HADDON HEIGHTS JUNIOR/SENIOR HIGH SCHOOL HADDON HEIGHTS, NEW JERSEY September 2011 ACCOMPLISHMENTS, EVENTS, FACULTY HIGHLIGHTS AND INNOVATION REPORTS FROM DEPARTMENT COORDINATORS' MONTHLY REPORTS GUIDANCE Curriculum, Special Classroom Events, Speakers, etc. 1. New registration totals are up to 37 new students since the beginning of August. High School enrollments are 687. The Junior High enrollments are 149. We also had 31 withdrawals over the summer. 2. A September college representatives’ visitation schedule has been printed and placed in the daily announcements. Copies are available in Student Services and are posted on the Student Services E-Board. All juniors and seniors have been emailed the list via Naviance. (Students have been in attendance in large numbers. This is very encouraging to the college admission counselors). 3. A copy of the Student Services newsletter has been prepared by Mr. Weckerly and was mailed home to freshmen, sophomores, juniors and seniors. 4. A flyer, promoting the PSAT administration on October 15th, was mailed home to all sophomore and juniors and is posted in the daily announcements and website. 5. Updated IEPs have been filed for the new 2011/2012 school year. 6. Five 504 meetings were held this month, on September 14th, 19th, 20th, 23rd and 30th. A total of 18 plans were reviewed and updated. 7. All AP courses are in the process of being authorized by College Board for this school year. 8. A fifteen year comparison study of A.P. tests is as follows: Year #Exams Different Subject Tests 1997 4 2 1998 8 4 1999 26 5 2000 38 6 2001 57 6 2002 55 6 2003 71 6 2004 69 6 2005 63 6 2006 53 7 2007 53 7 2008 57 6 2009 69 6 2010 76 7 2011 110 8 9. The College Board Advanced Placement Participation Form and Surveys were completed. 10. Mr. Weckerly and Mrs. Zelley have begun visiting senior English classes to discuss college applications. They are retraining the seniors to use our Naviance software. 11. Mrs. Hoeschele is excited for the Teen Pep class. They are motivated and excited about this year. Preparations for Future Faculty Highlights, Special Training, Innovative Efforts Accomplishments. 1. Mrs. Lodge and Mrs. Warren attended a three hour Bully Training in August sponsored by Stauss Esmay. 2. Mrs. Warren trained the faculty and support staff for a two hour bullying workshop on September 6th & 7th. Ms. Owen assisted. 3. Mrs. Warren reviewed 504 forms with Mrs. Renner to help acquaint her with the districts new policy and procedures. 4. Preparations are underway for Back to School Night. A table will be set up outside the auditorium to process registrations for PSAT’s. 5. PSAT’s are scheduled to be held at Haddon Heights’s on Saturday, October 15th. 6. Preparations are being made for the October HSPA test. ENGLISH/FOREIGN LANGUAGE Language Arts, Grade 7: 7th Grade Language Arts students ignited the new school year with beautifully done symbolism projects from their summer reading. They explored the school's library where they were able to hear Mrs. Tagmire give book talks on high interest novels. Students also studied various genres and their unique features, which gave them the tools to read with purpose. Pronoun-antecedent agreement and noun recognition were learning points students met in order to further their knowledge of grammar. They will be developing reading strategies for understanding text structure in October. Language Arts, Grade 8: Students explored Greek and Latin Roots, vocabulary, Freytag's pyramid, characterization and various types of point of view. Students learned to present properly, read actively, and participated in a tournament based on their Summer Reading Project and book. English I: English I started the year establishing the routine of daily independent reading. Students chose books of interest to them and have begun reading daily to build stamina and to form a concept of reading as a pleasurable activity. We have also begun our "Taking Perspectives" unit, where we read Walter Dean Myers' novel Monster in class, focusing on how Myers' use of different modes and flashbacks gives us insight into the character of Steve Harmon. The "Taking Perspectives" will also include a personal narrative as our first major essay, and so we have begun pre-writing activities to mine for ideas. Honors English I: The Honors English I students are reading To Kill a Mockingbird as an exploration of our theme for the year, “Rites of Passage.” The majority of texts we examine will deal with young people and their passage into adulthood. Students submitted summer reading papers on their two books, all of which also addressed the theme of maturation. We recently assigned an independent reading/creative project where the students will be required to construct “promotional materials” for their personally selected novel which could be used to “sell” the book to potential readers; an oral component will accompany the visual product. Honors English II: The Honors English students completed their study of Fahrenheit 451 and presented their findings with regards to books that everyone should read. They also explored the idea of government and how and when society could question governmental actions. English II: English II explored the idea of identity and how background shapes people. They explored this idea through the summer reading and the photo essay. They also read three short stories exploring these same ideas. We also prepared to begin the study of Julius Caesar. Honors English III, English III-A, and English III-B: All levels of English 3 classes analyzed the summer reading novel, The Catcher in the Rye. Students utilized a variety of class activities to explore the themes and conflicts presented in their reading. A creative project, “Literature Meets Life,” connected the text to self and our society today. English 3 classes also began our study of Native American myths. We are also preparing for SAT through practice and explanation of SAT questions and SAT caliber vocabulary. In addition, Honors completed a literature analysis for their second summer reading novel of choice. Honors classes are also studying Native American myth and are exploring a variety of cultures through myth, connecting culture and commonalities (universality) through polygenesis and monogenesis. HSPA students are utilizing Study Island, learning strategies, practicing reading and writing, and evaluating through the use and understanding of the state rubrics. English IV-A: We used William James' concept of the dialogical self to understand the summer reading novel, Grendel, and discussed identity. Students are in the process of working on narrative writing, by writing a college essay. We are also beginning to explore Joseph Campbell's theory of the Heroic Monomyth, which students will apply to their own lives as well as the texts we'll read in October, and understand the function and purpose of myth in their own lives and in the human condition. English IV-B: English IVB students started the year with the "Who Am I?" unit. Students explored the essential questions of the unit through activities, readings, and writing prompts. The first few weeks’ students learned about the idea of metacognition and "knowing oneself." We studied current learning style theories, including the LCI and Gardner's Multiple Intelligences. Students then applied those theories to their own experiences in school. We spent the second half of the month reading short stories and poems that focused on identity. As a summative assessment, students wrote a creative piece incorporating the ideas covered in class. Honors English IV: We used William James' concept of the dialogical self to understand the summer reading novel, Grendel, and discussed identity. Students wrote a college essay, and also explored Joseph Campbell's concept of the Heroic Monomyth, applying it to Beowulf, Grendel, and their own journeys (on their way to college!). AP English: We started the year looking at the identity of characters from the summer reading books (Beowulf and Grendel) and students' own identity through the writing of the college essay. We also examined William James' concept of the dialogical self and applied it to these works of literature as well. We began reading excerpts from the Iliad, using the philosophical debate between determinism and indeterminism to drive our interpretation. AHSA Preparation: The purpose of this course is to remediate 12th grade students who did not pass the Language Arts portion of the HSPA in their junior year. We are working on building reading & writing skills as well as practicing specific test taking strategies. The HSPA re-test will take place during the first week of October. Creative Writing: This course started with students investigating their own experiences, starting with their names. Utilizing the writing process and simultaneously forming their own "best writing process," students also wrote a "Where I'm From" poem and are currently working on a short memoir. ENGLISH SPECIAL EDUCATION CLASSES/TEACHERS Literacy/READ 180 Classes-- Ms. Janis Gershowitz, Ms. Denise Hosack: READ 180 students have taken the SRI, chosen lexile appropriate reading material, and participated in program goals. We are very grateful to Darrell Strong for all of his help. TAP Program-- Ms. Denise Hosack: TAP English is in complete alignment with English 4B. Students are engaged and learning about themselves as "learners". Mrs. Ruthmarie Weinberg: I attended the South Jersey Summer Institute for Teachers Dinner at the Mansion in Voorhees where teachers are recognized for helping students become members of our community by working with over one hundred business people in South Jersey. The speaker for the dinner was Wells Fargo's President who shared their story about how teachers have made an impact in her life and how they can make an impact in their students' lives. It was great meeting and greeting the business owners throughout South Jersey. I want to acknowledge the Rob Evangelisti, Inc. for speaking and sharing their expertise with my graduates from Heights this summer. The students took time out their day to come to my house and observe my new porch and deck being built as they asked questions of Dennis Evangelisti about jobs in the field of Construction. (This was a really cool experience for me as a teacher to watch learning going on in the summer.) My Study Skills classes have been covering skills in Time Management, Organizational Skills, Using the Agenda Book and how to study Vocabulary. The Multiply Disabled History class is covering the importance of our country's flag and fascinating facts about our country. In the Multiply Disabled English Class the students are writing journals, improving language and reading skills using materials directed towards their needs. The Men's Chorus is awesome! I oversee two students in this class who have special needs and they are doing great. WORLD LANGUAGE Spanish Language and Cultures: Students have learned common greetings/farewells, how to ask/answer how they are doing, and how to introduce others/respond to introductions. They have also learned the Spanish alphabet. Culturally, we studied Mexican Independence Day and the Grito de Dolores; the Spanish-speaking countries of the world; and Hispanic culture in New York City and Philadelphia. Spanish I: Students have been working on the following: 1. Song competition with a Spanish Alphabet song/video from YouTube. 2. Practiced numbers with a secret number game; they played a spelling bee game with Spanish-speaking countries, their capitals and the Spanish alphabet. Spanish II: Students have been working on the following: 1. Writing: Describing themselves and others 2. Speaking: Describing a famous person to a classmate so that he or she guesses who that is. 3. Celebrate Love and Friendship day Spanish III: Students have been working on the following: 1. Writing: a diary about a perfect weekend they had. 2. Speaking: Conversation in pairs about activities they did last summer 3. Forum: participate on Athena responding to a question about what they do after school 4. Celebrate Love and Friendship day Spanish IV: Students worked on the following: 1. Students are in the beginning stages of creating a legend about their family to help their town increase tourist dollars and help out the school as well (performance task--information learned with connection to family and town). 2. Students also created and presented a hypothetical elaborate 8 minute FIRST MEETING Skit using everything they learned from the last 3 yrs. of Spanish. We have incorporated Songs and Dances related to the language and just finished our first song. We listen to the songs (Native Spanish singers of various styles), do a song fill-in, sing along, and then dance. AP Spanish: Students have been working on the following: 1. Formal oral presentation about reasons to do a cultural trip with a provoking introduction, a body citing 2 sources and a conclusion with a projection for the future 2. Conversation in pairs about an anecdote during a trip 3. Read an article about Machu Picchu in Peru 4. Forum: participate on Athena responding to a question about where they prefer to travel Grade 8 French: Students have learned some basic conversational skills and are now learning to say the alphabet, spell words, and understand words as they are spelled out to them. French I: Unit 1: “Getting Acquainted with French”– Greetings and formal addresses– the French Alphabet and numbers 1-30. They have been learning how the French greet each other, i.e. boys shake hands, girls kiss each cheek (faire la bise). Currently, students are learning subject pronouns and how to use the verb avoir (to have). French II: Unit 6: “Au Café” (At the café) –Café and food vocabulary and a review of the verbs avoir, être and regular –er verbs. Students already made short role-plays using the vocabulary and presented French French III: Students are learning about housing in France as well as using prepositions to describe where things are in a house. French IV: Unit 1 – “Salut, les copains » - Bien Dit Level: Review all 3 groups of regular verbs, the past tense, major grammar points and various vocabulary. New vocabulary to start a short mystery, La Poursuite Inattendue, (The Unexpected Chase). This year we will focus on writing using more complex sentences and a broader vocabulary, also treating more profound themes. In addition, I will stress the importance of speaking French constantly in class. LIBRARY The Haddon Heights Media Center continues to welcome classes, students and faculty before, during and after school hours. September’s report will focus primarily on class visits, new extracurricular programs, and changes that have been implemented. The usage statistics for the Media Center are also provided. Classes Although it is only September, classes have already begun visiting the library. The Media Center provides not only a change of scenery for students, but it also allows students to engage in print and internet research, as well as select books for class and pleasure reading. The seventh grade English students came in for their first introduction to the Media Center, which consisted of book-talks, browsing time, and independent reading. Students heard book-talks books that fell into three categories: Most Circulated Books 2009-2011, Teacher Picks, and Banned Books. The majority of the students all found something that sparked their interest, and we look forward to them visiting again. Two tenth grade English classes also visited to hear some book- talks and to select reading materials. We also had visits from classes signing up for goodreads.com and classes engaging in research for class projects. Extracurricular The Media Center is pleased to introduce the Battle of the Books program to junior high students. Sponsored by the