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Haine Middle School

Haine Middle School. “Meet the Teacher Night” Tim Cammisa , Tracey Clarke, and Julie Fornadel. Tim Cammisa – 310 Science Social Studies. TEACHERS. Tracey Clarke – 309 English Reading. Julie Fornadel – 307 Mathematics. Tim Cammisa. Education : Master’s in Administration

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Haine Middle School

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  1. Haine Middle School “Meet the Teacher Night” Tim Cammisa, Tracey Clarke, and Julie Fornadel

  2. Tim Cammisa– 310 Science Social Studies TEACHERS Tracey Clarke – 309 • English • Reading Julie Fornadel – 307 • Mathematics

  3. Tim Cammisa Education: Master’s in Administration Bachelor’s in Elementary and Special Education Family: Married to Heather – Italy honeymoon this past summer… Pet: Sophia (English pointer) Teaching Experiences: Haine M.S. - 4 years Haine Elementary – 8 years Favorites: Subject: All… Activities: Fly fishing, outdoors, sports Weakness: Coffee

  4. Tracey Clarke Education:SRU Master’s in Reading, Reading Specialist, BA in Elementary Education, BA in Commercial Recreation Family: Daughter: Kelley Son: Brian Daughter: Carly Teaching Experiences: Haine M.S. – 13 years Seneca Valley M.S. – 1 year Evans City M.S. – 2 yrs. Favorites: Subject: English & Reading Sport: Basketball Past Time: Coffee

  5. Julie Fornadel Education: Master’s in Reading (YSU), Reading Specialist, K-12 Principal’s Certification (SRU), BA in History (PITT) Family: Daughter: Simone (14 yrs.) 10th Grade Competitive Baton Twirler Teaching Experiences: Haine M.S. – 11th year Wilkinsburgh SD – 4 years Fontana (CA) SD – 2 years Favorites: Subject: Math Sport: College Basketball & Football Past Time: Sleep

  6. 6th Grade Goals • Prepare students for the 7-8 Middle School, both academically and socially • Equip students to score proficient on the PSSA’s • Encourage the enjoyment of reading and writing • Foster higher level/critical thinking • Develop problem solving skills that students can apply to real-life situations • Facilitate our students to become life long learners

  7. Team Position Statements • Every student should be taught at their instructional level • The needs of the students come first in the decision-making process • High & clear expectations and academic rigor for students in every class • Reading and Writing development are inextricably tied together and must be taught together, while being reinforced in the content areas • Parental involvement is the number one indicator in a student’s success in the classroom (Planners, E-mails, parent/student portal) • All students must be held accountable for their actions • •Consistent discipline techniques across the team

  8. Teacher Webpage • Step 1: Go to www.svsd.net • Step 2: Select Haine Middle school from the drop down menu in the upper left hand corner. • Step 3: On the black and white menu bar (middle of screen), click on “Teacher Web Sites”. Finally, click • “Clarke, T,” “Cammisa,T,” or “Fornadel, J.”

  9. TEAM POLICIES • When absent, the student has the number of days absent to make up missed work. • Homework is to be completed prior to the start of class and it is part of the student’s grade. • Incomplete or missed assignments can be turned in prior to the start of the next school day for half credit. • All assignments turned in after 2 days of the due date will get a zero. • All assignments must be made up, even if it is for zero credit. • When absent, it is the student’s responsibility to ask his/her teachers what work needs to be completed. • When asking a peer for help, please ask a responsible student. • No extra credit is given.

  10. Connected – Accountable – Respectful – Excellence – Safe - Haine students make appropriate comments and demonstrate appropriate behavior. Haine students are accountable for their actions and think before they act. Haine students respect others and use manners. Haine students always do their best. Haine students work well with others and maintain a clean, safe learning environment. Haine Cares

  11. Differentiated Instruction: What is it? Differentiated Instruction (DI) is a balance between content and competencies expected that students know and be able to do, with various pedagogical options to maximize durable learning.

