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Montgomery High School

Montgomery High School. Class of 2017 Parent Orientation March 11, 2013. What to expect… Caring environment Challenging curriculum Excellent faculty Opportunity Preparation for successful life. Welcome to MHS Paul J. Popadiuk, Principal. Sample Student Schedule.

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Montgomery High School

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  1. Montgomery High School Class of 2017 Parent Orientation March 11, 2013

  2. What to expect… • Caring environment • Challenging curriculum • Excellent faculty • Opportunity • Preparation for successful life Welcome to MHS Paul J. Popadiuk, Principal

  3. Sample Student Schedule

  4. Sample Student Schedule from Parent Resources (in block view)

  5. Sample Schedule from Parent Resources—list view

  6. Block Benefits • A Unique Opportunity to Combine the Advantages of Block Scheduling and Collaborative Learning Teams • Less Stress for Students • Focus on fewer subjects each day • Study Hall- The gift of time to complete HW • Unit lunch with friends • Deeper relationships with teachers and peers • Similar to College Schedule

  7. Block Benefits Cont. • Longer Classes: Differentiated Instruction • Teachers lecture less • Greater variety of activities • More time engaged in problem-solving • Greater retention and in-depth learning • Social & Emotional Learning Skill Development

  8. Social and Emotional Learning Target Areas

  9. Communication • Teacher first: establishing positive, conducive parent, student, teacher relations is paramount. Counselors may assist in this process. • Supervisor second • Principal last

  10. Special EducationJoanne Tonkin, Supervisor of Pupil Services Full continuum of programs for eligible students to support overall success Supports include: • collaborative consultation, • in-class support, • replacement courses, and • a comprehensive language-learning disabilities (LLD) program.

  11. Special EducationJoanne Tonkin,Supervisor of Pupil Services • Study skills, career planning and work study are also provided in response to individual student needs. • Community-based instruction is an integral component to the LLD Program. • Child study team case managers remain with their students from the 9th grade through the 12th grade.

  12. Guidance DepartmentCorie Gaylord, Vice Principal The vision of the Guidance Department is for all students who graduate from Montgomery High School to have the ability and personal resources to: understand themselves and others, understand career pathways and options, resolve personal problems, make informed decisions, manage conflict, make a successful transition from school-to-college or school-to-career, and be life-long learners.

  13. Mission Transition! • March 13 – Course Selection Program at UMS Distribute P.O.S. and Course Selection Worksheet • March 18 - 22 - Scheduling Counselors meet with 8th grade students to discuss academic courses. Students should bring Course Selection Worksheet with them • June – Rising Freshman visited at UMS by Peer Leaders Learn about student life at MHS • August - Freshman Orientation Students will have the opportunity to meet with a Peer Leader, sign up for extra-curricular activities, walk their schedule and even visit their new locker!

  14. Graduation Requirements • English 4 years • Health/PE 4 years • US History 2 years • World Studies 1 year • Math 3 years • Science 3 years • World Language 1 year • Visual/Performing Arts 1 year • 21st Century Life and Career 1 year • OR Tech Education • Financial and Entrepreneurial ½ year • Literacy • Pass High School Proficiency Assessment (HSPA). It is anticipated that the Biology End-of-Course (EOC) Assessment will be a requirement for the graduating class of 2017.

  15. English DepartmentJohn Anagbo, Supervisor of English 9th Grade English Introduction to Literature & Composition 9 Introduction to Literature & Composition 9 – Honors Honors Course Expectations Summer Reading

  16. English DepartmentJohn Anagbo, Supervisor of English Electives available for 9th grade students • Introduction to Drama I and II • Public Speaking (the above qualify for Visual and Performing Art credits) • Expository Writing

  17. Mathematics DepartmentJennifer Riddell, Supervisor of Mathematics • Algebra 1 (Part 2) • Math I • Math Connections I: • NJ ASK 8 --remediation

  18. Mathematics DepartmentJennifer Riddell, Supervisor of Mathematics • Elements of Geometry • Prerequisite: HS Algebra I (Part 2) • Geometry • Prerequisite: 70% in HS Algebra I (Part 2) • Geometry Honors • Prerequisite: 85% in Algebra I Honors or a 95% in Algebra I

  19. Mathematics DepartmentJennifer Riddell, Supervisor of Mathematics • Algebra II Honors • Prerequisite: 85% in Geometry Honors (or 95% in Geometry CP) and 85% in Algebra I Honors (or 95% in Algebra I CP) • Precalculus Honors • Prerequisite: 85% in Algebra II Honors or 95% in Algebra II CP

  20. Social Studies DepartmentAdam Wright, Supervisor of Social Studies • 9th Grade Requirement: • World Studies • Presents a global focus from The Italian • Renaissance through today • Integrates geography and writing skills

  21. Social Studies DepartmentAdam Wright, Supervisor of Social Studies • World Studies Honors • For motivated students who want to challenge themselves by exploring the curriculum in greater depth • Stresses critical reading, writing and thinking in the subject area

