secretary .. 412-486-6000 Ext. 2102 Mrs. Esther Andrle, Librarian ............................................................... ................. 412-492-6362 Mrs. Sandy Winters, Library Secretary .......................................... 412-486-6000 Ext. 2002

High School Administration Dr. Marguerite Imbarlina, Principal ....................................................................... 412-492-6378 Mrs. April Carson, Principal’s Secretary ......................................................... 412-492-6376 Dr. Stephen Pellathy, Assistant Principal .............................................................. 412-492-6377 Mr. Michael, Assistant Principal ............................................................................. 412-492-6383 Mrs. Karen Wheeler, Assistant Principal’s Secretary .................................... 412-492-6375 Mrs. Jennifer Leyes, Mrs. Henrietta Doren Attendance Secretary ............... 412-492-6399 Mrs. Kimberly Cavitt, Counselor 10th & 12th Grades (A-K)………………….412-492-6380

Mr. Matthew Combi, Counselor 9th & 11th Grades (A-K) ………………….. 412-492-6381 Mrs. Terri Koprivnikar, Counselor 9th & 11th Grades (L-Z) ............................... 412-492-6382 Mrs. Marlie Stein, Counselor 10th & 12th Grades (L- Z)……………………... 412-492-6334 Mrs. Dolores Breslawski, Counselor’s Secretary ........................................... 412-492-6379 Mr. William Cardone, Athletic Director ................................................................ 412-492-6389 Mrs. Yolanda Schwab, Athletic Director’s Secretary………….412-486-6000 Ext. 1514

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The Academic Environment

The Middle School encompasses grades six, seven and eight. In all grade levels, the academic teachers employ a team approach. By bringing together several teachers and a common group of students, teaming creates a small, caring family which ensures that no student will go unnoticed. The five academic teachers work together as a team to coordinate curriculum, plan interdisciplinary activities and share insights about the progress and needs of each student. Students also pursue art, family and consumer science, computer science, health and technology education through the rotation classes. Music, and physical education are also important components of our program, as the students rotate these classes every other day. In the eighth grade, the students will have the opportunity to choose semester classes, which helps students to identify their passions and pursue them. These semester classes allow students to explore areas of interest, such as band, orchestra, chorus, art, advanced physical education, computer programming, etc. Students will also continue with their rotation classes. Additionally, most students will be required to schedule a level one world language. In each grade level, every student is assigned a tutorial period. Academic teachers proctor the tutorial sessions which gives students the opportunity for instructional support from every academic discipline.

Guidance Services

Middle School counselors fulfill a vital role in helping students to meet their personal, social, educational, and career needs. The counselors use their expertise to provide counseling, instruction, consultation, prevention and intervention services in order to help students make informed, positive choices. As Middle School students gain knowledge and learn effective processes, each individual will be empowered to create a quality life for him/herself. Career Exploration is also part of the Middle School counseling program. Through the use of Naviance and Career Cruising, students are able to begin investigating potential future career options. Through Career Awareness, one of the eighth grade rotations, students research career options using the tools available through the online programs. Middle School counselors play important roles in the Advisory and Bullying Prevention Program. They work with the teachers to establish the lessons being offered to students. Lessons pertain to preventing and reporting incidents of bullying, cyber-bullying and how those topics relate to interpersonal relationships among Middle School Students. Counselors also prepare eighth graders for the high school scheduling process. They work in conjunction with the High School Guidance Counselors to help to create a smooth transition from the Middle School to the High School.

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PSSA’s and Keystone Exams

Currently, students in grades 3-8 are required to take PSSA tests in the spring of each school year. Additionally, students are required to take Keystone exams as end-of-course tests in Algebra I, Biology, and Literature. Since many of our students take Algebra I during the Middle School years, the Algebra I Keystone exam will be administered as the students complete the course. As the state finalizes its plan for Keystone exams, future editions of the Program of Studies will be adjusted to reflect those changes.

Advanced Math Courses and

Honors Courses

We encourage all students to stretch and take the most rigorous courses possible. Honors and advanced courses provide such opportunities. While encouraging students to stretch, we also want to ensure that they are successful; consequently, teachers and counselors utilize a placement rubric. The rubric includes the Educational Records Bureau – Comprehensive Testing Program assessment (ERB), grades in current courses, teacher recommendations on work ethic, and scores on quizzes and tests. If parents believe their son or daughter can be successful in the more rigorous level of a course, parents may petition the principal to schedule against the recommendation formulated by the rubric. The appropriate form can be obtained from the counselors’ office which will be reviewed by the principal.

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Library/Media Center

K – 12 Library/Media Curriculum

The mission of the Hampton Middle School Library/Media Center is to ensure that students are lifelong learners and effective users of ideas and information. The Library/Media Center program encourages students to read and appreciate literature by maintaining a diverse collection that supports the educational, informational and recreational needs of our Middle School students. Our Library/Media Center serves as a learning commons where students come together to collaborate and examine ideas, create new knowledge and share that knowledge with others. It provides students with 21st century learning skills and encourages them to become independent users of ideas and information. Library/Media Specialists and Teachers:

Work collaboratively to develop a curriculum that provides the students opportunities to acquire information literacy skills.

Investigate and disseminate current information to enhance district curricula.

Work cooperatively to acquire materials that supplement classroom learning.

Participate in collaborative efforts with other libraries and institutions to expand available resources.

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COURSE

DESCRIPTIONS

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6th

Grade Academic Courses

English

English – 0651

GRADE 6

2 Semesters

Sixth grade English is designed to enable the student to gain proficiency in the following modes of writing: expository, argumentative, and narrative. Students study grammar and mechanics and work toward varying sentence structure and improving word choice. Students are introduced to new vocabulary in order to enhance their writing and build their word knowledge. One emphasis is on constructing a well-developed paragraph and then advancing to multi-paragraph pieces. Careful attention is given to the introduction and concluding paragraphs in essays. To promote a uniform Language Arts program, Reading and English collaborate on a variety of topics, assignments, and assessments.

Reading

Reading – 0621

GRADE 6

2 Semesters

The sixth grade Reading course us a literature-based program that focuses on student achievement in the areas of comprehension and reading skills. Instruction is provided for growth in the interpretation and analysis of fiction and nonfiction text, understanding concepts and organization of nonfiction text, and understanding components within and between texts. To promote a uniform Language Arts program, Reading and English collaborate on a variety of topics, assignments, and assessments. Teachers incorporate a variety of materials to address the academic needs of a diverse population of students in heterogeneous classrooms. Among the materials used are a literature anthology, novels, supplemental resources, and a variety of technology tools including online textbooks, Wikispace sites, and online tutorial and reading enrichment programs. Major Text(s)/Resource(s): Literature, © 2008, McDougal Littell.

The sixth grade Reading course is a literature-based program with design and delivery focusing on student proficiency in vocabulary and reading comprehension skills. In alignment with the English Language Arts (ELA) PA Core Standards, students apply strategic flexibility as they read, understand, and respond to literature and informational text.

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Instruction emphasizes growth in the interpretation and analysis of text based on text evidence, as well as the capacity for making connections within and between texts. As an integrated ELA program, reading and English teachers collaborate on a variety of topics, assignments, and assessments. Additionally, teachers incorporate research-based methods and materials to address the academic needs of a diverse population of students in heterogeneous classrooms. Among the materials used are a literature anthology, novels, supplemental resources, and a variety of technology tools including online textbooks, Wikispaces, and online tutorial programs for reading skills support or enrichment.

History

Geography & Ancient History – 0641

GRADE 6

2 Semesters

Sixth graders will spend the first portion of the course learning about the unique geographical features of our planet. The major themes of this portion of the course are: Location, Place, Human-Environment Interaction, Movement and Region. While studying these themes, students will develop vocabulary specific to geography and foundational map skills. After this focused study of geography, students will apply this information as they are chronologically introduced to the rise of ancient civilizations of Mesopotamia, Egypt, Greece and Rome. In addition to the newly acquired geography skills, students will investigate the economics, sociology, politics and history of the regions. This course is infused with technology; utilizing Wiki spaces, streamed videos and on-line education.

Math The Middle School math teachers understand the unique development of our students. In a subsequent year, it is possible for a student who demonstrates mathematical proficiency and motivation to move into a more accelerated math course.

Advanced Math – 0611

GRADE 6

2 Semesters

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The Advanced Math for sixth graders is a fast-paced program designed to aid students in building an understanding of math skills and concepts through visualization and pictorial representations. Once they have a solid understanding they will then move on to symbolic representations. Student activities focus on positive and negative numbers, multiplying and dividing fractions and decimals, ratios, rate, percent, algebraic expressions, equations and inequalities, the coordinate plane, area, perimeter, surface area and volume of 2- and 3- dimensional figures, as well as an introduction to statistics. Multiple methods of assessment will be utilized to shape the students’ mathematical experiences. The major focus of this course is to build confidence in problem solving.

Math – 0612

GRADE 6

2 Semesters

The sixth grade math program is designed to demonstrate the application of mathematical concepts to real-world situations. Student activities focus on positive and negative numbers, multiplying and dividing fractions and decimals, ratios, rate percent, algebraic expressions, equations and inequalities, the coordinate plane, area, perimeter, surface area and volume of 2- and 3-dimensional figures, as well as an introduction to statistics. Multiple methods of assessment will be utilized to shape the students’ mathematical experiences. The major focus of this course is to build confidence in problem solving. Throughout the year, students will gain better understanding of new concepts through visualization and pictorial representations. Once they have a solid understanding, they will then move on to symbolic representations.

Advanced Pre-Algebra – 0711

GRADE 6 and 7

2 Semesters

The Advanced Pre-Algebra approach allows for a deeper exploration into the algebraic concepts. These concepts consist of arithmetic operations with fractions, decimals and percentages, solving equations and inequalities. There is also an introduction to coordinate geometry. These concepts will allow the students to appreciate the use of algebra in everyday situations.

Major Text(s)/Resource(s): Prentice Hall Mathematics, Pre-Algebra, © 2004, Prentice Hall.

Criteria for Recommendation: 1. A rubric based on ERB scores, grades in current courses, teacher recommendations with regard to work ethic, and scores on quizzes and tests will be utilized to appropriately place students in honors and advanced courses.

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2. If parents wish to have their child enrolled in a more rigorous course, the student must obtain the appropriate form from the guidance office for review and approval by the principal. 3. If parents believe their son or daughter can be successful in the more rigorous level of a course, parents may petition the principal to schedule against the recommendation formulated by the rubric.