  12. Key Principles of a Differentiated Classroom • The teacher is clear about what matters in subject matter • The teacher understands, appreciates, and builds upon student differences • Assessment and instruction are inseparable • The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile • All students participate in respectful work • Students and teachers are collaborators in learning • Goals of a differentiated classroom are maximum growth and individual success • Flexibility is the hallmark of a differentiated classroom

  13. Flexible Grouping • Flexible grouping isthe practice of grouping and regrouping students according to specific goals, activities, and students’ strengths and/or needs. • Flexible grouping increases student achievement by allowing teachers to tailor the pace and content of instruction to students’ needs. • All students are taught the same curriculum and content, the level/depth and pace of instruction are adapted to students’ needs. • Students are grouped by both formal (PSSA & NWEA) and informal (5th grade report card, teacher observations, tests, quizzes, homework, basic skills inventories, writing samples, etc.) assessments

  14. READING RESEARCH SHOWS… The top three factors that discriminate between highly effective and less effective schools in literacy achievement are: 1) Parental Involvement 2) Amount of Reading done at home 3) Amount of Reading done at school

  15. READING RESEARCH SHOWS… • Students who read an average of 5 minutes a night score in the 10th percentile. • Students who read an average of 9 minutes a night score in the 50th percentile. • Students who read an average of 20 minutes a night score in the 75th percentile and above.

  16. READING RESEARCH SHOWS… • 25% of American adults read at or below a 4th grade level, despite having spent an average of ten years in school. (Kirsch, Jenkins, Jungeblut & Kolstad, 1993)

  17. THE GOALS OF THIS LITERATURE BASED CLASSROOM ARE: • 20 minutes a night, four times a week (equivalent to 25-30 books a year). • To establish an independent reading requirement and an independent reading plan for each student. • Ensure that students read a mix of non-fiction and fiction texts in a variety of genres and topics at appropriate grade levels. • Identify text at various levels to meet the needs of students. • Include a system for monitoring and keeping track of what has been read.

  18. READING RESEARCH SHOWS… • A literate high school graduate has a reading and spoken vocabulary of about 60,000 words. • A typical 6th grade student has a reading vocabulary of about 20,000 words. • Students need to learn about 4,000 words a year, or about 70 words a week. • The best strategy for learning this number of words is to read a large amount of narrative and informational text (25-30 books per year). • Students will learn approximately 2,000-3,000 of these words by learning them in context.

  19. READING GENRES • Traditional & Classical • Realistic Fiction • Historical Fiction • Fantasy • Science Fiction • Informational • Biography

  20. ENGLISH Purposes: • Stimulate language development to recognize the strengths of various literacy genres by comparing pieces with related themes written in different genres • Introduce students to literacy terminology

  21. Purposes continued: • Familiarize with types of writing they will produce • Provide a common base on which to build listening, speaking, thinking, vocabulary, and comprehension skills • Provide meaningful literature for creative writing • Stimulate creative activities involving reading, oral language, vocabulary building and art

  22. 6th Grade MATHEMATICS UNITS • Decimals & Fractions • Ratios, Rates, and Percent • Algebra: Numbers, Expressions, & • Equations • Algebra: Integers & Rational Numbers • Inequalities • Geometry & Measurements • Statistics • Operations with Integers

  23. Pre-Algebra UNITS • The Language of Algebra • Operations with Rational Numbers • Ratios, Proportions, & Similar Figures • Percent • Algebraic Expressions • Solving Equations & Inequalities • Data Analysis & Probability • Angle/Line Relationships & Geometry

  24. The HEART of Mathematics Mathematics is more than simply finding the right answers; students will learn that the heart of mathematics work lies in:  Finding and investigating relationships  Recording their thoughts and ideas  Sharing their ideas with their classmates  Reflecting on the mathematical ideas they are investigating  Reflecting on their own mathematical processes

  25. Math Journals • It is a personalized textbook, created by students, used to strengthen student learning through participation. • Every student will be required to maintain a math journal, one for each quarter, that will be graded. • It is a working portfolio used to keep track of learning, and allows students to easily access work and notes. • Students that maintain and use their math journal perform well. • Journals should be taken home nightly to assist with homework. • Journals can be used on all quizzes and tests.