New Jersey Association of School Librarians, Battle of the Books is a reading incentive program that strives to foster a love of reading through a friendly trivia competition. Students are encouraged to form teams of six. Each team is responsible for reading roughly twelve books from September to May. As they are reading, students take notes, jot down ideas, and challenge each other with questions from the books. In May, students participate in a formal competition that tests their knowledge of the books. One team advances to the regional competition and they will compete with the advancing teams from Haddonfield, Haddon Township, Runnemede, Stratford and others. Battle of the Books is immensely popular at the elementary level, and we look forward to the students’ continued participation. The Media Center is also the home base for assorted extracurricular clubs and activities. After- school times can be reserved on the library sign-up sheet. Changes The Media Center is making a few changes this year. We have upgraded our sign-up sheet so it is now powered through Google Docs. This allows faculty to sign up to use the Media Center 24/7. Additionally, the Media Center e-board has been consolidated with the elementary Media Center e- board so students in all grade levels across the district can “one-stop shop.” The e-board continues to provide a wealth of information from policies, to helpful websites, to virtual libraries. Nearly any question can be answered with a visit to the Media Center e-board. Usage Statistics • 93 classes X 25 students/class = 2,325 students serviced in library with class instruction • 148 students signed in before school • 113 students signed into library during periods 1 to 8 • 29 students signed in after school • Technology committee met on Monday, 9/19 • Scribe Meeting on Monday, 9/19 • Vinyl Club met on Tuesday, 9/20 The Media Center hours are from 7:00 AM to 3:30 PM daily. We look forward to your visit! MATH The summer was busy for Mrs. Joanne Johnson who started with wrapping up the AHSA math program. Mrs. Ruth Tocco was able to spend extra time with AHSA students and adjust her exam schedule so that she could administer the AHSA PATs during final exam week in June. Joanne Johnson completed the documentation (for Math and English) by the first week of July and submitted it to Pam Driver to be packaged and mailed to Measurement, Inc. The results came back August 12th. Out of the four math students, two passed and were eligible for graduation as long as their other criteria were met. Joanne Johnson was also a part of the interview process for a new math teacher who was to replace the retirement of Mrs. Cindy Roos and the halftime part of Mrs. Julie Ulrich. (Julie switched to part-time, 9 therefore the math department needed a fulltime teacher.) Out of the many resumes, the first round of interviews happened during the third week of July. Twelve people were interviewed. For the second round of interviews, four candidates were asked back to present a math lesson. The BOE interviewed the top two choices and selected the new math teacher. Mr. Paul Stanziale is our new math teacher, and we welcome him! He comes with three years of prior teaching experience. The math department participated in the Summer Bridge program. Mrs. Ruth Tocco taught the first two weeks at Haddon Heights, which began on July 6th. Mrs. Joanne Johnson taught the second session in Lawnside, which began on July 19th for English and July 26th for Math. Mrs. Johnson was present on July 19th to meet with Dr. Alicia Monroe and coordinate classrooms and supplies for the summer Bridge program. During that week, Dr. Monroe, Nancy Seddon, and Joanne Johnson met and collaborated about the transition of students from 8th to 9th grade from Lawnside to Haddon Heights High School. Dr. Monroe was the Director of the STEM (Science, Technology, Engineering, and Math) program in Lawnside and wanted to find out how we could all work together to help the students as they advance from Lawnside to HHHS. A future meeting was planned for late in September. During the week that Mrs. Johnson taught the summer Bridge math in Lawnside, she was able to meet informally with Mrs. Paula Davis, math teacher in Lawnside (grades 7 and 8) to discuss Lawnside’s NJASK-8 scores and how they would effect the students going into HHHS from Lawnside. Mr. Larry Ottman spent a week in Daytona Beach scoring AP statistics exams from all over the USA. This was a very valuable experience for Larry and HHHS, as Mr. Larry Ottman is now more aware of what the national AP Board is looking for on their exams. Larry will use that information throughout this school year as he teaches AP Statistics. Larry also delivered the Texas Instrument Nspire 3 day institute here at the high school during the third week of July. It was well attended from many different schools. Three of our teachers attended: Mrs. Dorothy Johnson, Ms. Michelle Carter, and Mr. Brian Roney. Furthermore, Larry Ottman conducted workshops at Absegami high School and Bridgeton High School during the summer. He also worked on developing training (and went through it himself) for a Gates Foundation Grant project awarded to Tutor.com to start a project called "My Live PD”. It is a project to provide live online coaching for Algebra I teachers at select pilot sites throughout the country. Once Mrs. Joanne Johnson received the NJASK-7 and NJASK-8 scores from all three districts by the beginning of August, she was able to revisit the list of students she had recommended for Algebra 1 Support class in order to delete students who had improved (and were Proficient) on their NJASK-8 and add students who were only “Partially Proficient” and in need of extra remediation in addition to their 9th grade Algebra 1 exam. She also consulted with the three 8th grade teachers (from Lawnside, Barrington, and Haddon Heights) to confirm the editing of these lists. We were very excited to see that 14 of Haddon Height’s 8th grade students scored a perfect 300 on their NJ ASK-8!! This was a nice reflection on Mrs. Jill VanArsdalen Ferry (8th grade teacher) as well as the math teacher in 7th grade (Mark Johnson) and the elementary teachers in Haddon Heights who developed the students’ foundation in math. 10 Joanne Johnson came in on six different days in mid-August to process budget items that had arrived or were missing. She also arranged and met with the new math teacher (Mr. Paul Stanziale) on two different days: August 24th and August 30th. On September 15th, the entire math department (and Special Ed. teachers assigned to the math department) met with Ms. Lisa Owen from 7:15 am – 7:55 am to review math and school business. On Friday, September 9th, Joanne Johnson met with Ron Corn, Lisa Owen, and Dan Fraga to review the template (about 45 pages) for the Title 1 Unified Plan (associated with AYP/NCLB). Joanne and Dan were asked to fill out specific pages of the plan. A week later (Friday Sept. 16th), Joanne transmitted the template which she had filled out (as mush as was applicable to math) electronically to Ron and Lisa for use in the final report. On Friday, September 23rd, Joanne Johnson met with the Special Services department as well as Lisa Owen and Ron Corn to discuss the plight of ESL students as related with advancement through the grades and participation on the HSPA and AHSA. In order to gain some clarification, Nancy Seddon and Mike Adams will be consulted so that we can decide what is the best path to follow with these students and when (and if) they will be required to take the standardized state testing if they are not eligible for graduation. The Back-to-School nights at Barrington and Lawnside were held on Wednesday and Thursday nights respectively (Sept. 21st and Sept. 22nd) were attended by Joanne Johnson. She prepared a Power Point presentation to acquaint parents with the high school math curriculum and how HHHS helps their children succeed. She met and talked with many parents as well as teachers at these two events. On Thursday, Sept. 22nd, the math department had a meeting from 2:30 – 3:15 PM. The main topic was AYP, but other business was also discussed. PHYSICAL EDUCATION The Physical Education promoted the Fitness Gram program from just 9th graders in 2010 to all students in grades 7 through 10. The first marking period fitness assessments will consist of body fat %, flexibility, and cardiovascular endurance. The students are going through various activities to promote the improvement in those areas. Each fitness assessment starts with a day of “chalk talk” with explanation of the importance of the above fitness areas and practice of the assessment. We upgraded to web based Fitness Gram 9.0. We also introduced the NJCCCS of the F.I.T.T. principal. Besides the Fitness gram program, the students are also participating in the following activities: Project Adventure 1, Football, Golf, Softball and Badminton. 