The Advanced Pre-Algebra approach allows for a deeper exploration into algebraic concepts. These concepts consist of arithmetic operations with fractions, decimals and percentages, ratios and proportions, solving equations and inequalities, and spatial reasoning and geometry. There is also an introduction to coordinate geometry. These concepts will allow the students to appreciate the use of algebra in everyday situations. Technology will be appropriately utilized to facilitate conversation, discussion and debate in the classroom.

Criteria for Recommendation: 1. A rubric based on ERB scores, grades in current courses, teacher recommendations with regard to work ethic, and scores on quizzes and tests will be utilized to appropriately place students in honors and advanced courses. 2. If parents wish to have their child enrolled in a more rigorous course, the student must obtain the appropriate form from the guidance office for review and approval by the principal. 3. If parents believe their son or daughter can be successful in the more rigorous level of a course, parents may petition the principal to schedule against the recommendation formulated by the rubric.

Science

Science – 0631

GRADE 6

2 Semesters

The sixth grade Science course develops thinking and problem-solving skills through a variety of multi-faceted lab investigations and cooperative group learning experiences. Strands taught include: the Nature of Science (tools and measurement), Motion (forces, fluids, energy, machines and work), Chemistry Introduction, Earth Science (the dynamic earth, rocks and minerals, weather and the atmosphere, and oceanography), Earth History and the Earth’s Natural Resources.

The sixth grade Science course develops thinking and problem-solving skills through a variety of multi-faceted lab investigations and cooperative group learning experiences. Strands taught include: the Nature of Science (tools and measurement), Terminal Velocity -

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Motion (forces, fluids, energy, machines and work), Chemistry Introduction, Tectonic Fury- Earth Science (rocks and minerals, erosion and weathering, volcanoes and earthquakes, plate tectonics, fossils, geologic time, and some oceanography), Monster Storms (Meteorology and Atmosphere) and Watersheds.

6th

Grade Health and

Physical Education

Sixth Grade Physical Education

GRADE 6

2 Semesters - Alternating Days

The sixth grade Physical Education Program is an introduction to Middle School Physical Education concepts. This course focuses on lifetime fitness, team sports, and health components. The students will participate in a variety of activities such as: cardiovascular conditioning, games, team sports and introductory weight training. In addition to traditional skills, students will be introduced to cooperative challenges/activities.

Sixth Grade Health

GRADE 6

7.5 Weeks

Sixth grade Health will include the following units of study: Health and Wellness, Decision Making, Self-Esteem, Body Image, Caring for your Body, and Understanding Drugs, Tobacco and Alcohol. This will prepare students to begin and/or maintain healthy life habits.

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6th

Grade Performing Arts

Sixth Grade Orchestra – 0661

GRADE 6

2 Semesters

Sixth Grade Orchestra is a musical ensemble with public performance as the primary goal. Students will work on individual instrumental technique, as well as ensemble technique. Students will also learn about music, composition, theory and history through study of the concert music selections. Opportunities exist to participate in various honors ensembles and groups throughout the year. Students must currently participate in the fifth grade orchestra or pass an audition with the orchestra director to participate. The orchestra performs three concerts every school year. Attendance and participation at these concerts is mandatory. This ensemble rehearses every other day plus one (1) full rehearsal per week during tutorial.

Sixth Grade Chorus – 0664

GRADE 6

2 Semesters

Sixth grade students may elect to take part in the chorus. Vocalists will perform music of various cultures throughout history, while learning about vocal production, singing in unison, 2-part harmony and singing in languages other than English. Chorus students will meet on an every-other-day basis, plus a full ensemble rehearsal once a week during tutorial. Chorus members’ participation is mandatory in three (3) concerts during the school year.

Sixth Grade Band – 0667

GRADE 6

2 Semesters

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Sixth Grade Band is a music course selection that has quality musical performance as a primary objective. This course is designed to improve a student’s proficiency on a band instrument (woodwind, brass, percussion) with an emphasis on performance in a large group. Personal musicianship is developed through ear training, rhythm training, interpretation of dynamics, and listening. Core goals of ensemble work are to encourage creativity and self-expression, support instrument development and provide an atmosphere that fosters positive self-esteem.

Attendance at all performances is required. This ensemble rehearses every other day plus one (1) full rehearsal per week during tutorial. Membership is open only to students with elementary band experience or teacher recommendation.

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Beginner’s Band Grade 6 - 0666

GRADE 6

2 Semesters

Sixth Grade Beginner’s Band is a music course selection for students who have no previous band experience. Emphasis will include study of instrument technique, music theory, ear training and rhythm training. Students must be prepared for class with instrument, music, and pencil. The instrument must be rented, borrowed or purchased prior to the beginning of the course. Students will be expected to dedicate a minimum of 75 out-of-school practice minutes per week. The performance goal for this course is participation in the May concert.

Beginner’s Strings Grade 6 - 0660

GRADE 6

2 Semesters

Sixth Grade Beginner’s Strings is a music course selection for students who have no previous strings experience. Emphasis will include study of instrument technique, music theory, ear training and rhythm training. Students must be prepared for class with instrument, music and pencil. The instrument must be rented, borrowed or purchased prior to the beginning of the course. Students will be expected to dedicate a minimum of 75 out-of-school practice minutes per week. The performance goal for this course is participation in the May concert.

Music for Life Grade 6 – 0669

GRADE 6

2 Semesters

Music for Life is required for sixth graders who are not enrolled in a performance ensemble. This course is designed to give students an overall understanding of music and provide ensemble experience in World Drumming. An appreciation and comprehension of music from all time periods is the primary objective. Music for Life will meet every other day.

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6th

Grade Rotations

Sixth Grade Computer Applications I

GRADE 6

7.5 Weeks

The Sixth Grade Computer Applications I is a course that incorporates creativity, innovation, communication, and collaboration to solve interesting problems through computer programming. Using the programming language, Scratch, students will practice perseverance as they work through editing programs to find the most efficient solutions. Learning to program helps students develop as computational thinkers- individuals who can draw on computational concepts, practices, and perspectives in all aspects of their lives, across disciplines and contexts. Digital citizenship will be incorporated as an important aspect of how students utilize computers to represent themselves in a connected world. The Sixth Grade Computer Applications is a project-oriented course that incorporates the application of 21st Century Skills. Students will develop keyboarding and computer skills that will enable them to thrive in a complex, highly technological and competitive global economy. Hands-on activities will be used to explore the following topics: Digital Citizenship, Internet Safety, Web-Based Research, Document Design, Multimedia Presentation, Computer Programming and Computational Thinking. Learning programming helps students develop as computational thinking, of which they will be able to draw on computational concepts, practices, and perspectives in all aspects of their lives, across disciplines and contexts. Digital citizenship will be incorporated as an important aspect of how students utilize computers to represent themselves in a connected world.

Family and Consumer Science

GRADE 6

7.5 Weeks

The sixth grade rotation class is an introduction to Family and Consumer Science. The students will complete units in family living, clothing and textiles, and food science and nutrition. The classes involve hands-on activities designed to teach students life management skills.

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Introduction to Technology Education

GRADE 6

7.5 Weeks

Introduction to Technology Education is a project-based course that is designed as the first step of three, in making students technologically literate in today’s ever-changing technological world. In this course, students will learn about why we study technology, concepts of technology, design, the universal systems model, problem solving and how to work safely and efficiently with others in a lab environment. Then the students will apply the knowledge they have gained to develop possible solutions to problems encountered while creating various projects.

Visual Arts

GRADE 6

7.5 Weeks

All sixth grade Visual Arts students will actively participate in both two-dimensional and three-dimensional projects. Students will have experiences with coil-build ceramics, design, calligraphy, stitchery, and discussion of various Pennsylvania artists. The perceptive and technical skills of all art students will be assessed. This evaluation process will help the teacher monitor and adjust to provide instruction that encourages students to produce high quality work.

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7th


English

English – 0751

GRADE 7

2 Semesters

Seventh grade English builds skills within all modes of communication, including reading, writing, speaking, and listening. Students study grammar and mechanics and work toward improving sentence structure, word choice, and coherence in written work. The emphasis is on constructing a well-developed paragraph, and then advancing to multi-paragraph pieces for argumentative, expository and narrative writing. Often through inter-disciplinary work with Reading classes, students create and present a series of projects to practice and refine skills related to writing, public speaking, and technology. Literature, including diverse nonfiction texts, will be used as a means of reinforcing analytical, critical thinking, and close reading skills, and will provide a springboard for reflections and discussions across varied media to further reinforce all modes of communication. Major Text(s)/Resource(s): Elements of Language, © 2009, Holt, Rinehart, Winston, Write Source, ©1999, Great Source Seventh grade English builds skills within all modes of communication, including reading, writing, speaking, and listening. Students study and practice grammar and mechanics as they work toward improving sentence structure, word choice, and coherence in written work. Students strive to advance from writing a well-developed to paragraph to authoring effective multi-paragraph essays for argumentative, narrative, and informational writing. Often through interdisciplinary work with Reading or History classes, students create and present a series of projects to practice and refine their reading, writing, speaking, and technology skills. Literature, including diverse nonfiction texts, is used as a vehicle to promote and refine analytical, critical thinking, and close reading skills, while providing a springboard for written and oral reflections and discussions.

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Reading

Reading – 0721

GRADE 7

2 Semesters

The seventh grade Reading course is a literature-based program that focuses on student achievement in the areas of comprehension and reading skills. Instruction is provided for continued growth with a stronger emphasis in the interpretation and analysis of fiction and nonfiction text, the understanding of more complex concepts and organization of nonfiction text, and understanding components within and between higher-level texts. To promote a uniform Language Arts program, Reading and English collaborate on a variety of topics, assignments, and assessments. Teachers incorporate a variety of materials to address the academic needs of a diverse population of students in heterogeneous classrooms. Among the materials used are a literature anthology, novels, supplemental resources, and a variety of technology tools including online textbooks and Wikispace sites. Major Text(s)/Resource(s): Literature, © 2008, McDougal Littell. The seventh grade Reading course is a literature-based program with design and delivery focusing on student proficiency in vocabulary and reading comprehension skills. In alignment with the English Language Arts (ELA) PA Core Standards, students apply strategic flexibility as they read, understand, and respond to literature and informational text. Instruction emphasizes continued growth in the interpretation and analysis of text based on text evidence, as well as the capacity for thinking critically to make connections within and between texts. As an integrated ELA program, reading and English teachers collaborate on a variety of topics, assignments, and assessments. Additionally, teachers incorporate research-based methods and materials to address the academic needs of a diverse population of students in heterogeneous classrooms. Among the materials used are a literature anthology, novels, supplemental resources, and a variety of technology tools including online textbooks, Wikispaces, and specific sites for research purposes.