  22. Social Studies DepartmentAdam Wright, Supervisor of Social Studies • Great Expectations • Links World Studies with Literature and Composition • Integrates reading, writing, and study skills • Creates a global focus from European Feudalism (911AD) to modern times • Utilizes differentiated instruction and heterogeneous classes • Limited to 50 students

  23. Business, Technology & Family & Consumer SciencesChris Reginio, Vice Principal • Technology Education • 21st century • Options • Business Education • Career Exploration • Financial Literacy—graduation requirement • Family & Consumer Sciences

  24. Visual & Performing ArtsAdam Warshafsky, Supervisor • Music • Band Program • Choir Program • Orchestra Program • Electives • Art • Studio Art • Photography • Animation • Digital Design

  25. World Languages DepartmentJenny Egas, Supervisor 9th Grade students continuing in French, German, and Spanish will be placed in the following levels based on teacher recommendation: • French I, II or III • German I, II or III • Spanish I, II or III *Please note that teacher recommendations should be followed to ensure appropriate placement and avoid confusion

  26. World Languages DepartmentJenny Egas, Supervisor • Other languages offered to freshmen include: • Latin • Mandarin Chinese (heritage students will be evaluated in order to be placed appropriately to benefit their learning)

  27. Health/Physical Education DepartmentDamian Pappa, Vice Principal • Health: Adolescent Wellness • Fitness and Team Sports/Lifetime Activities • Facilities

  28. Co-Curricular ActivitiesDamian Pappa, Vice Principal • Academic Clubs • Service Clubs • Student Government • Visual and Performing Arts

  29. Athletic DepartmentTony Maselli, Director of Athletics • Website - http://www.mtsd.k12.nj.us • Great source for information: Important dates, schedules, forms. • All students participating in a sport must have an annual physical examination. We provide one at UMS & MHS in June • Eligibility Requirements • All freshmen are eligible for fall sports – No requirements • At the end of the 1st Semester – Must be passing 15 Credits • At the end of the year – Must have passed 30 credits • Parent/Athlete Handbook

  30. Science DepartmentJason Sullivan, Supervisor of Science • Sequence of Studies: • Physics (9th grade) • Chemistry (10th grade) • Biology (11th grade) • Elective (12th grade)

  31. Science DepartmentJason Sullivan, Supervisor of Science (Physics, Chemistry, and Biology are all offered at four levels) For example: • Applications of Physics • Physics • Honors Physics • AP Physics

  32. Science DepartmentJason Sullivan, Supervisor of Science • Applications of Physics • Physics • Physics Honors • Emphasis on guided-inquiry instruction • Courses will meet for 84 minutes on the A/B Block Schedule • There is no additional lab period scheduled

  33. MHS – Physics First & Modeling • Science Program of Study • Physics / Chemistry / Biology “In a beginning course in physics, students explore their own notions about common, everyday phenomena, discuss their observations with peers, and draw conclusions that can be tested. They begin to make predictions, practice data collection and graphing techniques, apply some mathematical skills to real situations, and start to make sense of their observations.” • Physics First: An Informational Guide for Teachers, School Administrators, Parents, Scientists, and the Public (AAPT 2009)

  34. Addressing Preconceptions

  35. Diagnostic Tools

  36. Models vs Problems • The problem with problem-solving • Students come to see problems and their answers as the units of knowledge. • Students fail to see common elements in novel problems. “But we never did a problem like this!” • Models as basic units of knowledge • A few basic models are used again and again with only minor modifications. • Students identify or create a model and make inferences from the model to produce a solution.

  37. What Do We Mean by Model? • with explicit statements of the relationships between these representations

  38. Multiple Representations • with explicit statements describing relationships

  39. I - Model Development • Students in cooperative groups • design and perform experiments. • use computers to collect and analyze data. • formulate functional relationship between variables. • evaluate “fit” to data.

  40. I - Model Development • Post-lab analysis • whiteboard presentation of student findings • multiple representations • verbal • diagrammatic • graphical • algebraic • justification of conclusions

  41. Preparing Whiteboard

  42. Making Presentation

  43. Implementation Issues • Modeling is a methodology, not a set of curriculum materials. (No one road to Rome, but no magic bullet either.) Teacher must adjust approach to local conditions. • Formidable teacher learning curve. One key skill: managing and elevating student discourse.

  44. Implementation Issues • Culture shock: All Stakeholders • Students • Use constructed models to solve problems • Teacher • Consensus leader, chief of questions, no final authority • Parents • Question transformed from “What did you do in science class?” to “Explain how the class developed a consensus on this problem?” and “What is the underlying model for this physical phenomenon?”

  45. Science DepartmentJason Sullivan, Supervisor of Science • Information to help make course level selection. • 8th Grade Teacher Recommendation • Assessment of Basic Math Skills • 9th Grade Math class

  46. Thank You for Coming

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