11 7th Grade Health The 7th grade students are discussing smoking of tobacco and chewing tobacco and its harmful health issues that are associated with them. The students watched various smoking ads from around the world and discussed other countries’ views on smoking tobacco. 8th Grade Health The 8th grade health students are learning about the risks and dangers of alcohol and drug use and abuse. They will discuss legal situations involving use and abuse and the factors that affect how these substances react in the body. 9th Grade Health Family Life discussed how everyday choices impact overall health. Also, they discussed life expectancy and the factors that impact that. The goal is to learn how to make responsible decisions in regards to health. 10th Grade Health The Driver’s Education classes went through the introduction to the road, signs of the road and basic vehicle safety. They also discussed the needed documents to secure their driving permit and license. 11th Grade Health Over the summer, Albert Mailahn was certified by ECSI (Emergency Care and Safety Institute) as an approved instructor for CPR, AED, First Aid and Blood Borne Pathogens. He is now the instructor who can do in house certifications for all classes and coaches. The First Aid and CPR classes had a guest speaker come in to all classes, Peggy Iuvara. She gave all the classes an in depth explanation of the Circulatory system and the importance of having a good blood pressure. 12th Grade Health Senior Health classes are discussing sexual harassment. Students learned what it is, different types and the legal issues associated with it. Officer Bauman spoke to the classes about legalities and sexual harassment. Teen PEP The Teen PEP class has been working on team communication, presentation skills, and communication basics. In preparation for the role of the small group facilitator, we have familiarized the students with the steps involved in conducting activities and the lesson format that creates a productive and comfortable learning environment. The students have observed a teacher 12 on their class schedule to see how the lesson model is properly executed. To build on this exercise, the students will be given a topic that relates to the curriculum and will plan, design, and team teach/facilitate the lesson to their peers as practice. A portion of their classmates will be strictly observing, and will give constructive feedback that will help them tweak their approach. Once this process is completed the students will then begin to prepare for their first workshop called “Let’s Wait Awhile, Postponing Sexual Involvement”. SCIENCE General – Ms. Keller and Mrs. Egner attended the TI nspire workshop to learn how to use the new TI nspire calculator and incorporate the date collection capabilities into the laboratory experience. Also, at the end of last school year, Ms. Keller, Mrs. Egner and Mrs. Ryan worked together to write a Vernier Technology grant which was for $10,000 of Vernier equipment. Unfortunately, we did not win the grant. It was given to ten schools with much more finical need than us. I would like to thank those who took the initiative in these finically strapped times for attempting to secure funds to improve existing technology. Tim George enjoyed a professional day, learning about the Biology Alternative Proficiency Assessment. The online training was informative and will help him to meet the needs of a diverse learning population. The Science Department is very proud of the student achievement in AP Biology and AP Chemistry. 92% of the students who took the exam had a score of 3 or better. Mrs. Ryan was in Washington DC for a week long PD with NatGeo. This is a continuation from last summer. This summer the NGS staff worked on how to share the curriculum with other teachers from a professional development viewpoint. They are expected to share the Marine Protected Areas curriculum with at least 10 people. Mrs. Ryan is working with Mrs. Seddon to create time during the county in service day to share the curriculum. 7th grade - This new school year began with the typical paperwork to be reviewed and signed by student and parent/guardian. Textbooks were distributed to be kept at home, as we are fortunate to have a class set in school to use. Wear and tear on the books has been greatly reduced with this system. Safety in the Laboratory was our first topic of the year. Mrs. Richard’s students learned all the parts of a compound microscope and then how to properly use one. An investigation using the microscopes was performed, in which students made their own wet slides in addition to using prepared slides of insect parts. To begin our unit on Science Skills, students were pre-assessed. After introduction and discussion of the skills, students were given lab practice using them. 8th grade - This month in Ms. Mason’s 8th grade science students are studying the S.I. system. They started off the unit with a team building project in which they made marshmallow towers using uncooked spaghetti. Involved in the unit are metric conversions, scientific notation, and a study of temperature and density. Throughout the month students will be honing their science skills in order to complete experimental investigations and analyze data. Honors Biology • In Mrs. Ryan class, we have been discussing science as a process. Students have done very well thus far with their inquiry-based labs. They particularly enjoyed designing scientific 13 experiments to test various superstitions. Their experiments were very creative! Next we will begin discussing the cell and its parts. • Mr. Schoettler’s classes began with our basic expectations, lab safety, the Scientific Method and Metric system. The biology courses continued with an introduction to the tools of a biologist, and the characteristics of life. They covered the parts of an experiment, microscopy and other lab instruments and technology used in biology. Biology A - This unit began by defining Biology as a science. Mrs. Ryan’s class has focused upon the scientific method and data collection. The students enjoyed displaying their graphing abilities via the Card Sorting Lab. They thrive on competition. AP Biology - Mrs. Gramble’s students began the year with a unit on Ecology. This unit begins over the summer and continues the first 3 weeks of school. The students went over the different chapters using different hands on activities. They also completed two of the mandatory 12 AP labs. They completed one on animal behavior using Pill bugs and another one on dissolved oxygen. They began the second unit on chemistry. They started studying atoms using hands-on activities and Socratic questioning. Genetics – Mrs. Gramble’s class began the year studying DNA and Protein Synthesis. The students used models to demonstrate how DNA replication takes place and how a protein is made. During the unit, students learned how to take Cornell