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History

Medieval World History – 0741

GRADE 7

2 Semesters

The seventh grade Medieval World History curriculum concentrates on the development of world history and geography from the Roman Empire to the Age of Exploration. The course includes the study of Europe, Asia, Africa and the Americas. The disciplines of geography, economics, sociology and government are examined to emphasize the themes of history and the underlying concepts that unify historical events. The class will focus on reading, writing and map skills, which are integral parts of the curriculum. The course is infused with technology with teachers using Wikispaces, streamed videos, online educational programs and web quests, to further engage student in the learning process.

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Advanced Pre-Algebra – 0711

GRADE 6 and 7 2 Semesters

The Advanced Pre-Algebra approach allows for a deeper exploration into the algebraic concepts. These concepts consist of arithmetic operations with fractions, decimals and percentages, solving equations and inequalities. There is also an introduction to coordinate geometry. These concepts will allow the students to appreciate the use of algebra in everyday situations.

Major Text(s)/Resource(s): Prentice Hall Mathematics, Pre-Algebra, © 2004, Prentice Hall.


The Advanced Pre-Algebra approach allows for a deeper exploration into algebraic concepts. These concepts consist of arithmetic operations with fractions, decimals and percentages, ratios and proportions, solving equations and inequalities, and spatial reasoning and geometry. There is also an introduction to coordinate geometry. These concepts will allow the students to appreciate the use of algebra in everyday situations. Technology will be appropriately utilized to facilitate conversation, discussion and debate in the classroom.

Criteria for Recommendation: 1. A rubric based on ERB scores, grades in current courses, teacher recommendations with regard to work ethic, and scores on quizzes and tests will be utilized to appropriately place students in honors and advanced courses. 2. If parents wish to have their child enrolled in a more rigorous course, the student must obtain the appropriate form from the guidance office for review and approval by the principal.

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3. If parents believe their son or daughter can be successful in the more rigorous level of a course, parents may petition the principal to schedule against the recommendation formulated by the rubric.

Pre-Algebra – 0712

GRADE 7

2 Semesters

The seventh grade Pre-Algebra program teaches students the knowledge of structure, functioning and reasoning in the mathematical process. Significant mathematical topics such as arithmetic operations with fractions, decimals, percents, equation solving and an introduction to coordinate geometry are presented so that students have the opportunity to develop the mathematical maturity necessary for the study of algebra. Pre-Algebra links elementary arithmetic with the abstractions of algebra. Major Text(s)/Resource(s): Prentice Hall Mathematics, Pre-Algebra, © 2004, Prentice Hall.

The seventh grade Pre-Algebra course teaches students the knowledge of structure, functioning and reasoning in the mathematical process. Significant mathematical topics such as arithmetic operations with fractions, decimals, percents, ratios and proportions, equation solving, spatial reasoning and geometry, and an introduction to coordinate geometry are presented so that students have the opportunity to develop the mathematical maturity necessary for the study of algebra. Pre-Algebra links elementary arithmetic with the abstractions of algebra. Technology will be appropriately utilized to facilitate conversation, discussion and debate in the classroom.

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Algebra 1 Honors – 0812

GRADE 7 and 8

2 Semesters

Providing in-depth instruction at an accelerated pace, the Algebra I Honors course is designed to foster in students the critical thinking and real-world problem solving skills needed as the foundation of true algebraic reasoning. Multiple representations will be emphasized as a key to effective mathematical modeling – students will become skilled at solving practical problems through the use of symbols, graphs, tables, diagrams and technology. After solving problems through this varied course of study, students will check the reasonableness of any result; the “language” of algebra will be emphasized as a key to the meaningful interpretation of any conclusion. By the end of the course, students will be able to graph linear and quadratic functions, solve multi-step equations and inequalities, simplify and factor polynomials, and interpret the solutions to systems of equations.


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Science

Science – 0731

GRADE 7

2 Semesters

The seventh grade Science course is a life science program that is designed to help students learn about the organization, structure and function of all living things. It is divided into three major components including Cytology (Cells and Heredity); Comparative Anatomy (Tissue, Organs and Systems of Humans compared to an Earthworm, Fish and Frog); Classification (Monerans, Protists, Fungi, Plants and Animals); and Ecology. Students are challenged to develop and to use data, as well as analytical and critical thinking skills.

Major Text(s)/Resource(s): Prentice Hall Module: Cells, © 1997. Prentice Hall Module: Heredity, © 1997. Prentice Hall Module: Human Biology, © 1997. Prentice Hall Module: Parade of Life – Monerans, Protists and Plants, © 1997. Prentice Hall Module: Living Resources © 1997. Prentice Hall Module: Parade of Life – Animals, © 1997. Globe Workbook: Life Processes. Globe Workbook: Survey of Living Things. Globe Workbook: Human Biology. Videodiscovery Laser Disk: Bio Sci II. Videodiscovery Laser Disk: Anatomy. CyberEd Computer Ecology

software. Adam – The Inside Story software.

The seventh grade Science course takes students on a journey of the natural world, from the elements, which make up matter to the intricate web of the ecosystems which comprise our planet. Throughout the course students will apply the scientific method as they investigate introductory chemistry, cell theory, heredity, natural selection, classification, infectious diseases and ecology. Students will use their critical thinking skills to draw conclusions based on evidence. Fundamental to the course is uniting the topics of study to real world scenarios and events.

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7th

Grade Health and

Physical Education

Seventh Grade Physical Education

GRADE 7

2 Semesters - Alternating Days

The seventh grade Physical Education Program is a continuation of Middle School physical education concepts. This course focuses evenly on fitness, games and sport activities, while integrating current technology to monitor the body’s response to exercise. The course concentrates on teamwork and sportsmanship and the application of such beyond the physical education classroom.

Seventh Grade Health

GRADE 7

7.5 Weeks

Seventh grade Health will include the following units of study: Physical Fitness, Mental and Emotional Health, Conflict and Violence, Teens and Alcohol and Drugs, Infectious Disease, and Your Personal Safety. This course encourages students to consider their own health and safety, as well as the health and safety of others. Major Text(s)/Resource(s): Decisions for Health – Level Red, © 2004, Holt, Rinehart and Winston.

Seventh grade Health will include the following units of study: Physical Fitness, Mental and Emotional Health, Teens, Alcohol and Drugs, and CPR. Students will be taught the basic fundamental techniques for adult and child CPR, AED, and the Heimlich maneuver in order to respond appropriately in case of an emergency. This course encourages students to consider their own health and safety, as well as the health and safety of others.

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7th Grade Performing Arts

Seventh Grade Orchestra – 0761

GRADE 7

2 Semesters

Seventh Grade Orchestra is a musical ensemble with public performance as the primary goal. Students will work on individual instrumental technique, as well as ensemble technique. Students will also learn about music composition, theory and history through study of the concert music selections. Opportunities exist to participate in various honors ensembles and groups throughout the year. Students must currently participate in the sixth grade orchestra or pass an audition with the orchestra director to participate. The orchestra performs three concerts every school year. Attendance and participation at these concerts is mandatory. This ensemble rehearses every other day plus one (1) full ensemble rehearsal per week during tutorial.

Seventh Grade Chorus – 0764

GRADE 7

2 Semesters

Seventh grade students may elect to take part in the chorus. Vocalists will perform music of various cultures throughout history, while learning about vocal production, singing in unison, 2-part and 3-part harmony, and singing in languages other than English. Chorus students will meet on an every-other-day basis plus a full ensemble rehearsal once a week during tutorial. Chorus members’ participation is mandatory in three (3) concerts during the school year.

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Seventh Grade Band – 0767

GRADE 7

2 Semesters

The Seventh Grade Band is a music course selection that has quality musical performance as a primary objective. This course is designed to improve a student’s proficiency on a band instrument (woodwind, brass, percussion) with an emphasis on performance in a large group. Personal musicianship is developed through ear training, rhythm training, interpretation of dynamics, and listening. Core goals of ensemble work are to encourage creativity and self-expression, support instrumental development and provide an atmosphere that fosters positive self-esteem. Attendance at all performances is required. This ensemble rehearses every other day plus one (1) full ensemble rehearsal per week during tutorial. The jazz band is introduced in seventh grade. Jazz band will meet one morning a week from 7:00-7:45 a.m. Participation is by audition only. Small sectional rehearsals are also provided as needed. Membership is open to students with previous Middle School band experience or director recommendation.

Music for Life Grade 7 – 0769

GRADE 7

2 Semesters

Music for Life is required for seventh graders who are not enrolled in a performance ensemble. This course is designed to give students an overall understanding of music, and provide ensemble experience in World Drumming. An appreciation and comprehension of music from all time periods is the primary objective. Music for Life will meet every other day.

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7th

Grade Rotations

Seventh Grade Computer Applications II

GRADE 7

7.5 Weeks

Seventh Grade Computer Applications II builds on problem solving skills introduced and applied in programming I. Student will continue to use Scratch while delving into deeper more complex problems. Perseverance, collaboration and communication continue to be practiced. In addition to programming, students will continue to learn about their digital footprint and further understand their roles as good citizens in a digital world.

This course is designed to prepare students to be successful contributors to an ever-changing global world. Students will learn computer skills that will enable them to thrive in a complex, highly technological competitive economy for the 21st century in a collaborative environment. The 7th grade course allows students to learn how to organize their digital world, create computer games, develop and refine computer coding skills, keyboard, and continue to develop their MS Office/Google software skills. The big ideas for this course include: Creativity & Innovation, Research & Information Fluency, Technology Operations, Digital Citizenship, Communication & Collaboration, Critical Thinking, Problem Solving & Decision Making. In a culminating project students will apply their 21st Century Skills to create and maintain a highly engaging and interactive web page.

Seventh Grade Science, Technology, Engineering

and Math (STEM)

GRADE 7

7.5 Weeks

This STEM course provides an integrated approach to the Middle School’s introduction to engineering. Students will be introduced to the full engineering process. The central project will focus on more traditional technology education skills. Students will document the engineering process through digital photography and maintaining digital portfolios. The culminating project will require students to present the engineering process through a multimedia presentation. Through the use of rubrics, students will be assessed based on their application of the engineering process and the culminating project.

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Foundations of Language

GRADE 7

7.5 Weeks

Etymology is the study of the history of words, their origins, and how their form and meaning have changed over time. With over ninety percent of English words with two or more syllables being of Greek or Latin origin, students of this course will learn strategies to be better able to interpret meanings of new words. The Foundations of Language is a precursor to the study of a world language in the 8th grade year. In addition to supporting the investigating of languages other than English, the study of etymology provides students with the tools to better understand new vocabulary in all school subjects. Foundations of Language is a precursor to the study of a world language in the 8th grade year. This course introduces the languages offered with a focus on preparing how to learn another language. Students also learn the origins of the English language and how it has evolved into its modern form. In addition, the study of etymology provides students with the tools and strategies to better understand new vocabulary across all subject areas.

