0 - Yonkers Public Schools
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LINCOLN HIGH SCHOOL
“We Care…We Learn…We Lead”
PARENT/STUDENT/FACULTY HANDBOOK
A Professional Learning Community at Work
Board of Education
Rev. Steve Lopez, President
Judith Ramos Meier, Vice-President
Andrea Brown
Kevin Cacace
Dr. Rosalba Corrado Del Vecchio
John Jacono
Pasquale Mondesando
Dr. Ammir Rabadi
Edgar Santana
Dr. Edwin M. Quezada
Superintendent of Schools
Lincoln High School
Principal
Ian M. Sherman
Assistant Principals
Dr. Sandy Hattar
Adam Kaufman
Janette Swanson
Christian Zambrano
Lincoln High School
“We Care…We Learn…We Lead”
2018-2019
Welcome to the 2018-2019 school year! The start of any school year brings with it the opportunity to get off to a fresh start and work with even more purpose as you strive to realize your goals. The faculty and staff of Lincoln High School are focused on doing everything possible to support you in this endeavor. Ultimately, it is the unbelievable commitment of our faculty and staff to work in service of you that has led LINCOLN High School to stand out relative to many other high schools.
With this in mind, the “2018 - 2019 School Year, Lincoln High School Student & Family Handbook” has been developed with consideration of our students’ and families’ desire to have a single place to turn to in order to reference school policies, expectations, programs, and important dates so that ultimately there is greater clarity, communication, and consistency among all members of our school community. We are certain that you will find this resource a valuable
reference. Please carefully review it and do not hesitate to let me or any other
staff member know if you have questions. Have a great school year!
Sincerely,
The Lincoln High School Administration
The Purpose of this Parent/Student resource guide is to provide you with information on the procedures, policies, and practices of the Yonkers Public Schools and Lincoln High School.
We look forward to a wonderful school year together as we continue to build on our accomplishments as a school of excellence.
Have a great 2018 – 2019 academic year!
LINCOLN HIGH SCHOOL
MISSION STATEMENT
2018 – 2019
“We Care…We Learn…We Lead”
Lincoln High School is committed to providing quality education to develop life-long learners who are productive, confident, and caring members of society.
Lincoln High School
“We Care…We Learn…We Lead”
2018 ~ 2019
Lincoln High School Directory
Main Office – 914-376-8400
Fax - 914-376-8414
Pupil Support Services – 914-376-8400
Elaine Delabadia, Nurse – 914-376-400 ext. 5112
Nurse’s Fax – 914-965-4535
Attendance – 914-376-8400 ext. 5140
Yonkers Board of Education
General Information – 914-376-8000
Transportation – 914-376-8015
Marking Report and Report Card Distribution
2018-2019
First Marking Period: September 6 – November 9
Report Card Distribution: Week of November 20
Second Marking Period: November 13 – January 25
Report Card Distribution: Week of February 19
Third Marking Period: January 28 – April 5
Report Card Distribution: Week of April 23
Fourth Marking Period: April 8 – June 26
Report Card Distribution: Last Day of School
LINCOLN HIGH SCHOOL
“We Care…We Learn…We Lead”
Goals and objectives
GOALS:
1. Student Achievement
To improve student performance to meet / exceed annual measurable objectives for all students.
Objectives:
• By June 2019, there will be a 10% increase in students achieving or exceeding mastery level on all NYS competencies.
• By June 2019, 70% of all students will meet the necessary requirements to achieve grade level promotions
• By June 2019, there will be an increase in the 2015 cohort who will have completed all of the necessary graduation requirements by their senior year
• By June 2019, there will be a 5% annual increase in graduation rate
2. Professional Learning Community
To create a Professional Learning Community wherein active professional development, collaborative teaming, active engagement, and sustainable leadership are evident.
Objectives:
• The Professional Development team will annually identify, provide and evaluate the needs of the staff in order to enrich instruction to meet the needs of all stakeholders.
• The Lincoln High School community will work to create a supportive, collaborative learning environment by sustaining “Smaller Learning Communities.”
• All stakeholders will be actively engaged in each Learning Community.
• To empower leadership by developing skills and provides opportunities among all stakeholders.
3. Acceleration Process
To foment a system of prevention and intervention that assures that all students achieve at high levels
Objectives:
• To identify students needing extra support and service
• To provide a continuum of support and targeted services that will address the specific needs of all students
4. Globalization
To provide all stakeholders the opportunities to become 21st century learners
Objectives:
• To develop skill and strategy building activities (technological, multicultural and human relations) that will empower stakeholders to succeed in a global community.