Notes to enhance their learning. The class started a second unit on cell division. This unit is taught completely with differentiated instruction. It uses a layered curriculum to help the students navigate through Mitosis and Meiosis. Human Anatomy – The class started off with an Introduction to Anatomy. Mrs. Gramble’s students worked on the language of anatomy and the basics of the organization of the human body. The student completed their first histology lab looking at epithelial and connective tissue. In the last week of the month, the students began the Skeletal System. Microbiology – Mr. Schoettler’s Microbiology class began similarly to the biology classes. In addition, they reviewed the cell, taxonomy, microscopic measurement and etymology. They surveyed the high school building for molds and bacteria on common surfaces. Marine Biology - In our first unit, Mrs. Ryan’s class has spent time defining marine science and its history. Furthermore, they have begun to discuss how we as humans impact the interconnected marine environment. This topic will be an ongoing theme to the course. Honors Freshman Physical Science – Ms. Woods’ class studied measurements this month. Students review basic lab safety techniques. Students learn to appreciate how the development of standardized measuring systems allowed humans to start to build civilizations. Students explore the differences between mechanical vs. electronic balances. Students investigated ancient measuring techniques and compare them to the scientific metric system. 14 Students are working on calculations using exponents and significant figures and apply these concepts in their labs. Freshman Physical Science - Ms. Woods’, Ms. Keller, and Mr. Lynch classes studied measurements this month. Students review basic lab safety techniques. Students learn to appreciate how the development of standardized measuring systems allowed humans to start to build civilizations. Students explore the differences between mechanical vs. electronic balances. Students investigated ancient measuring techniques and compare them to the scientific metric system. Mr. George works with Ms. Woods to ensure the needs of our diverse learners are meet. AP Chemistry – Ms. Keller’s class wrapped-up the summer assignment that was focused on a review of chemistry topics. The students then calibrated the thermometer they will be using for the remainder of the school year. This is done to make sure that all temperature measurements are accurate. The students then began an investigation of chemical bonding. They learned how the electrons play a role in the characteristics of the compounds that are formed. Honors Chemistry - This month Mrs. Egner’s classes started off with the ACS Safety Film. This film is a classic. It covers all possible scenarios for the entire year. This year they are starting with a new unit Chemath. We investigate density with the lab, The Density of Pennies. The pennies lab looks at the change in composition of the current ‘copper’ penny versus earlier pennies. We also are doing mole/mass conversions. The emphasis with this unit is to increase the understanding of math in the chemistry class. The lab, Mole/ Mass Relationship, for mole conversion focuses on that. We end up with the Bean Lab. The beans are the model for atoms. Chemistry A - Welcome Back to Chemistry! This month Ms. Keller’s students tackled a new unit of study. They learned the basic math concepts that are going to be used throughout the course this year. They investigated the process of converting temperatures and metric measurements. They calculated the number of atoms in a compound by looking at the formula. They then calculated the mass of the compound using the formula and the mass of the elements found on the periodic table. In lab this month they investigated density of different metals and learned how to use the water displacement method. They also performed a lab where they compared the mole/mass relationship of a compound. They performed a chemical reaction and compared results to accepted values. Mrs. Keller and Mrs. Chatzidakis do an excellent job collaborating to ensure success of all learners. Biochemistry - With Biochemistry Mrs. Egner’s class started with the ACS safety film. Next the class worked on the basics of Organic Chemistry and basic properties of Hydrocarbons. They use the model kits to build carbon chains with both saturated and unsaturated properties. They finish the month with the beginning of the functional groups that are essential to the life processes starting with Oxygen Groups. Our labs included Fermentation of Produce and Esterification. Forensic Science – Mrs. Egner’s class spent the first month learning to work as teams on measuring and evidence collection. The second unit is Observation & Documentation. Here the students work with The FACES program to create their own mug shot. Every class period is set to 15 a task. They will become practiced at working in their roles within the squad. Honors Physics and Physics - These classes are running parallel at the moment, the main difference being the level of problem solving difficulty, and the amount of trigonometry based problems in particular. This month Mr. Lynch’s students learned the big idea behind Physics is explaining how the world works. They began this lofty goal with the mathematical study of motion (kinematics). They begin here because, as the students seemed to be aware, everything moves. Students performed a lab that involved collecting, graphing, and analyzing data as they walked down the hall. They also used the Pasco computer programs to observe how the graphs of constant velocity and acceleration compare and contrast, as well as using the computer to graph their own motion and see how well they can match a computer provided distance vs. time graph. They will wrap up the month exploring the concepts of freefall and the acceleration of gravity by collecting and graphing data using freefall timers, as well as designing labs to measure reaction time based on the acceleration of gravity. Astronomy – Ms. Woods’ started the year with the History of Astronomy. Students will explore humanity’s need to watch the stars since ancient times. . Ancient civilizations thought that our future was defined by the stars…the superstitious astrology approach that was embraced by Alexander the Great’s tutor: Aristotle. Aristotle’s ideas held sway for almost 2000 years until the technology developed to measure the stars using telescopes and sextants and other tools. Students incorporated their individual ancient astronomy research assignments into posters for display. Mr. George - It has been a great beginning to the 2011-2012 school year. He has been collaborating with regular education teachers to plan dynamic instruction and assessments within both Physical Science and Biology In Class Replacement settings. Topics we have covered include safety, the scientific method, measurement, graphing, and organization. We have designed effective and efficient classroom structure and identified strategies to co-teach, as well as various teaching methods to increase student performance. We have closely examined the students in class with IEP modifications and have provided them with the skills they need to engage the curriculum. He continues to teach Biology pull out replacement. In this course they have been learning about safety, expected behaviors, living and non-living things, as well as using microscopes. The structure of our classroom continues to be our primary focus. This year her duties have been split between high school and Jr high. He has enjoyed this change in schedule. The 7th grade students are a joy to work with. His 7th grade class provides reinforcement for students in both science and social studies. SOCIAL STUDIES The Social Studies Department has started of the school year running. We have already begun revamping the lessons in US