Visual Arts

GRADE 7

7.5 Weeks

The seventh grade Visual Arts curriculum emphasizes the basic elements of design: line, pattern, texture, shape and color. All projects are planned to improve the student’s understanding and use of these elements. Knowledge of these principles will aid students in design and composition of future artworks. The design elements will be explored through a variety of two-dimensional projects.

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8th


English

Honors English – 0850

GRADE 8

2 Semesters

Eighth grade Honors English is a literature and writing course geared toward those students who like to read, read above grade level, enjoy discussing what they have read, and are interested in developing their writing skills across all levels of discourse. Much of the course work revolves around the study of both short and full-length fiction and non-fiction works as well as poetry as students learn to understand, analyze, discuss, and write about literature. Works used in the class may be as much as two years above grade level. Additionally, students will have independent reading assignments. The course furthermore seeks to develop excellence in informative, argumentative, text-dependent analysis, and narrative writing; and a variety of longer writing assignments of each type will be completed. Although the goals of the class are similar to those in Academic English 8, the pacing and depth of analysis are more rigorous. Criteria for Recommendation: 1. A rubric based on ERB scores, grades in current courses, teacher recommendations with regard to work ethic, and scores on quizzes and tests will be utilized to appropriately place students in honors and accelerated courses. 2. If parents wish to have their child enrolled in a more rigorous course, the student must obtain the appropriate form from the guidance office for review and approval by the principal. 3. If parents believe their son or daughter can be successful in the more rigorous level of a course, parents may petition the principal to schedule against the recommendation formulated by the rubric.

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Academic English – 0851

GRADE 8

2 Semesters

Eighth grade Academic English is a writing and literature course, with a focus on achieving proficiency in writing multi-paragraph argumentative and informative essays, text-dependent analyses, and narratives. A second focus is the development of literary analysis skills through the study of numerous full-length fiction and non-fiction works, poetry, and short stories. Also emphasized is vocabulary study that stresses the use of varied, interesting, and precise word choices.

English Communications – 0852

GRADE 8

2 Semesters

Eighth grade English Communications is a course that seeks to develop proficiency in writing single and multi-paragraph, argumentative, informative, and narrative pieces. Technology, including word-processing and a variety of web 2.0 tools, is used to facilitate the learning and writing process. Vocabulary is introduced through literature in the classroom, focusing on developmentally appropriate, interesting, and precise word choices. The objective of this class is to enhance reading comprehension and literary analysis skills through a more individualized level and appropriate pace. The literature component is part of the Reading Communications class, therefore students who are in enrolled in the English Communications class must also enroll in the Reading Communications class.

Criteria for Recommendation: Teacher Recommendation Only

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Reading

Reading Communications – 0821

GRADE 8

2 Semesters

Reading Communications is a literature course that seeks to enhance reading comprehension

and literary analysis skills. Students work on developing and improving these skills through

interacting with fiction and non-fiction texts, as well as classroom novels and independent

reading selections. Students will engage in higher order questioning and thinking skills

through common core aligned curriculum. To increase metacognition, students will learn

reading skills through inquiry based learning and questioning. Teachers will facilitate the use

of technology through web 2.0 tools, Google, and iPads. There is also strong emphasis on

vocabulary skills including multiple-meaning words and words in context. The writing

component of this course takes place in English Communications, therefore reading

instruction occurs at an individualized level and a more developmentally appropriate pace.

The curriculum of this class is tied to eighth grade English Communications. Therefore,

students must take both classes to fulfill the eighth grade English requirement.

Criteria for Recommendation: Teacher Recommendation Only

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History

Honors American History – 0840

GRADE 8

2 Semesters

Honors American History is a course designed for students with stronger reading, writing and critical thinking skills. The course is intended to better prepare those students who are planning to take honors level classes in high school. Students in the Honors American History course will examine the forces and events from Pre-Columbian times through the Civil War that have shaped current day America by drawing upon historical, economic, social and political events. Although the breadth of content is similar to Academic American History, the content depth, process and product are different. There is a greater emphasis on analyzing primary source material and the utilization of critical thinking skills. Instructional technology will be infused throughout this course, including tools such as back channeling chats, Wikispaces, educational alternate reality games, online animations,

Discovery Education™ assessments and streaming video to further engage students in the learning process.

Criteria for Recommendation: 1. A rubric based on ERB scores, grades in current courses, teacher recommendations with regard to work ethic, and scores on quizzes and tests will be utilized to appropriately place students in honors and accelerated courses. 2. A commitment to Reading and Writing 3. If parents wish to have their child enrolled in a more rigorous course, the student must obtain the appropriate form from the guidance office for review and approval by the principal. If parents believe their son or daughter can be successful in the more rigorous level of a course, parents may petition the principal to schedule against the recommendation formulated by the rubric.

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American History – 0842

GRADE 8

2 Semesters

American History is designed to enhance the student’s awareness of the many forces that have shaped the patterns of American history from Pre-Columbian times through the Civil War. The course draws upon the disciplines of geography, economics, sociology and political science to emphasize the themes of history and the underlying concepts that unify historical events. It is organized on a chronological basis to help give the students a sense of time and continuity. Content reading, writing and map skills are an integral part of the curriculum. Instructional technology will be infused throughout this course, including tools such as back channeling chats, Wikispaces, educational alternate reality games, online

animations, Discovery Education™ assessments and streaming video to further engage students in the learning process.

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Algebra 1 Honors – 0812

GRADE 7 and 8

2 Semesters

Providing in-depth instruction at an accelerated pace, the Algebra I Honors course is designed to foster in students the critical thinking and real-world problem solving skills needed as the foundation of true algebraic reasoning. Multiple representations will be emphasized as a key to effective mathematical modeling – students will become skilled at solving practical problems through the use of symbols, graphs, tables, diagrams and technology. After solving problems through this varied course of study, students will check the reasonableness of any result; the “language” of algebra will be emphasized as a key to the meaningful interpretation of any conclusion. By the end of the course, students will be able to graph linear and quadratic functions, solve multi-step equations and inequalities, simplify and factor polynomials, and interpret the solutions to systems of equations.


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Algebra I Essentials - 0815

GRADE 8

2 Semesters

Students who take the Algebra I Essentials Course will be provided with review, practice, application and extensions of the mathematical skills necessary for success in Algebra I. Multiple methods of assessment will be utilized to determine retention skills and those lost that require re-teaching and practice. The content of the course will focus on: proportional reasoning, geometry, linear equations, the number system and statistical analysis. Students will move quickly from the basic skills to the application and extension to ensure better retention for a full year of Algebra I in ninth grade.

Geometry Honors – 0818

GRADE 8

2 Semesters

Geometry will help the student to perceive the role of inductive and deductive reasoning in both mathematical and non-mathematical situations. Furthermore, the student will learn to appreciate the need for clarity and precision of language. The course includes discussion on the subject of deductive proofs, angles and perpendicular lines, parallel lines, congruent triangles, circles, areas and volumes of solid and plane figures and an introduction into coordinate geometry. A TI-83+ or TI-84+ graphing calculator is strongly recommended.

Criteria for Recommendation: B or higher in Algebra I Honors.

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Science

Honors Science – 0830

GRADE 8

2 Semesters

The eighth grade Honors Science course is designed for students with strong skills in problem solving, mathematical computation and comprehension, and technological application. There are three main components that differentiate the Honors course from the Academic course. They include independent reading and writing, advanced inquiry extension labs, and in-depth application of mathematical processes and computation skills. As is the case with the regular eighth grade science class, this course will incorporate Physical Science (heat, magnetism, electricity, sound, light and a heavy emphasis in chemistry), Astronomy (astronomical tools, the planets, and the stars) and Ecology (marine ecology, rainforest ecology, species adaptations, and ecological careers). Although the breadth of content is similar to the regular eighth grade science course, the content depth, process, and product will be different. There will be a constant emphasis on higher-level critical thinking skills and independent thinking skills applied to a variety of tasks, including writing lab hypotheses, independent readings, planning and performing experiments, charting and graphing results, analyzing experimental data using mathematical applications, and drawing conclusions. Students will then apply these concepts and skills to solve real-world problems.

Major Text(s)/Resource(s): Prentice Hall Physical Science Concepts in Action Honors Enrichment Text, Prentice Hall Module: Heat Energy, © 1997. Prentice Hall Module: Magnetism and Electricity, © 1997. Prentice Hall Module: Sound and Light, © 1997. Prentice Hall Module: Exploring the Universe, © 1997. Prentice Hall Module: Matter: Building Block of the Universe, © 1997. Prentice Hall Module: Chemistry of Matter, © 1997. Prentice Hall Module: Environmental Science, © 2007. Videodiscovery Software: Science Sleuths, Volume 1. Videodiscovery Software: Science Sleuths, Volume 2. Videodiscovery Laser Disk: The Universe. The University of Pittsburgh: Chemistry, Physics and Astronomy Hands-On Lab and Demonstration Series. Pasco Inquiry Labs. Plato Computer Simulation Labs. Digital Frog International: The Digital Field Trip to the Rainforest. Software Sea World: Marine Ecology Education Program. Criteria for Recommendation: 1. A rubric based on ERB scores, grades in current courses, teacher recommendations with regard to work ethic, and scores on quizzes and tests will be utilized to appropriately place students in honors and accelerated courses. 2. Consistent above- average Grades in Mathematics, Writing and Reading 3. If parents wish to have their child enrolled in a more rigorous course, the student must obtain the appropriate form from the guidance office for review and approval by the principal. If parents believe their son or daughter can be successful in the more rigorous level of a course, parents may petition the

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principal to schedule against the recommendation formulated by the rubric.

The eighth grade Honors Science course is designed for students with strong skills in problem solving, mathematical computation, and technological application. There are three main components that differentiate the Honors course from the Academic course. They include independent reading and writing, advanced inquiry extension labs, and in-depth application of mathematical processes and computation skills, particularly scientific notation. As is the case with the regular eighth grade science class, this course will incorporate Physical Science (heat, magnetism, electricity, sound, light and a heavy emphasis in chemistry), Astronomy (astronomical tools, the planets, and the stars) and Ecology (marine ecology, rainforest ecology, species adaptations, and ecological careers). Although the breadth of content is similar to the regular eighth grade science course, the content depth, process, and product will be different. There will be a constant emphasis on higher-level critical thinking skills and independent thinking skills applied to a variety of tasks, including writing lab hypotheses, independent readings, planning and performing experiments, charting and graphing results, analyzing experimental data using mathematical applications, and drawing conclusions. Students will then apply these concepts and skills to solve real-world problems.