  26. Homework • Math homework will be given nightly to reinforce the skills and concepts taught in class. • Homework is to be done in their Math Journals. • Each homework assignment is worth 2 points. If an assignment is not done in it’s entirety or if they do not meet the criteria below, then students only get half credit • Criteria for FULL credit: • Number the problems. • Skip two spaces in between each problem. • ALWAYS copy the problem, except word problems. Copy the problem even if you can solve it mentally. • Show ALL your work. • Circle your final answer. • -Label your answers, when necessary. - Write the answer to a word problem in a complete sentence.

  27. Informal Assessments • Daily Math Quiz (at the end of each Chapter) • Checkpoints at the end of each section in each chapter (graded homework assignments, parents are allowed to check them over) • Periodical Quizzes • End of the Chapter Tests • High-Level Math Tasks related to the Conceptual Unit

  28. SV Portal Grade Book Grades are weighted on according to the following percentages: -Math Journals – 10% -Homework – 20% -Quizzes – 30% -Tests – 40%

  29. Math Book On-Line Students can access the math book on-line by following the steps below: • Go to www.pearsonsuccessnet.com. You may want to bookmark this web-site. a) for the 6th grade text book: -Enter the username: grade6hms -Enter the password: grade6 b) for the pre-algebra text book: -Enter the username: preal6 -Enter the password: haine6 *Make sure you enter it as one word and that all letters are lowercase.

  30. Supporting Your Child in Math • Check webpage for nightly homework • Monitor progress thru SV Grade Book on the SV Portal • To assist in homework: -Handbook – notes and activities from class -Journals – assignments -Textbook - on-line -Lessons & Notes - webpage • Keep the conversation going: -Ask what the focus question and learning goals were for the lesson - Look for “word problems” in real life and solve together talking about different strategies

  31. SCIENCE & HEALTH *Earth Science, with focus on developing inquiry-based skills such as: Observation Hypothesizing Research Experimentation Data Analysis Content/Units: -Soil (Studying scientifically) -Rocks and Minerals -Erosion and Deposition -Plate Tectonics -Weather and Atmosphere (integrated) *Health -Immune System -Reproductive System -Tobacco/Drugs/Alcohol/Steroids *Reality Tour information will be given in December

  32. SOCIAL STUDIES Fields of Learning (integrated): Geography History Economy Government Culture Cultural Regions: • Latin America • Europe, Russia, and the Independent Republics • Southern Asia • East Asia, Australia, Oceania, & Antarctica • North/South Africa & Southwest Asia • Based on timeline; may be offered as enrichment • Emphasis on connections to the United States, current events, and research…

  33. Science & Social Studies Assessments • Graded assignments • Weekly quizzes - both assigned & unassigned • Open-ended tasks – scored with rubrics • Science Notebook - content and procedures • Unit & Theme Assessments Everything may be verified by both you and the students @: www.classroll.com

  34. PSSA Reading Analysis 2005-2006

  35. PSSA Math Analysis 2005-2006

  36. PSSA Reading Analysis 2007-2008 5th Grade 2006-2007 6th Grade 2007-2008

  37. PSSA Math Analysis 2007-2008 5th Grade 2006-2007 6th Grade 2006-2007

  38. PSSA Reading Analysis 2008-2009 5th Grade 2007-2008 6th Grade 2008-2009

  39. PSSA Math Analysis 2008-2009 5th Grade 2007-2008 6th Grade 2008-2009

  40. PSSA Reading Analysis 2009-2010 5th Grade 2008-2009 6th Grade 2009-2010

  41. PSSA Math Analysis 2009-2010 5th Grade 2008-2009 6th Grade 2009-2010

  42. PSSA Reading Analysis 2010-2011 5th Grade 2009-2010 6th Grade 2010-2011

  43. PSSA Math Analysis 2010-2011 5th Grade 2009-2010 6th Grade 2010-2011

  44. PSSA ReadingAnalysis 2011-2012 5th Grade 2010-2011 6th Grade 2011-2012

  45. PSSA Math Analysis 2011-2012 5th Grade 2010-2011 6th Grade 2011-2012

  46. PSSA ReadingAnalysis 2012-2013 5th Grade 2011-2012 6th Grade 2012-2013

  47. PSSA Math Analysis 2012-2013 5th Grade 2011-2012 6th Grade 2012-2013

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