5. Attendance
To increase attendance
Objectives:
• By June 2019, there will be an overall attendance rate increase of 5%
• By June 2019, the Connect-Ed system, as well as other technology, will continue to be used to inform parents of students’ attendance
General Information
Lincoln High School
Mr. Ian Sherman, Principal
Academy of Finance and Business Development
Grades 9-12
School Website: lincoln
375 Kneeland Avenue • Yonkers, NY 10704 • (914) 376-8400
SCHOOL THEME
Smaller Learning Communities
All students participate in one of three smaller Finance/Business communities in grades 9 through 12
Small groups of students are taught by a team of designated core area teachers using interdisciplinary instruction
Rich variety of academically sound support and study skill opportunities
Integration of extensive curriculum enrichment opportunities
Personalized learning and counseling
Finance and Business Development Academies
Academy of Business Leadership
Students in this academy will have an opportunity to follow a concentration in the Academy of Finance curriculum or the specialized e-commerce programs.
Academy of Finance
Affiliation with the National Academy Foundation (NAF), an acclaimed national network of high school career academies, offering college bound students rigorous, career-themed curricula created with current industry and educational expertise, paid internships, and job shadowing experiences
Students will be prepared for post-secondary education and careers in the financial services industry through a theme-based, contextualized curriculum approach
Academic learning experiences are combined with hands-on work experience to help students develop the thinking and problem-solving skills so critical to post-secondary education and career success
Students develop their own businesses as part of NFTE (National Foundation for Teaching Entrepreneurship). Academy of Finance students have reached levels of distinction at regional, national and global competitions.
e-Commerce
The objective of this course of study is for students to gain an understanding of businesses in the economic system and to acquire a basic understanding of theoretical concepts, principles, rules and issues
Student will apply problem-solving techniques to real world business situations with critical and creative means
Subjects covered in this course of study include: finance, accounting, marketing, e-management, electronic marketing, online business strategies, management information systems, website development and IT applications
Students will have an opportunity to follow a concentration in the Academy of Finance curriculum or the specialized e-Commerce programs
The Program for Scientific Inquiry (PSI)
The Lincoln High School Program for Scientific Inquiry (PSI) is a multidisciplinary STEM (Science, Technology, Engineering and Math) problem-based learning (PBL) research academy.
Students are responsible for solving open-ended societal problems.
Students find solutions to these problems by designing and implementing authentic STEM investigations.
As part of their authentic experience, students design grant and project proposals, review the scientific literature, devise and modify experimental protocols, collect and manipulate data, draw conclusions based on data, and explore the research and development of new, innovative products.
Original science investigations and products will be created and tested in the Lincoln High School Scientific Research Laboratory, and at local partner university and industrial laboratories.
Students will have the opportunity to follow a concentration in STEM.
Students who successfully complete the Scientific Research Program may receive college credits from a multitude of institutions.
Students participating in the PSI Academy participate in various local, national, and international science competitions, such as the Regeneron Science Talent Search, Westchester Science and Engineering Fair (WESEF), Young Science Achievers Program, ACT-SO Competition, and Google World Science Fair.