Criteria for Recommendation: 1. A rubric based on ERB scores, grades in current courses, teacher recommendations with regard to work ethic, and scores on quizzes and tests will be utilized to appropriately place students in honors and accelerated courses. 2. Consistent above- average grades in Mathematics

(completion of Algebra 1Honors is recommended), Writing and Reading

3. If parents wish to have their child enrolled in a more rigorous course, the student must obtain the appropriate form from the guidance office for review and approval by the principal. If parents believe their son or daughter can be successful in the more rigorous level of a course, parents may petition the principal to schedule against the recommendation formulated by the rubric.

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Science – 0832

GRADE 8

2 Semesters

The eighth grade Science course incorporates three strands of science. They include: Physical Science (heat, magnetism, electricity, sound, light and a heavy emphasis in chemistry), Astronomy (astronomical tools, the planets, and the stars), and Ecology (marine ecology, rainforest ecology, species adaptations, and ecological careers). The course emphasizes the steps of the scientific method by using a myriad of hands-on labs, national science standard software and problem-solving activities that involve analyzing discrepant events. All units incorporate individual and cooperative learning activities. Major Text(s)/Resource(s): Prentice Hall Module: Heat Energy, © 1997. Prentice Hall Module: Magnetism and Electricity, © 1997. Prentice Hall Module: Sound and Light, © 1997. Prentice Hall Module: Exploring the Universe, © 1997. Prentice Hall Module: Matter: Building Block of the Universe, © 1997.Prentice Hall Module: Chemistry of Matter, © 1997. Prentice Hall Module: Environmental Science, © 2007. Prentice Hall Science: Ecology: Earth’s Living Resources, © 1977. Globe Workbook: Forms of Energy. Globe Workbook: Mixtures and Solutions. Videodiscovery Software: Science Sleuths Volume 1. Videodiscovery Software: Science Sleuths Volume 2. Videodiscovery Laser Disk: The Universe. Videodiscovery Laser Disk: Chemistry at Work. Videodiscovery Laser Disk: Physics at Work. The Discovery Channel Software: Magnetism, Electricity, Sound, Light, Space Exploration, The Solar System Elements, States of Matter, and Chemistry. The University of Pittsburgh: Chemistry, Physics and Astronomy Hands on Lab and Demonstration Series. Pasco Inquiry Labs. Plato Computer Simulation Labs Digital Frog International: The Digital Field Trip to the Rainforest software. Sea World: Marine Ecology Education Program.

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8th

Grade Health and

Physical Education

Eighth Grade Physical Education

GRADE 8

Alternating Days

The eighth grade Physical Education program is a conclusion of the Middle School concepts. This course focuses primarily on lifetime fitness and health concepts, with minimal emphasis on team sports and games. This course includes a variety of personal fitness activities including bicycle education, cross country running/hiking, team building, racquet sports and other games and activities.

Eighth Grade Health

GRADE 8

7.5 Weeks

The Eighth Grade Health rotation will include the following units of study: The Body Systems, The Stages of Life, Adolescent Growth and Development, Building Responsible Relationships, and Substance Abuse and Awareness. The major goal of this course is for students to be armed with information to make informed decisions about their health and well-being. Major Text(s)/Resource(s): Decisions for Health – Level Blue, © 2009, Holt, Rinehart and Winston.

The Eighth Grade Health rotation will include the following units of study: The Body Systems, The Stages of Life, Adolescent Growth and Development, and Substance Abuse and Awareness. The major goal of this course is for students to be armed with information to make educated decisions about their health and well-being.

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8th

Grade Performing Arts

Eighth Grade Orchestra – 0861

GRADE 8

2 Semesters

Eighth Grade Orchestra is a musical ensemble with public performance as the primary goal. Students will work on individual instrumental technique, as well as ensemble technique. Students will also learn about music composition, theory and history through study of the concert music selections. Opportunities exist to participate in various honors ensembles and groups throughout the year.

Students must currently participate in the seventh grade orchestra or pass an audition with the orchestra director to participate. The orchestra performs three concerts every school year. Attendance and participation at these concerts is mandatory. This ensemble rehearses five (5) days per week.

Eighth Grade Chorus – 0863

GRADE 8

2 Semesters

Eighth grade students may elect to take part in the chorus. Vocalists will perform music of various cultures throughout history, often singing in languages other than English, while learning about vocal production, singing in 3-part and 4-part harmony and communicating as part of a vocal ensemble. Chorus students will meet five (5) days a week. Chorus members’ participation is mandatory in three (3) concerts during the school year. Opportunities for participation in additional vocal ensembles will be made available to qualifying students.

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Eighth Grade Band – 0867

GRADE 8

2 Semesters

The Eighth Grade Band is a music course selection that has quality musical performance as a primary objective. While the development of the individual’s music performance will continue to be emphasized, greater emphasis will be placed on the quality of the ensemble. Personal musicianship is developed through ear training, rhythm training, interpretation of dynamics, and listening. Core goals of ensemble work will include balance, agreement in articulation, ensemble expression and group intonation.

Attendance at all performances is required. This ensemble rehearses five (5) days per week. The Jazz Band is further developed in eighth grade. Participation is by audition only. Small sectional rehearsals are also provided as needed. Various honors band opportunities are expanded during the eighth grade year. Membership is open to students with previous Middle School band experience or director recommendation.

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8th

Grade Rotations

Eighth Grade Computer Applications

GRADE 8

7.5 Weeks

The focus of Eighth Grade Computer Applications is for students to design a web page that will provide information to their fellow students about the transition to Middle School. Through the application of these 21st Century skills; Digital Citizenship, Web-Based Research, Document Design, Social Networking and Multimedia Design and Presentation, students will create highly-engaging and interactive web pages. High-quality web pages will be considered for publication on the District’s website. Through the use of rubrics, students will be assessed based on their application of 21st century skills and the culminating project. This is a project-oriented course that incorporates the application of 21st Century Skills. In Eighth Grade Computer Applications, students will utilize a multitude of software skills in projects that directly impact the local community and introduce them to cultures and countries they may encounter in today’s global market. Students will design and publish a menu for the Breakfast Café and post finished global exploration projects on a Wiki. Other topics include Digital Citizenship, Web-Based Research, Document Design, Computational Thinking, Multimedia Design and Presentation. As students learn about their digital footprint and further understand their roles as good citizens in a digital world, they will also develop proper keyboarding skills.

Global Networking and Exploration

GRADE 8

7.5 Weeks

The Internet, Web 2.0 tools and hardware such as digital cameras, laptops and Ipads make this a technology-rich course. Through these tools, students explore a language and a culture pursuant to their individual interests. Students may choose from a selection of eight languages: Arabic, Chinese, Hindi, Russian, French, German, Italian and Spanish. Students choose a language different from the Level I 8th grade world language course. Students will develop 21st century skills by engaging in language studies, cultural analysis, and geographical exploration within the culture of choice. Using the web-based software package, Survival Phrases, students will be introduced to useful phrases in their chosen language. All student assignments will be uploaded digitally to the class “Talbots Abroad” wiki space.

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Visual Arts

GRADE 8

7.5 Weeks

The eighth grade Visual Arts program is designed to build on the skills and concepts provided in grades six and seven. Both two-dimensional and three-dimensional projects will be introduced. Ceramic sculpture, commercial design, polymer clay jewelry, drawing using the grid method and scratchboard will be experienced. Constructive critique skills will be modeled. Future art opportunities beyond eighth grade will be explained.

Career Awareness

GRADE 8

7.5 Weeks

This Career Awareness course is a rotation class for eighth grade students. Students will explore web-based interest inventories to investigate possible careers. Objectives include preparation, career acquisition, career retention and career advancement. Students will participate in activities to help them realize their maximum potential and acquire skills. Each student will begin a portfolio, which will accompany him/her to high school for further

additions.

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8th

Grade World Language

Spanish I – 0882

GRADE 8

2 Semesters

In Spanish I students begin a five-year sequence toward proficiency in Spanish. Level I Spanish students will be introduced to the language and culture of Spain and other Spanish speaking countries. Students develop the ability to communicate about themselves and their immediate environment using simple sentences containing basic language structures with accurate pronunciation. Students are assessed through written, oral and aural exercise, tests and quizzes, daily class participation and projects. Assessments are based on the four basic communication skills of speaking, listening, reading and writing, with the strongest emphasis being placed on speaking. An oral proficiency exam will be given at the mid-term and at the end of the year.

French I – 0883

GRADE 8

2 Semesters

In French I students begin a five-year sequence toward proficiency in French. Level I French students will be introduced to the language and culture of France and other French speaking countries. Students develop the ability to communicate about themselves and their immediate environment using simple sentences containing basic language structures with accurate pronunciation. Students are assessed through written, oral and aural exercise, tests and quizzes, daily class participation and projects. Assessments are based on the four basic communication skills of speaking, listening, reading and writing, with the strongest emphasis being placed on speaking. An oral proficiency exam will be given at the mid-term and at the end of the year.

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Latin I – 0884

GRADE 8

2 Semesters

In Latin I, students begin a five-year sequence of the study of the Latin language and literature with the Ecce Romani I text. Latin I students have the opportunity to learn the language of ancient Rome, which has provided the foundation for Romance languages and English vocabulary and grammar. Basic communication skills of listening, speaking, reading and writing are emphasized. The culture, history, and mythology of ancient Rome are also explored through a variety of readings and projects. Students are assessed through written, oral and aural exercises, tests and quizzes, as well as written and sight translations, daily recitation and projects.

German I – 0885

GRADE 8

2 Semesters

In German I students begin a five-year sequence toward proficiency in German. Level I German students will be introduced to the language and culture of Germany and other German speaking countries. Students develop the ability to communicate about themselves and their immediate environment using simple sentences containing basic language structures with accurate pronunciation. Students are assessed through written, oral and aural exercise, tests and quizzes, daily class participation and projects. Assessments are based on the four basic communication skills of speaking, listening, reading and writing, with the strongest emphasis being placed on speaking. An oral proficiency exam will be given at the mid-term and at the end of the year.