History 1 so that we can get further in US History 2 and we have had a 7th and 8th grade articulation meeting to implement the needed changes in the curriculum for those courses. We will continue to work on these district goals as well as look at the data so that we can make the necessary changes to the quarterly exams. At the writing of this report, Back to School night has yet to happen, but I am sure that it will be a success. Social Studies teachers will present 16 their information via SmartBoard and some may even play music in the History Corridor as we "show off our wares". Special Events – The Social Studies department would like to welcome Mr. Sean Burg as a student teacher with Mr. Krause. Mr. Burg has spent the last 13 years working as a counselor and assisting those with mental health and addiction issues. He is pursuing his Master’s degree with Grand Canyon University. Welcome Mr. Burg! Mr. Adams visited Mrs. Borden’s classroom on Thursday the 22nd and took part in her classroom “assembly line activity”. He played the role of “line foreman” as the students learned about the conditions of the Ford assembly lines first hand. Some of our classes had the opportunity to utilize the Media Resource Center this month to get their students back into school mode. US1 courses researched the various colonies as they studied the pre revolutionary period. The incoming freshmen got their feet wet as they were attempting to understand the proper way to find sources. Student Achievements - In Mr. Clark's TAP program, 4-5 students have reached Platinum level, the highest level of the behavior modification program. Shatavia Prescott, a student in Mrs. Borden’s Honors US II class, completed the summer reading assignment and questions in an outstanding manner. Her chapter summaries were thorough and well written and her responses to the critical thinking questions were insightful. Meanwhile, Mr. Krause’s junior high students have transitioned well and are adjusting to their normal routine. In the classroom – Creative Projects and Activities The Social Studies department has diligently worked on updating the curriculum to match the NJCCCS. We are shifting an early unit of US History 2 to the end of US History 1, which means that we will need to be ever more mindful of the length of time that we spend on various topics. We are pushing aside certain aspects we enjoy from certain units and instead are focusing on what is the most important information. Flynn’s Files – Mr. Flynn is still teaching up a storm, using a multi-media approach to have his students understand the key concepts of industrialization and labor unions (are unions still needed?). U.S. History II classes also analyzed and sang work related songs of the industrial era in his popular “History Hootinanny”, using the songs to determine worker grievances, proposed solutions to their plights. Some students also took advantage of an offer to add verses to the popular songs that would provide even more info about the era. Immigration is also being discussed as his classes go APE (Analyzing Primary Evidence) and learn about the actual Cunard Line screening questions. Critical thinking skills were emphasized as they analyzed political cartoons about unions and 17 immigration. Esposito’s Exposé – In Mrs. Esposito’s (formally Ms. Moran) World History and Cultures classes, she has been utilizing D.I., group work, and the analysis of primary and secondary sources to aid in learning. Students moved around the room to Learning Centers, reading several primary and secondary sources about the Americas Before the Age of Exploration, to answer questions about the land conquered. RAFTS was D.I. so that each student would be able to complete the work based on their abilities. One was from the perspective of a Portugal explorer wanting to trade in China; the other was a Spanish missionary trying to convert the people of Japan. Students worked in groups for “Snapshots” outlines of certain European countries and how they colonized America. They then drew pictures to go along with their notes and teach their classmates. In her Contemporary Issues class, the students read articles, watched news videos, and completed webquests about the Mexican Drug Cartel. Students looked about President Felipe Caldron and his efforts in Mexico and then created their own plan/strategy that they would implement to control the drug cartels. Ms. Kelly’s Communiqué – Since this is the beginning of the year, Ms. Kelly’s lessons have focused on getting everyone from the three middle schools on the same page in her Honors World History and Cultures classes. Students have received review material which helps them identify primary and secondary sources, use the internet wisely, and introduced the students to the research databases in the library. H- WHAC students have reviewed world government styles and major world religions, and are just beginning to move into the first global age and will be examining primary sources from the time and international trade routes impact on the world. In Ms. Kelly’s AP European History class, students have discussed the late middle ages (including the mindset of late medieval man and how it leads to the renaissance). By exploring the major works of the Renaissance, they are learning how to tell the difference in the styles of the major artists of that age. Students have examined primary sources, from Erasmus, della Mirandola and Thomas More. Currently, the AP Euro students are exploring how the Protestant Reformation happened and its impact on European life. The Krause Account – The seventh grade Social Studies classes are being introduced to the study of geography and geographic method. They are learning how to give proper directions and using modern technology to assist them (GPS, MapQuest, Google Earth). They are also learning how geographers use various methods to describe a place. For example, one can describe Haddon Heights (or any location) by using pictures, poems, lyrics, and various musical genres. Next, students are exploring how humans and nature interact—sometimes in positive and negative ways. In co-operative learning groups, the students are developing proto-type towns and are discovering the importance of urban planning. Along with economics, “government” and “citizen” participation also play a major role in the activities. J. Smith Summary – The Eighth Graders created a “mosaic” that represents what makes them Americans, as well as 18 what unifies us as Americans. Each student created a collage representing ten statements about what makes them an American. The students will soon create a “symbol of America” mosaic on the classroom wall using their individual collages. The symbol has yet to be chosen. Mr. Smith’s students have also been examining immigration in a number of ways, including analyzing articles, discussing documentaries, and even coming up with ideas about how they would establish the US Immigration Policy if they were the Chief of the Immigration and Naturalization Service. The eighth graders are also doing a project on immigration: Students started researching videos, scrapbooks, or PowerPoint presentations tracing the experience of immigrants at the turn of the 20th Century. Clark's Conventional Wisdom – In Mr. Clark’s TAP History, students have learned about the colonization of the United States. In TAP Science, lab safety, weights and measurements have been used. In TAP Life Skills, students have learned about personal strengths and weaknesses, along with conflict resolution. Chambers’ Chronicles – Students in Mr. Chambers’ HUSH classes participated in discussions of the essential questions that they uncovered for their unit on the Colonial Period. The students analyzed why Europeans would want to come to America and even sang “Coming to America” by Neil Diamond! Students thought like a colonist by taking on one of five socioeconomic factors by making