Arts Industry Academy - The Business of The Arts is the Art of Business
Hands-on training in the visual and performing arts
Skills are developed through the use of modern technology including digital recording and business of intellectual property
Practical experience through paid and non-paid internships, mentoring and shadowing
Four year program of study in a capstone entrepreneurial practicum applying business knowledge in a problem-solving lab environment
Arts industry careers intertwine with performance and visual arts training in Technical Theater (Stage Craft and Design) Vocal and Instrumental Music and Visual Art
Professional experiences with renowned performing artists and Arts business leaders
THE PARTNERS
This school works closely with the following agencies, institutions and/or colleges:
Yonkers Chamber of Commerce
NFTE – National Foundation for Teaching Entrepreneurship
Future Business Leaders of America
Lambda Alpha Beta Gamma Business Honor Society
PEPSICO
HSBC Bank
Today’s Students – Tomorrow’s Teachers
Apollo Theatre Educational Outreach
Hudson Valley Singers
Center for Secondary School Redesign
The College Board
Healthy Respect
Memorial Sloan Kettering
National Academy Foundation
Stew Leonard’s
Neuberger Museum
Hudson River Museum of Westchester
Westchester Conservatory of Music
Yonkers Partners in Education (YPIE)
Hudson Valley Bank
JCY-Westchester Community Partners
Marra Law
State Farm
Trustco Bank
All Family Chiropractic
Microsoft
Colleges and Universities:
SUNY Albany
SUNY Purchase Performing Arts Center
Lehman College
Fordham University
Manhattan School of Music
Johnson and Wales University
Westchester Community College
Borough Manhattan Community College
Bronx VA Medical Center
Albert Einstein School of Medicine
Queens College
St. John’s University
Monroe College
University of Kansas
Mercy College
Lehman College
Rockefeller University
Hunter College
Yeshiva University
City College
Sophie Davis School of Biomedical Education
Lincoln High School
SMALLER LEARNING COMMUNITIES
Mr. Ian M. Sherman, Principal
2018 - 2019
ACCOMPLISHMENTS:
❖ Smaller Learning Communities Leadership Team
▪ Data driven initiatives
▪ Collaborative Teaming
▪ Expanded the Academies to include grade 9
▪ Created Professional Learning Community
SCHOOL-WIDE INITIATIVES:
• Clever
• Khan Academy
• College Board
• Kahoot
• Naiku Assessment Tool
• Moodle
• Google Classroom
• Remind App
• Supported Literacy: Vocabulary building, Testing strategies
• Interdisciplinary strategies
• Technology driven lessons
• Sharing best practices
• Implementation of NYS standards and guidelines
• Connect-Ed as means of sharing information
• Response to Intervention – continued
• Team Building professional development
• SLC Learning Institutes: Data-driven Instruction, Formative Assessment, Summative Assessment, Project-based learning
• Continued common planning time
• Differentiated instruction-Inclusive of AOL/ELL
• Implementation of Personal Learning Plans for all grade 9 students
• Student-led conferences (for parents and other significant adults)
• AP tutoring – an alternative to lunch tutoring program
• Multiple choice
• ELA/US History connection
• Academic bowl competitions
• Power School
• Naviance
• Teaching in the Academics
• Action-plan development
• Thinking maps
• Accountable Talk
• Restorative Circles
• Parent/ team meetings
• Gender specific assemblies
• Motivational speakers – as role models
• Biography template-strategies for writing
• Study teams, self direct improvement system
• Cooperative approach between literacy and numeracy
• Peer intra-visitation
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Lincoln High School
Interscholastic Athletics
2018 – 2019
❖ Baseball
❖ Basketball (boys & girls)
❖ Football (Brave)
❖ Soccer (boys & girls)
❖ Softball
❖ Spring Track Team (boys & girls)
❖ Volleyball
❖ Winter Track (boys & girls)
Mr. Adam Kaufman
(Lincoln High School Athletic Coordinator)
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LINCOLN HIGH SCHOOL
“We Care…We Learn…We Lead”
2018 – 2019
BELL SCHEDULE
|PERIOD |TIME |
|Morning Bell |7:42 |
|1 |7:45 – 8:36 |
|Morning Announcements |8:32 – 8:36 |
|2 |8:40 – 9:26 |
|3 |9:30 – 10:16 |
|4 |10:20 – 11:06 |
|5 |11:10 – 11:57 |
|6 |12:01 – 12:48 |
|7 |12:52 – 1:39 |
|8 |1:43 – 2:29 |
|Contractual |2:39 – 3:15 |
|Extra-Help | |
LINCOLN HIGH SCHOOL
“We Care…We Learn…We Lead”
2018 – 2019
2 Hour Delay
Bell Schedule
|PERIOD |TIME |
|1 |9:45 – 10:17 |
|2 |10:21 – 10:53 |
|3 |10:57 – 11:29 |
|4 |11:33 – 12:05 |
|5 |12:09 – 12:41 |
|6 |12:45 – 1:17 |
|7 |1:21 – 1:53 |
|8 |1:57 – 2:29 |
LINCOLN HIGH SCHOOL
“We Care…We Learn…We Lead”
2018 ~ 2019
6:30 p.m. ~ 8:00 p.m.
*September 2018
October 2018
November 2018
December 2018
January 2019
February 2019
March 2019
April 2019
May 2019
* Meeting 5:45 p.m.
Attendance
The State Education Department requires the school to keep an accurate record of every pupil’s attendance. Students arriving late to school three days in any given week must return to school with a parent. All students are required to bring in a written absence or tardy note upon arriving to school. The note should be from the parents or guardians.
The note should include the following:
• Date of absence/tardiness
• Reason for absence/tardiness
• Signature of parent or guardian
• All attendance issues should be discussed through the attendance department and guidance.