Mandarin I – 0881

GRADE 8

2 Semesters

In Mandarin I students begin a five-year sequence toward proficiency in Mandarin. Level I Mandarin students will be introduced to the language and culture of China and other Mandarin speaking countries. Students develop the ability to communicate about themselves and their immediate environment using simple sentences containing basic language structures with accurate pronunciation. In addition, students will investigate the meaning of the Mandarin characters and practice calligraphy when creating representations of the characters. Students are assessed through written, oral and aural exercise, tests and quizzes, daily class participation and projects. Assessments are based on the four basic communication skills of speaking, listening, reading and writing, with the strongest emphasis being placed on speaking. An oral proficiency exam will be given at the end of the year.

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8th

Grade Semester Classes

Computer Animation and Gaming - 0910

GRADE 8

1 Semester

In this Computer Animation and Gaming course, students will have the opportunity to develop skills in computer animation. Students will create projects using Alice, a software package for creating animation in small virtual worlds using 3D models in Pixar and Disney animation style. This is a project- oriented class where learning takes place through hands-on activity. Students will engage in Alice’s interactive interface enabling them to drag and drop graphic tiles to create a program. Alice allows students to immediately see how their animation programs run, enabling them to easily understand the relationship between the programming statements and the behavior of objects in their virtual world. Assessment will be based on rubrics for each of the learning tasks.

In this Computer Animation and Gaming course, students will have the opportunity to develop skills in computer animation and game design. Students will create projects using Scratch and Alice software. Scratch and Alice are software packages for creating animation in small virtual worlds. Scratch uses 2D objects; Alice uses 3D models in Pixar and Disney animation style. This is a project-oriented class where learning takes place through hands-on activities. Students will engage in an interactive interface enabling them to drag and drop graphic tiles to create a program. Scratch and Alice allow students to immediately see how their animation programs run, enabling them to easily understand the relationship between programming statements and the behavior of objects in their virtual world. Assessment will be based on rubrics for each of the learning tasks.

Architecture, Engineering and Construction-0930

GRADE 8

1 Semester

This Architectural Engineering and Construction class combines the theory and application of civil engineering. Students will explore and understand principles of construction technology, including the science of forces on structures and building materials. They will interpret, draw, and design both two-dimensional and three-dimensional architectural components. In addition, students will engineer and test various structures. There will be an emphasis on the impact of construction on the environment and society, including the

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application of green technologies. The course will culminate with the real-world application of this curriculum in the construction of dog houses, which will be donated to the humane society. Assessment will be based on rubrics focusing on both the engineering and construction skills, as well as the final project. This Architectural Engineering and Construction class combines the theory and application of civil engineering. Students will explore and understand principles of construction technology, including the science of forces on structures and building materials. They will interpret, draw, and design both two-dimensional and three-dimensional architectural components. In addition, students will engineer and test various structures. There will be an emphasis on the impact of construction on the environment and society, including the application of green technologies. The course will culminate with the real-world application of this curriculum in the construction of various needs of the district or the community. Assessment will be based on rubrics focusing on both the engineering and construction skills, as well as the final project.

Automation Technology - 0940

GRADE 8

1 Semester

This Automation Technology course is designed to introduce the basics of automation and design as they relate to science, technology, engineering and mathematics. While participating in this course, students will become familiar with and utilize various robots, software applications, tools, machines, and digital media devices. Thus, the students will have an opportunity to complete multiple investigations involving inquiry and guided research, problem solve, and work both individually and in teams, all the while documenting what they’ve learned. A culminating project will be utilized to summarize the students’ findings, as well as the concepts acquired throughout the course. The culminating project will be presented in a multimedia format to their peers, thus reinforcing 21st Century skills and concepts. Assessment will be based on rubrics focusing on both the Automation and Design skills, as well as the final presentation.

Advanced Physical Education - 0970

GRADE 8

1 Semester

This Advanced Physical Education course provides the opportunity to improve and enhance the physical education learning experience. Emphasis will be on cardio respiratory efficiency, muscular strength and muscular endurance. It is designed to enhance flexibility, help students understand body composition; develop positive attitudes and responsible habits. Fitness activities may include, but are not limited to: biking, aerobics, P90X, yoga,

- 47 -

weight training, racquet sports, cooperative challenges/activities, Zumba, Pilates and cooperative games. This physical fitness class is for those students who want to make a commitment to their physical well-being. The main portion of this course will be gender-specific; however, some components will be co-taught in a co-ed setting.

Polymer Clay Jewelry and Fiber Arts - 0950

GRADE 8

1 Semester

In this eighth grade Polymer Clay Jewelry and Fiber Arts semester course, students will experience the world of fiber arts and jewelry. They will be able to explore a variety of fiber media including: batik, rug making, weaving, Kumihimo weaving, stitchery, and macramé. In addition to fiber arts, the students will learn and use multiple Millefiori techniques for making canes. Students will learn how to work with polymer clay, the basics of planning and creating canes, and how to use the canes to make jewelry and other objects.

Drawing Plus! - 0960

GRADE 8

1 Semester

Drawing Plus is an eighth grade course for students who enjoy drawing but wish to progress beyond their current level and “draw out” the artist within. Students will move from the basics to advanced techniques of proportion, perspective, and concentration on the principles of design. They will learn a new way of seeing and how the brain captures images and ideas and uses them to invent, problem solve, and create art. Working in a variety of media, these new-found skills will enhance their creativity and artistic confidence


Board Voting Meeting

Monday, February 8, 2016


7:30 p.m.

Technology

Mr. Gregory Stein, Chairperson

Action Items:

None at this time.

Old Business:

None at this time.

New Business:

Infinite Campus Update

Dr. Hoover provided a brief update on the Infinite Campus: Updates occurred to the system on Saturday, Jan. 30. Minor changes may be notable upon use of the

system.

The High School will be holding a workshop, designed to walk parents through the process of using the

parent portal to help students schedule classes for the 2016-2017 school year.

Due to existing issues impeding student access to the portal, the District has engaged an outside firm to

assist with this process.

Transportation – Page 1 of 1


VOTING MEETING



TRANSPORTATION AGENDA,

Mrs. Lueers, Chair

ACTION ITEMS

1. It is recommended and I move that the Board approve the revised route for HTSD student(s) attending St.

Alphonsus through W.L. Roenigk. The original shared route with Pine-Richland School District/Longmore

ended as of December 23, 2015, which increased the rate from $84.00 to $168.00.

Discussion: _______________________________________________________________________________________________






*attachments


Board Voting Meeting Monday, February 8, 2016


7:30 p.m.

Policy/Legislative Affairs

Mr. Robert Shages, Chairperson

Action Items:

1. It is recommended and I move that the Board approves the first reading of policy #210 – Medication Administration.*

Discussion: ________________________________________________________________________________________


2. It is recommended and I move that the Board approves the first reading of policy #249 – Bullying.*

Discussion: ________________________________________________________________________________________


Old Business:

None at this time.

New Business:

Policy Revisions – 1st Reading

Dr. Hoover introduced the first readings of the following policies:

o #210 – Medication Administration – this policy is under review in order to consider the possibility of

administering Naloxone (Narcan) in the event of a serious drug overdose.

o #249 – Bullying – this policy was reviewed in conjunction with a PDE mandate to review such policies on a tri-

annual basis.

State Budget

Mr. Shages also reported no-change to the status of the state budget for the current fiscal year, as the impasse enters its

eighth month.

*Attachment

of 5

HAMPTON

TOWNSHIP

SCHOOL DISTRICT

No. 210

SECTION: PUPILS

TITLE: MEDICATION

ADMINISTRATION

ADOPTED: February 18, 2004

REVISED: January 18, 2006, June 13, 2011,

March 2016

210. MEDICATION ADMINISTRATION

1. Purpose

The Board encourages parents, to the maximum extent possible, to administer all

student medications at home. However, the Board recognizes that students may

need to take medications during the school day in order to attend school without

jeopardizing their health or potential for learning.

2. Definitions

For purposes of this policy, medication shall include all medicines prescribed by a

physician and any non-prescription medicines.

The district defines prescription medications as those prescribed by a physician for

a specifically diagnosed health condition.

The district defines non-prescription medications as those over-the-counter

remedies that are generally recognized remedies for specific health-related

conditions that can be purchased without a physician's prescription.

3. Delegation of

Responsibility

The Superintendent or designee, in conjunction with the head nurse, shall develop

procedures for the administration and self-administration of students' medications.

All district employees involved in administering or supervising of the self-

administration of medication shall receive appropriate training from the school

nurse before performing this responsibility.

Building administrators and the head nurse shall review regularly the procedures

for administration and self-administration of medications and shall evaluate

recordkeeping, safety practices, and effectiveness of this policy.

Guidelines

SC 1414.1

Title 22

Sec. 12.41

The district shall inform all parents/guardians, students and staff about the

policy and procedures governing the administration of medications.

Medications will be administered according to written orders from the student's

private health care provider or the school physician.

Written instructions from a medical doctor, doctor of osteopathy, dentist,

210. MEDICATION ADMINISTRATION - Pg. 2

Page 2 of 5

physician assistant or certified registered nurse practitioner must accompany

any prescription or non-prescription medication sent to school.

All prescription medications must be sent in the original labeled pharmacy

container. The pharmacy label may fulfill the requirement for written

instructions, except for medications administered on a daily basis. These

medications shall require a written script from the health care provider.

Non-prescription medications must be in the original labeled package,

accompanied by a health professional's written request for administration,

which includes: name of student; name of medication; method of

administration; dosage; date; and frequency and time of medication.

The request for administration of prescription or non-prescription medication

must also be accompanied by written authorization from the parent/guardian,

giving permission for such administration and relieving the Board and its

employees of liability for administration of medication. Authorization forms

may be obtained from the school health office.

If a parent/guardian is unable to deliver the medication to school, the

medication container should be placed in a sealed envelope labeled with the

student's name and the amount of medication sent. The medication should be

delivered to the health office immediately upon the student's arrival to school.

All medications shall be stored in a secured area in the school health office.

Written standing orders by the school physician shall be maintained in each

school health office for the administration of a limited list of non-prescription

medications. Parent authorization for these medications shall be provided in

writing on an individual student emergency card.

Students shall not be permitted to carry medication while at school; however,

students may carry and self-administer asthma inhalers and/or epinephrine

auto-injectors. Before a student may possess or use an asthma inhaler or

epinephrine auto-injector in the school setting, the Board shall require the

following: appropriate documentation.

1. A written request from the parent/guardian that the school complies with the

order of the licensed physician, certified registered nurse practitioner or

physician assistant.

2. A written statement from the parent/guardian acknowledging that the school

is not responsible for ensuring the medications taken and relieving the district

and its employees of responsibility for the benefits or consequences of the

prescribed medication.