a sales-pitch presentation regarding their favorite colony. Students responded to real life situations faced by the Colonists as a member of the clergy, a lawyer, a doctor, a farmer, or a fisherman. The main focus is to teach the students perspective by placing themselves in the shoes of those that lived in a certain era. This helps the students to not look at history with 21st Century eyes. Students in Mr. Chambers’ classes can also Moodle by accessing Athena. This is an excellent way to take the class out of the classroom and allow them to work and consider historical ideas well beyond the time constraints of the typical classroom period. Martins Memos – Mr. Martin’s U.S. I students just finished “The 13 Colonies” project where they researched one of the original colonies. Students then had to play the role of travel agent and try to convince people from England to move to their colony. American Wars spent the first two weeks learning about U.S. Military traditions and Rank structure. The class appointed class officers and selected six wars to study. Students picked The American Civil War, The Banana Wars (American Military Intervention in Latin America), World War I, World War II, Korea and Vietnam, and Terrorism. Garofalo's Gazette – In Mrs. Garofalo's World History and Cultures A class, the students started the year off by being introduced to basic research tools such as internet researching, fact vs. opinion and primary and secondary sources. The class then moved on to reviewing types of government and religions. They “played” a review game on religions using the smart board. In US History I A, the class year started off with remembering 9/11 by discussion and short video clips. The class then did a project 19 designing a travel brochure for one of the first colonies. The students did this in groups. In her US History II A class, Mrs. Garofalo’s students discussed why the United States was number one in the 1800s, along with discussion, reading, and study guides for chapters 14-17. In-between, the class discussed 9/11 and other current events. Borden’s Briefs – No student was injured on the job during this lesson! Students in Mrs. Borden’s U.S. 2 history classes underwent a simulated assembly line task in which they experience first hand the difficulties of what it would be like to work on Henry Ford’s assembly line during the turn of the century. Mr. Adams visited on Thursday the 22nd and took part in her classroom “assembly line activity”. He played the role of “line foreman” of the assembly lines as Mrs. Borden made her “working environment” as unbearable as possible. Even though she held this activity for only 20 minutes, students felt like they were actually working an 8-hour work day! Students were also asked to research and investigate technology and innovations of the turn of the century, as well as create their own “inventions.” Many groups came up with some very original ideas such as the “foli wave” which creates any hairstyle you want. Also impressive was the Forever Fresh Fridge – a refrigerator that keeps food fresh – forever. Professional development The Social Studies department has been diligently analyzing data from last school year’s exams. We are in the midst of re-writing our exams based on the successes of the students quarterly common core assessments. In other professional development news, everyone attended the Harassment, Intimidation, and Bullying In service days. Finally, it is official; Mr. Smith has his diploma in school leadership from Wilmington University! Mrs. Seddon, Mr. Chambers, Mr. Smith, and Mr. Krause met to continue the implementation of the New Jersey Social Studies Core Curriculum Content Standards into the district’s curriculum. Further discussion will take place with elementary teachers in the near future—as well as teachers from Lawnside and Barrington. Lastly, Mr. Krause will be learning how to infuse Stratalogica and Study Island (subscription based Internet sites) into the Social Studies curriculum. Articulation Ms. Kelly and Mrs. Esposito had common planning, while Mrs. Esposito, Mr. Chambers, and Ms. Kelly have met to discuss their ‘game plans' for H-WHAC lessons and calendars. In addition, the Esposito/Clark co-teaching team is off to a great start! Mr. Krause spent time observing Mrs. Borden’s US History II block day activity about industrialization and the assembly line process. It is always a great time in her class! Curricular Corner – Mrs. Borden believes acknowledges that there has been some personal adjustment to the updated curriculum and “weeding out” past activities and information, but she will continue to push towards the goal. The Junior High team has already met regarding implementation of the tri district articulation document that was constructed during the past school year. We will be meeting with 20 the teachers in grades 5-8 from Barrington and Lawnside on October 21. JUNIOR HIGH With the opening of school and Back-to-School Night behind us the seventh and eighth grade students have begun to settle in. Currently we have 77 seventh grade students and 72 eighth grade students. Of these students we had 6 students transfer into seventh grade and two students transfer into eighth grade. Our Junior High students enjoyed their first Pep Rally of this school year. Seventh and Eighth grade students competed against the high school students. Our students were not only competitive, but actually won a number of contests. Again, this year our eighth grade science teacher, Ms. Christina Mason defeated all Faculty members in the customary pie eating contest. Our Back-to-School Night was very well attended. Parents were very engaged and enthusiastic. CAREER AND TECHNICAL EDUCATION ART DEPARTMENT Intro to Art– Mrs. Carson This month in the Intro to art classes we are focusing on two of the elements of design: shape and space. We started with the creation of a cut paper artwork in the style of illustration artist Charley Harper. Harper’s style is one in which his figures are made of simple shape and assembled into sophisticated artistic compositions. Students started with observation drawing and breaking objects down into simple shape in order to build confidence and sharpen observation skills. The second artwork is the drawing of a classroom still life. Students will build on their shape lesson and now add the knowledge of the creation of space on a 2-D surface. Intermediate Art– Mrs. Carson The intermediate art students began the month with a few warm up exercises involving observation drawing. From there they continued to refresh their drawing skills by creating a drawing from a classroom still life. The artwork started as a contour line drawing and then value was added with ebony pencil. They then participated in their first art critique. The second artwork created was another drawing. This second drawing gave the students an introduction to adding value with colored pencil. Proper colored pencil technique was discussed and students participated in completing a value worksheet where they were to create a value scale using three different colors. This activity and artwork completed the observation review and students will move on to more conceptual artwork in October. 