The State of New York requires every student to attend school every day unless he/she has a legal excuse. Parents should report student absence to the Lincoln High School Attendance Office at 376-8400 ext. 5140 by 8:00 a.m. A very poor record of attendance can severely deter a child from achieving the level of skills and knowledge required for success in the next grade.
CLASS ATTENDANCE PROCEDURES
IT IS ESSENTIAL THAT ATTENDANCE IS ACCURATE AND THAT ALL ATTENDANCE SHEETS ARE TURNED IN AT THE APPROPRIATE TIME IN ORDER FOR THE SYSTEM TO WORK.
• Attendance is taken every period. (on the computer after approximately 10 minutes after the ringing of the 2nd bell)
• If a student arrives late to class he/ she will be marked late with the time recorded.
• In addition, all teachers should be keeping a daily attendance log for their own records.
• Please ensure that attendance is taken daily and accurately, as it is a legal document.
ILLEGAL ABSENCES FROM SCHOOL OR A CLASS
TRUANCY
Any student who has been found to be illegally absent from school for all or a significant part of the day will have his/her parents and or guardians notified. The student will be informed verbally or in writing the following morning that he/she has an illegal absence. Parents and/or guardians will also be notified. Subsequent absences will result in suspension and parent conference or further disciplinary action as deemed appropriate by the administration.
INDIVIDUAL CLASS CUTS
Students are not permitted to be absent from any class without prior approval from the teacher. If a student needs to go to guidance or the nurse, etc., the student’s subject teacher must supply the pass. Any student who has cut a class will be required to serve a one day In House Suspension.
After continuous class cuts, a student will be SUSPENDED and will require a parent conference with the administration.
TARDINESS
LATENESS TO CLASS – LOITERING IN THE HALLS
Classes at Lincoln High School start promptly at the bell. The time between periods is three minutes. Students are to be in their seats and ready for work. Failure to comply will result in the student serving an after school detention.
Student Absence Report
Please use this form to:
• Record students who are absent three or more consecutive days
• Document parent contact regarding the absences
• Note erratic attendance patterns
No Shows
1. A no-show is a student who has not attended this year, was not in the district last year, and cannot be located after attempts to contact by phone, letter or Outreach Worker. This does not include students who have shown up and disappeared.
2. For Period 1 – if a student does not show up for the first five (5) days, you must try to contact family for disposition. If no contact can be made, a letter must be sent as soon as possible. Contact your Outreach Worker who will have responsibility for investigating further.
3. When a No-Show student is confirmed by the Outreach Worker, then transfer the student out to the destination identified, e.g. to another district or parochial school. If a student is new or re-registered after a lapse of a least one full academic year, then transfer the student out to destination “895”. This special unit code means the student never appeared in your building and provides a way, centrally to track occurrences. This special code can be used only during period 1.
Contact the Special Education Department regarding all Special Education students who have not appeared in your building. Remember that all in-district changes for disabled students can only be initiated by the Special Education Department. The building can process transfers only if Special Education students are confirmed as leaving the district.
Schools are accountable for student absences. If no shows are not found by the end of Period 1“No Show Registers” are not permitted. All students enrolled must be accounted for in school attendance.
SCHOOL CONDUCT
&
CODE
LINCOLN HIGH SCHOOL
“We Care…We Learn…We Lead”
Appropriate Attire Required
“One of the reasons we have schools is for student to learn what is appropriate. Young people learn what is appropriate in society by looking at their adult role models. Your dress and your behavior are what young people will take to be appropriate.” ~ Harry K. Wong
Students are required to attend school appropriately dressed in clothing that meets health and safety standards and does not interfere with their education, distract others, or interfere with the educational process of the school. Students not adhering to the following dress code will be required to modify their appearance by covering or removing the offending items or if necessary or practical by replacing the objectionable items with acceptable ones. If the clothing cannot be modified in school, the student’s parent/guardian will be contacted and the student will be sent home to change clothes. Any student who fails to comply with the dress code will be subject to disciplinary action.
• Clothes must suitably cover the body. Skirts and shorts must be of an appropriate length. Tube tops cannot be worn. Pants must be fastened at the waist and the legs must be of equal length.
• Footwear designed to accommodate shoelaces must be worn with the laces tied. NO HOUSE SLIPPERS ALLOWED!