Page 3 of 5

SC 1414.1

SC 1414.1

SC 1414.1

SC 1409

Pol. 215

3. A written statement from the licensed physician, certified registered nurse

practitioner or physician assistant that states:

a. Name of the drug

b. Prescribed dosage

c. Times medication is to be taken

d. Length of time medication is prescribed

e. Diagnosis or reason medication is needed, unless confidential

f. Potential serious reaction or side effects of medication

g. Emergency response

h. If child is qualified and able to self-administer the medications.

The student shall notify the school nurse immediately following each use of an

asthma inhaler or epinephrine auto-injector.

The district reserves the right to require a statement from the licensed

physician, certified registered nurse practitioner or physician assistant for the

continued use of a medication beyond the specified time period.

A written request for student use of an asthma inhaler and/or epinephrine auto-

injector shall be submitted annually, along with required written statements

from the parent/guardian and an updated prescription.

Student health records shall be confidential and maintained in accordance with

state and federal laws and regulations.

Medication Administration on Trips

Medication administration is discouraged during field trips and school-sponsored

trips, except for medication required for serious health conditions. However, if it is

necessary for medication to be taken during the trip, the following specific

procedures shall apply.

1. The parent/guardian shall be responsible for providing any medication to be

taken on the field trip or school-sponsored trip. The medication must be sent to

school on the morning of the trip in the original pharmacy labeled container or

original package and accompanied by specific directions and authorization

from the parent/guardian. Authorization forms may be obtained from the

school health office or downloaded from the district's web site.

2. All medications shall be entrusted to a district staff member. Students may

carry inhalers or emergency medications if a permission form is on file in

accordance with this policy.

3. The student must self-administer the medication under the supervision of a


Page 4 of 5

district staff member.

Intravenous Medications

Intravenous medications are not typically administered within a school setting,

however, if absolutely necessary, such medications may shall be administered only

if the following requirements provided that very specific criteria are met.

1. Written orders from a medical doctor shall be provided. The orders must

include the student's name, dosage and time schedule for the medication and

intravenous flush orders, which are specific to the type of line being addressed.

2. The medication shall be ordered in a time frequency that makes it necessary to

administer a dose at school [i.e., every six (6) hours].

3. At least four (4) doses of the medication shall have been previously

administered in a medical setting, with medical personnel supervising for side

effects.

4. The medication shall be administered through a mid or centrally placed venous

catheter.

5. There shall be a home health consult for the purpose of providing at least one

(1) training session for the RN(s) in the administration procedure as well as

being available on an as needed basis to provide support.

6. The student's family shall provide all necessary equipment.

Student Self-Administration

Students may be permitted to self-administer medication provided that they are

capable of doing so as determined by the school nurse and building principal.

To self-administer medication, the student must be able to:

1. Respond to and visually recognize his/her name.

2. Identify his/her medication.

3. Measure, pour and administer the prescribed dosage.

4. Sign his/her medication sheet to acknowledge having taken the medication.

5. Demonstrate a cooperative attitude in all aspects of self-administration.


Page 5 of 5

Administration of Naloxone (Narcan)

In an effort to ensure the health and safety of its students and staff, the District will

maintain and administer an opioid antagonist in its schools, specifically for

example Naloxone, (Narcan). Such medication may be administered for use during

emergencies, to any student or staff member who may be experiencing a known or

suspected opioid overdose. regardless of a previous history of opioid abuse.

The District’s administrators and nurses will work collaboratively with the school

physician or other authorized physician to develop appropriate procedures in order

to implement this policy.

The District’s medical director has issued a non-patient specific order to the school

nurse to administer Naloxone on-site. As a result, the medical director, in

collaboration with District administration, has acquired and provided Naloxone to

the District for use in its schools. The school nurse will, in his/her individual

discretion, and in collaboration with the medical director, choose the route of

administration of the Naloxone. The medical director is responsible for having

approved policies in place for re-ordering Naloxone in the event it is administered

and to ensure that an adequate supply is continuously available in the buildings for

use. Similarly, the administration of Naloxone to any student will be documented

in his/her cumulative health record and for staff members, in their personnel file.

The District will store its supply of Naloxone in a secure, but accessible, and

temperate location consistent with its emergency response plan. The school nurse

or personnel designated by the school administrator will inventory the supply of

Naloxone on a weekly basis and record this information on a log which will be

developed and/or maintained by the school nurse or other designated

personnel/administrator. This record of information will include the date, time,

and signature of the designated personnel performing the inventory.

School Code 24 P.S. Sec. 1401, 1402, 1409, 1414.1

State Board of Education Regulations – 22 PA Code Sec. 12.3, 12.41

Board Policy – 000, 103.1, 113.1, 216, 218, 227

*Attachments Finance – Page 1 of 1


VOTING MEETING



FINANCE AGENDA,

Mr. Vasko, Chair

ACTION ITEMS PRESENTER

1. It is recommended and I move that the Board approves the Budget Transfer totaling $110.00 for the following:

HMS – Gen. Supplies $110.00

Discussion: _______________________________________________________________________________________________





2006 Bond Refunding Estimates Mr. Kline presented the Board Members with three options for the 2006 Bond refunding:

a.) Proceed as “stand-alone” refinancing this summer

b.) Proceed as refinancing & new issue

c.) Defer refinancing until further Capital Project amounts are determined

Mr. Vasko and Mr. Kline will meet with Randy Frederick of Piper Jaffray to further discuss the District’s options.

Revised - Personnel – February 8, 2016 Page 1

Hampton Township School District Board Voting Meeting

Monday, February 8, 2016 7:30 p.m. – Dr. Harold Sarver Memorial Library at HMS

Revised - PERSONNEL – Mrs. Pam Lamagna, Chair To: Ms. Balason, Mrs. Hennessey, Mrs. Lamagna, Mrs. Litwiler, Mrs. Lueers, Mr. Shages, Mr. Stein, Mr. Vasko, Mr. Wesley,

Dr. Hoover, Mr. Finch, Mr. Kline Employment of all appointed personnel is contingent upon receipt of all compliance documents TOPIC FOR BOARD ACTION RESIGNATIONS: 1. It is recommended and I move that the Board accepts the resignation of Dr. Michael Mooney, who is retiring

after 18 years with the District, effective June 30, 2016. (Dr. Mooney is the Principal at Poff Elementary School.) Discussion: ______________________________________________________________________________

Action: Moved: _____________ Second: _____________ Aye: _____________ Nay: _____________

2. It is recommended and I move that the Board accepts the resignation of Ms. Kelly Fitzpatrick, who resigned effective January 22, 2016. (Ms. Fitzpatrick was a Long-Term Substitute Math Academic Support Teacher at the High School.)

Discussion: ______________________________________________________________________________


TEACHERS: 3. It is recommended and I move that the Board approves Ms. Bailey Elbin, moving from a Long-Term

Substitute Grade 2 Teacher at Central Elementary, to a Long-Term Substitute Special Education Teacher, for the second semester of the 2015-2016 School Year. Salary is $28,500, pro-rated. (This is a new position due to increased enrollment.)

Discussion: ______________________________________________________________________________


4. It is recommended and I move that the Board approves Ms. Erinn Pierotti, moving from a Long-Term Substitute Grade 3 Teacher at Wyland Elementary to a Long-Term Substitute RtII Teacher at Wyland Elementary School, from approximately January 18, 2016 to approximately May 11, 2016. Salary remains $28,500, pro-rated. (Ms. Pierotti is a substitute for Mrs. Katie Wagner.)

Discussion: ______________________________________________________________________________

Action: Moved: _____________ Second: _____________ Aye: _____________ Nay: _____________ 5. It is recommended and I move that the Board approves Mrs. Sarah Dougal, as an Elementary Building

Substitute (Floater), effective February 1, 2016. Salary is $19,500, pro-rated. (Mrs. Dougal is replacing Ms. Bailey Elbin.)

Discussion: ______________________________________________________________________________



SECRETARY/PARAPROFESSIONAL: 6. It is recommended and I move that the Board approves a change in status for Mrs. Joleen Meinert, moving

from a Class 1-B Paraprofessional at Central Elementary School, to a Class II Library Secretary at Central Elementary School, effective January 18, 2016. Salary is $17.36 per hour. (Mrs. Meinert is replacing Mrs. Julie Haller.)

Discussion: ______________________________________________________________________________

Action: Moved: _____________ Second: _____________ Aye: _____________ Nay: _____________ 7. It is recommended and I move that the Board approves Ms. Marla Kohan, as a Class 1-B Paraprofessional (2

hours per day) at Wyland Elementary School, effective February 1, 2016. Salary is $13.79 per hour for the 60-day probationary period ad $14.04 per hour thereafter. (Ms. Kohan is replacing Mrs. Jane Bittner.) Discussion: ______________________________________________________________________________

Action: Moved: _____________ Second: _____________ Aye: _____________ Nay: _____________ CUSTODIAN:

8. It is recommended and I move that the Board approves a change in status for Mr. Walt Baer, moving from a 10 month/8 hour Custodian to a 12 month/8 hour Custodian, effective January 4, 2016. There is no change in salary. (Mr. Baer is replacing Mrs. Dee Grebeck’s position.

Discussion: ______________________________________________________________________________

Action: Moved: _____________ Second: _____________ Aye: _____________ Nay: _____________ FOOD SERVICE: 9. It is recommended and I move that the Board approves a change in status for Mrs. Sandy Koch, moving from

a Cook’s Helper to a Cook/Baker at Poff Elementary School, effective January 12, 2016. Salary is $15.41 per hour. (Mrs. Koch is replacing Mrs. Jane Duffer.)

Discussion: ______________________________________________________________________________

Action: Moved: _____________ Second: _____________ Aye: _____________ Nay: _____________ OTHER: 10. It is recommended and I move that the Board approves the changes to the Health Office Nurse Compensation

Plan, including a change in salary from $17.71 per hour to $19.00 per hour, effective January 4, 2016.

Discussion: ______________________________________________________________________________

Action: Moved: _____________ Second: _____________ Aye: _____________ Nay: _____________ 11. It is recommended and I move that the Board approves Ms. Carol Huerbin as a Health Office Nurse, effective

February 1, 2016. Salary is $19.00 per-hour. (Ms. Huerbin is replacing Mrs. Carianne Contento.)

Discussion: ______________________________________________________________________________



12. It is recommended and I move that the Board approves Mr. Kieran Vora, a college student from Duquesne University, for technology support for the 2015-2016 School Year, Salary is $12.00 per-hour (utilizing Title II Funds), effective January 29, 2016.