• Clothing which promotes products or activities prohibited by school policy and likely to cause a disruption in school is not allowed. T-shirts and other clothing that display abusive language, profanity, illegal organizations, or identified as a symbol of a gang cannot be worn.
• All clothing that is considered “outer wear” is not to be worn during the school day and should be placed in the student’s locker.
• Jewelry that may be deemed as a weapon is not allowed. This includes, but is not limited to, rings covering multiple fingers, spiked necklaces or belts, belts with large removable buckles, chain-like neckwear, etc.
• Students may not wear any headgear or hats. The only headgear that is acceptable is that which is worn by a student’s recognized religion or for medical reasons.
• Students are required to wear appropriate protective gear in certain classes such as technology, physical education, home economics, and science.
School Conduct and Discipline Code
Discipline is most effective when it deals with the problem at the time and place it occurs, and in a way that students view as fair and impartial. School personnel who interact with students are expected to use disciplinary action only when necessary and to place emphasis on the students’ ability to grow in self-discipline.
Disciplinary action, when necessary, will be firm fair and consistent so as to be the most effective in changing student behavior. In determining the appropriate disciplinary action, school personnel authorized to impose disciplinary penalties will consider the following:
1. Seriousness of the offense
2. Student’s age
3. Frequency of misconduct
4. Student’s intent
5. Potential effect of the misconduct on the school environment
6. State law requirements for certain disciplinary consequences
As a general rule, discipline will be progressive. This means that a student’s first violation will usually merit a lighter penalty than subsequent violations.
Level I – Engage in Conduct that is Insubordinate
Examples: Violating school or classroom rules; cheating/copying; unexcused lateness; cutting class; not being prepared for class; disrupting the classing; failing to deliver or return communications between home and school, leaving class without permission, inappropriate display of affection, eating in the classroom, horseplay, failure to display school I.D.
Disciplinary Options: verbal reprimand, conference, parent/guardian notification, detention.
Level II – Engage in Conduct that is Disorderly/Disruptive
Examples: repeated misbehavior (level 1), verbal disrespect, disruptive behavior on school bus, running, leaving school grounds, repeated cafeteria disturbance, disrespecting school property or property of another student, smoking, disruptive behavior that continually interrupts instruction.
Disciplinary Options: student/teacher conference, parent/guardian contact by phone, written referral to administrator, removal of substantially disruptive students.
Level III – Engage in Conduct that Endangers the Morals, Health and Welfare of students and staff
Examples: fighting, threats, boycott, sit-in, trespassing, walkout, gambling, hazing, all types of harassment, promotion of any behavior prohibited by the Code of Conduct, defamation, forging parental signatures, gang participation, possession or using alcohol
Disciplinary Options: suspension 1 -2 school days, administrator/student/parent/teacher conference, Superintendent’s Hearing for repeat offenses.
Level IV – Engage in Conduct that is Violent/Dangerous
Examples: possession or use of a weapon, placing a person in fear of physical injury, selling, giving or delivering alcoholic beverage or dangerous drug, intentionally damaging or destroying property of a student, teacher or administrator, graffiti or arson, defacing, vandalizing or destroying property of others or school, possession of fireworks, “poppers,” smoke or stink bombs or any other volatile chemical, any felony, bomb threats, sexual offenses, theft, false alarm.
Disciplinary Options: Automatic 5 day suspension, Superintendent’s Hearing, Notification to the Yonkers Police Department by the Administrator, phone call to parent/guardian, Written notification to parent, parent/student/administrator conference, notification to appropriate Central Office personnel.
STUDENT MANAGEMNT
ORGANIZATION
PRINCIPAL
Assistant Principals
Counselors
Teachers
Students
Classroom discipline is a key responsibility of the classroom teacher. Good discipline in the classroom ensures an environment that is conducive to learning and reduces conflict. Documentation of all action related to discipline must be maintained by the teacher.
MAJOR SCHOOL CONFLICTS
The classroom teacher should call for assistance whenever a situation arises where a student may cause harm to himself or others. Documentation of these occurrences, including a Referral Form, should be completed.
When initiating a referral, please write it up objectively on the reverse side of the appropriate form. State exactly what happened, quoting language used when necessary. Statements such as “you name it, he did it,” or “… is totally uncontrollable,” are inappropriate because they do not state what happened. Give the facts as they occurred. List specific interventions you have used with that student, including dates.
Never tell an offending student what his/her punishment will be unless you are the one employing that intervention (i.e., classroom detention). It would be unfortunate if you tell a student that he/she will be suspended but the offense does not truly merit it. If you are taking the action, then clearly state that to the student. If the offense requires referral to the administration, rest assured that we will follow the guidelines outlined and will provide feedback to you.
A student should be referred to the administrator after repeated classroom disturbances or serious behavioral occurrences within the building.
The administrator will act on all referrals by:
1. accepting referral forms from staff members and evaluating situation(s).
2. setting up conference with student.
3. contacting/communicating with parent and arranging conferences if necessary.
4. contacting/communicating with the guidance counselor.
LEARNING STANDARDS
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| |The Arts |
| |Standard 1: Creating, Performing, and Participating in the Arts |
| |Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and |
| |visual arts) and participate in various roles in the arts. |
| |Standard 2: Knowing and Using Arts Materials and Resources |
| |Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in |
| |various roles. |
| |Standard 3: Responding to and Analyzing Works of Art |
| |Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other |
| |aspects of human endeavor and thought. |
| |Standard 4: Understanding the Cultural Contributions of the Arts |
| |Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in|
| |turn shape the diverse cultures of past and present society. |
| | |
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| |Career Development and Occupational Studies |
| |Standard 1: Career Development |
| |Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and |
| |abilities to future career decisions. |
| |Standard 2: Integrated Learning |
| |Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. |
| |Standard 3a: Universal Foundation Skills |
| |Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace. |
| |Standard 3b: Career Majors |
| |Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward |
| |gainful employment, career advancement, and success in postsecondary programs. |
| | |
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| |English Language Arts |
| |Standard 1: Language for Information and Understanding |
| |Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect |
| |data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, |
| |and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted |
| |conventions of the English language to acquire, interpret, apply, and transmit information. |
| |Standard 2: Language for Literary Response and Expression |
| |Students will read and listen to oral, written, and electronically produced texts and performances from American and world |
| |literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and|
| |cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language |
| |that follows the accepted conventions of the English language for self-expression and artistic creation. |
| |Standard 3: Language for Critical Analysis and Evaluation |
| |Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will |
| |analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and |
| |writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a|
| |variety of perspectives, their opinions and judgments on experiences, ideas, information and issues. |
| |Standard 4: Language for Social Interaction |
| |Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the|
| |accepted conventions of the English language for effective social communication with a wide variety of people. As readers and |
| |listeners, they will use the social communications of others to enrich their understanding of people and their views. |
| | |
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| |Health, Physical Education, and |
| |Family and Consumer Sciences |
| |Standard 1: Personal Health and Fitness |
| |Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical |
| |activity, and maintain personal health. |
| |Standard 2: A Safe and Healthy Environment |
| |Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. |
| |Standard 3: Resource Management |
| |Students will understand and be able to manage their personal and community resources. |
| | |
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| |Languages Other Than English |
| |Standard 1: Communication Skills |
| |Students will be able to use a language other than English for communication. |
| |Standard 2: Cultural Understanding |
| |Students will develop cross-cultural skills and understandings. |
| | |
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| |Mathematics, Science, and Technology |
| |Standard 1: Analysis, Inquiry, and Design |
| |Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek |
| |answers, and develop solutions. |
| |Standard 2: Information Systems |
| |Students will access, generate, process, and transfer information using appropriate technologies. |
| |Standard 3: Mathematics |
| |Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by |
| |applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, |
| |algebra, data analysis, probability, and trigonometry. |
| |Standard 4: Science |
| |Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living |
| |environment and recognize the historical development of ideas in science. |
| |Standard 5: Technology |
| |Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy |
| |human and environmental needs. |
| |Standard 6: Interconnectedness: Common Themes |
| |Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the |
| |themes to these and other areas of learning. |
| |Standard 7: Interdisciplinary Problem Solving |
| |Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and |
| |make informed decisions. |
| | |
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| |Social Studies |
| |Standard 1: History of the United States and New York |
| |Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments,|
| |and turning points in the history of the United States and New York. |
| |Standard 2: World History |
| |Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments,|
| |and turning points in world history and examine the broad sweep of history from a variety of perspectives. |
| |Standard 3: Geography |
| |Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent |
| |world in which we live—local, national, and global—including the distribution of people, places, and environments over the |
| |Earth’s surface. |
| |Standard 4: Economics |
| |Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other |
| |societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units |
| |function in the United States and other national economies, and how an economy solves the scarcity problem through market and |
| |non-market mechanisms. |
| |Standard 5: Civics, Citizenship, and Government |
| |Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing |
| |governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic |
| |values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of |
| |participation. |
| | |
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