Discussion: ______________________________________________________________________________ Action: Moved: _____________ Second: _____________ Aye: _____________ Nay: _____________

SUPPLEMENTALS: 13. It is recommended and I move that the Board approves the following Coach/Building Supplemental positions

for the 2015-2016 School Year, at a rate of $124 per point:

NAME POSITION BUILDING POINTS RANGE TOTAL STIPEND Dan Franklin Musical Producer HS 44 32/44 $5,456 Nicholas Bigatel Musical Technical Director HS 26 24/28 $3,224 Matthew Derby Musical Choral Director HS 19 18/22 $2,356 Ryan Meyer Musical Music Director HS 15 15/19 $1,860 Nicholas Bigatel Musical Art Director/Stage Crew HS 10 8/12 $1,240 Jennifer Lavella Musical Choreographer HS 10 8/10 $1,240 Gary Wilson Head Baseball Coach HS 47 35/47 $5,828 Steve Swierczynski Assistant Baseball Coach HS 34 30/38 $4,216 Jeff Yukevich JV Baseball Coach HS 38 30/38 $4,712 Kellen Wheeler Assistant JV Baseball Coach HS 32 24/32 $3,968 Mike Susi 8th & 9th (Freshman) Baseball Coach HS 28 24/32 $3,472 Mike Dukovich Volunteer Baseball Coach John Benca Volunteer Baseball Coach Bruce Steckel Volunteer Baseball Coach James Volberg Boys’ Lacrosse Head Coach HS 31 23/31 $3,844 Sam Evans Boys’ Lacrosse Assistant Coach HS 20 16/20 $2,480 Kelsey Viets Girls’ Lacrosse Head Coach HS 29 23/31 $3,596 Rachel Geldard Girls’ Lacrosse Assistant Coach HS 20 16/20 $2,480 Nate Meade Girls’ Lacrosse Volunteer Coach Ron Fedell Head Softball Coach HS 47 35/47 $5,828 Lynn Zdinak Assistant Softball Coach HS 38 30/38 $4,712 Pete Scanga Middle School Softball Coach MS 28 20/28 $3,472 Elizabeth Piekut Assistant Middle School Softball Coach MS 20 16/20 $2,480 Mike Zdinak Volunteer Softball Coach Maria Frantz Volunteer Softball Coach Derek Brinkley Track – Head Coach HS 53 41/53 $6,572 Nick Panza First Assistant Track Coach HS 37 29/37 $4,588 Jayne Beatty Assistant “A” Track Coach HS 29 21/29 $3,596 Joe Cangilla Assistant “B” Track Coach HS 25 21/29 $3,100 Heather Dietz Assistant “C” Track Coach HS 22 18/22 $2,728 Mary Bukovac Middle School Track – Head Coach MS 34 26/34 $4,216 Ryan Scott Middle School Track – Assistant “A” Coach MS 19 15/19 $2,356 Glenn Geary Middle School Track – Assistant “B” Coach MS 19 15/19 $2,356 Dave Sheets Middle School Track – Assistant “C” Coach MS 19 15/19 $2,356 Grant McKinney Boys’ Tennis Coach HS 33 26/33 $4,092 Jeremy Clendenning Boys’ Tennis Assistant Coach HS 20 16/20 $2,480

Discussion: ______________________________________________________________________________



ADDENDUM: 14. It is recommended and I move that the Board approves a change in status for Ms. Maria Ricci, moving from a

Building Substitute at Wyland Elementary, to a Long-Term Substitute Grade 5 Teacher at Wyland Elementary, effective January 18, 2016 to approximately April 30, 2016. Salary is $28,500, pro-rated. (Ms. Ricci is a substitute for Mrs. Colleen Frankel.)

Discussion: ______________________________________________________________________________

Action: Moved: _____________ Second: _____________ Aye: _____________ Nay: _____________ 15. It is recommended and I move that the Board approves Mrs. Tamara Ammon, moving from an Elementary

Building Substitute (Floater) to the Wyland Building Substitute, for the second semester of the 2015-2016 School Year. Salary remains $19,500, pro-rated. (Mrs. Ammon is replacing Ms. Maria Ricci.)

Discussion: ______________________________________________________________________________

Action: Moved: _____________ Second: _____________ Aye: _____________ Nay: _____________ 16. It is recommended and I move that the Board approves a change in status for Mr. Benjamin Blank, moving from a 10

month/40 hour per week District-wide Custodian Substitute, to a 10 month/8 hour per day Custodian at Wyland Elementary School, effective February 1, 2016. Salary is $21.98 per hour. (Mr. Blank is replacing Mr. Walt Baer’s position.)

Discussion: ______________________________________________________________________________

Action: Moved: _____________ Second: _____________ Aye: _____________ Nay: _____________ 17. It is recommended and I move that the Board accepts the resignation of Mr. Vincent Kuzniewski, who is resigning after

12 years with the District, effective June 30, 2016. (Mr. Kuzniewski was a Technology Education Teacher at the High School.)

Discussion: ______________________________________________________________________________

Action: Moved: _____________ Second: _____________ Aye: _____________ Nay: _____________ 18. It is recommended and I move that the Board accepts the resignation of Mrs. Lori Galanter, who is resigning effective

February 12, 2016. (Mrs. Galanter is a Long-Term Special Education Substitute at Central Elementary School.)

Discussion: ______________________________________________________________________________


Health Office Nurses ‐ Rev. January 4, 2016 Page 1

HAMPTON TOWNSHIP SCHOOL DISTRICT COMPENSATION PLAN

HEALTH OFFICE NURSES

The Hampton Township Board of School Directors adopts the following Health Office Nurse Compensation Plan pursuant to its general policies pertaining to Classified Employees. The Board recognizes the importance of maintaining an effective healthcare process in each school throughout the District. To that end, Health Office Nurses, working in coordination with the School Nurse, provide necessary assistance in distributing medications and accurately obtaining and maintaining student information. This plan has been put into effect to clarify the conditions of employment for the District’s Health Office Nurses.

I. DEFINITION A Health Office Nurse position encompasses those employees who work directly with students in the Health Office setting under the supervision of the School Nurse. In addition to the responsibilities associated with students, these nurses also assist in maintaining pertinent health and emergency information. Full‐time employment shall constitute a 7‐hour paid work day plus a half‐hour unpaid lunch. Any part‐time employees will be pro‐rated proportionally.

II. COMPENSATION PLAN

Salaries and related compensation for Health Office Nurses will be established on a yearly basis through recommendation from the Superintendent with approval by the Hampton Township Board of School Directors. The Board of School Directors reserves the right to modify or revise this Compensation Plan for any newly hired Health Office Nurse or for any employee promoted to one of these positions. This compensation plan shall be effective January 4, 2016.

III. FRINGE BENEFITS

a. SICK DAYS – Health Office Nurses shall receive ten (10) sick days each year, commencing with the start of each

school year (July 1st). Any such unused sick days shall be accumulated from year‐to‐year. All or any part of such accumulated sick days may be taken with full pay in any one or more school years. A medical excuse may be required for any sick time exceeding two (2) consecutive days in length.

b. PERSONAL DAYS – Health Office Nurses shall receive two (2) personal days commencing with the start of each school year (July 1st). Any such unused personal days shall be converted from year‐to‐year into sick days at the commencement of the next school year.

IV. BEREAVEMENT LEAVE – Health Office Nurses shall be entitled to the following bereavement leave:

a. Three days – parent, spouse, child, brother, sister, parent‐in‐law or near relative who resided in the same

household b. One day – grandparent, grandchild, aunt, uncle, cousin, niece, nephew, brother‐in‐law, sister‐in‐law, son‐in‐law

or daughter‐in‐law.

V. HOLIDAYS – Health Office Nurses will be allotted 3 paid holidays, as follows: 1. Thanksgiving Day 2. December 25th 3. New Year’s Day

VI. HEALTH INSURANCE

A. Health Care Program

1. The health care program available to health office nurse employees includes: the Blue Cross/Blue Shield

Community Blue Flex health care coverage plan (or successor plan offered through the Allegheny County Schools Health Insurance Consortium (ACSHIC)), dental insurance, vision insurance and prescription insurance.


This (ACSHIC) EPO health care coverage plan shall be equivalent to the EPO plan (or successor plan) provided to full-time teachers under any given contract period, including the right to subscribe to family coverage, as well as insurance for retirees.

2. Effective the beginning of January 1, 2016, Health Office Nurse employees who are eligible and subscribe to

health care coverage under this Agreement shall pay a premium of $10.00 per month. Effective the beginning of the 2016-2017 school year, Health Office Nurse employees who are eligible and subscribe to health care coverage under this Agreement shall pay a premium of $15.00 per month. Effective the beginning of the 2017-2018 school year, Health Office Nurse employees who are eligible and subscribe to health care coverage under this Agreement shall pay a premium of $20.00 per month.

3. The Board will pay Individual benefits for employees with the option to purchase the above Individual

spousal and dependent coverage (at the employee’s expense.)

4. Health Office Nurse (Ten-Month Employees): The premium for health care program benefits shall be paid by the Board during the ten (10) months of employment. The employees will be responsible for the payment to the School Board for the remaining two months of each school year by payroll deductions. Employees shall have the option to purchase above individual coverage at the employee’s expense.

B. Health Care Buyout Incentive

1. Health Office Nurse employees who work more than five (5) hours per day who choose not to enroll in the

health care plan will receive a monthly incentive as follows:

Health Office Nurse 2015-16 $215.00 2016-17 $220.00 2017-18 $225.00 2018-19 $230.00

Ten (10) month employees who choose not to enroll in the HMO health care plan will receive the monthly Buyout Incentive for twelve (12) months.

2. This incentive shall be paid to employees on the last business day of every month by a separate payroll check.

VII. RETIREMENT BENEFITS

Health Office Nurses who retire (Pennsylvania Retirement System or Social Security) or resign after completion of fifteen (15) years of service in the Hampton Township School District shall be entitled to a special termination payment in recognition of their years of service, which shall be computed in accordance with the following schedule:

Unused Sick Days Daily Rate For Days 1-50 $20 For Days 51-150 $25 For Days 151-250 $30

In addition to the above, the eligible (15+ year) employee will receive an additional payment of up to ten percent (10%) of the final annual salary, provided that the total of both payments shall not exceed fifteen percent (15%) of the final annual salary.


VIII. GENERAL CONDITIONS A. Rights retained. The District does not waive and expressly retains all managerial rights provided by the

School Code (such as but not limited to the right to remove, dismiss, or discipline; the right to require medical examinations; the right to demote or transfer; etc.). This Compensation Plan is intended only to express the compensation terms applicable while in ongoing service and upon retirement, and is not intended to limit or define the employment relationship generally.

B. Term of Plan. The Board reserves the right to revise and amend this Plan in its discretion at any time, provided that any changes would be of prospective application with respect to any then current employee.

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