8th Grade – Mrs. Carson This year the eighth grade students are focusing on the principles of design. The first two principles introduced to them were contrast and pattern. The students practiced their observation drawing skills and then drew the shoe of a classmate using contour line. Following was the addition of pattern to the contour line drawing. After the pattern was added students then created 21 contrast with sharpie marked. The next principle learned was unity. Students experienced the use of oil pastels and created a pointillist artwork in the style of post impressionistic artist Georges Seurat. Students reviewed complementary color and used their knowledge in the creation of the pointillist artwork. Graphic Design– Mrs. Carson Graphic design students started the month learning about the principles of graphic design: proximity, repetition, alignment, and contrast. They search magazines in order to recognize and identify the principles that will be used in future artwork created. They then moved to the computer and began to learn the workspace and palettes of Photoshop CS5. Simple Photoshop exercises were performed in order to introduce the students to the program. Intro to Art – Mr. Kessler After creating a portfolio and a sketchbook the students began discovering the seven art elements starting with line. The students were introduced to the Spanish surrealist Joan Miro. Focusing on his consolation series the students studied abstract line and created their on consolation painting. Multicultural Art – Mr. Kessler The multicultural class began their journey around the world in Central America. After learning about the Mayan culture the students created their names in Mayan hieroglyphs. Once the students designed the names into squares they pressed out their Glyph onto aluminum. The next culture on the journey around the world will be South America. 7th Grade Art – Mr. Kessler The 7th graders first project was creating tessellations, which involved using math and art together. The students translated their squares into unique shapes and then transformed them into creatures, people, or objects. Selecting one of their designs the students created two color schemes for their design. Similar to a checkered board the student fill their paper with their one shape leaving no empty spaces and alternated the color schemes. The next project the students will be working with clay creating a human head sculpture. Intro to Art - Mr. Smargisso After exploring many responses to the question:”What is Art?, students discovered the many facets of the visual experience. Within the first unit, Investigations in Line, students have been employing various line qualities to achieve accurate proportions when drawing the human face. This has resulted in a graphite self-portrait. Intermediate Art & 2-D Design - Mr. Smargisso With the emphasis placed on complex perspectives and proportions, students illustrated three quarter view portraits from life observation. Building upon that lesson, students transitioned into the area of figure drawing from life in an attempt to learn of full proportion and gesture application. All students were given the opportunity of receiving partial scholarships for Saturday art classes at Moore, U Arts, and Tyler at Temple University. 22 Advanced Art & Portfolio - Mr. Smargisso Engaged in the study of quality design, students are employing the D.E.S.I.G.N. process to the Philadelphia Museum of Art Collab student design competition of creating a beautiful and functional overnight travel bag concept based on the works of world famous architect Zaha Hadid. Also, all students were given the opportunity of receiving partial scholarships for Saturday art classes at Moore, U Arts, and Tyler school of art. BUSINESS DEPARTMENT Accounting II Mr. Kent’s Accounting I students have spent the last three weeks learning the basics: terms, analyzing transactions, the accounting equation, and the balance sheet. Our main focus has been spent on fundamental business transactions and how they affect the accounting equation. One simulation required students to pair up and play the role of accountants (analyzing business transactions) for their favorite musical artist or their own business creation. Business & Marketing Co-op Mr. Kearns’ students are seeking part-time employment by the September 30 deadline. During the month, Mr. Kearns arranged interviews at various area employers; some students are pursued their own job leads or began the year with appropriate employment. Class work has focused on improving job applications and resumes, interview and follow-up techniques. Desktop Publishing Mr. Kearns’ students started September with a basic introduction to desktop publishing, the variety of careers in this field, and the desktop publishing software used in the course (Adobe InDesign). Most of the focus has been spent on becoming familiar with the new software. With a basic knowledge of the software, the students’ first creation was a name logo that mixed text with pen tool graphics, fills and strokes. Integrated Computer Practices Mr. Kent, Ms. Withers’, and Ms. Hutchins’ Integrated Computer Practices students have been learning the touch-type method of keyboarding through various mediums consisting of software, drill sheets, and dictation. To reinforce their knowledge, the teachers took digital pictures of each student while they were demonstrating the proper touch-typing technique at the keyboard. The students then inserted their picture into a Word document, edited them, described the technique they were showing in the picture and printed them as a reminder of the proper technique. Students also creatively used the graphic features in Word to create covers for their portfolios which are the binders in which they maintain notes, logs showing their progress, and graded assignments. Integrated Computer Practices-2 Mr. Kearns’ students are learning the fundamentals of navigating the Microsoft Excel screen, identifying screen elements, gaining knowledge of the terminology used by Excel and incorporating the terminology into their own conversations and questions. Students have learned to 23 create and use a fully functional Excel spreadsheet version of the board game Battleship. Financial Literacy This is the first semester of our brand new Financial Literacy class here at Haddon Heights. Financial Literacy is a half year class designed to give our students the knowledge and skills they need to make informed decisions about their finances, now and in the future. We started out the year discussing savings and the steps one needs to make in order to reach financial peace. Important topics included emergency funds, making purchases using the sinking fund approach, and compound interest. One project students engaged in required them to choose five things to cut out of their weekly or monthly budgets and determine how much money they would save if they invested their money at various interest rates over 10, 25, and 40 year time periods. This was a huge eye opener for students as they saw how a small investment can grow into large sums of money over time. Students look forward to our next unit, in which we will be studying the various ways they can invest their money. This class is currently taught by Ms. Withers and is a graduation requirement for all students, starting with the class of 2014. FAMILY AND CONSUMER SCIENCE DEPARTMENT Creative Foods and Nutrition For the first unit to this introductory class, students are studying equipment use, and safety and sanitation issues. Sensory evaluation methods are being explored so students have objective and subjective ways of evaluating the quality of the food they make. Students are also being introduced to the steps of following a recipe, appropriate dry and liquid measurement, and how to develop a work plan for working in a kitchen in a group. The food labs on block days support the academic objectives. Child Development The high school students in the Child Development classes are busy getting ready for the preschool children to start. The focus of this preparation unit has been on identifying the characteristics of a successful teacher, setting class limits, preparing the learning environment, and developing sound lesson plans. Yet to be addressed are safety and sanitation issues. The tentative start dates for the preschool children are October 11th or 12th. MUSIC DEPARTMENT High School Choir After losing 18 seniors last year, I didn’t know what the choir would be like this year. I’m happy to report that the quality is great. We have 2 sections of women’s choir and a section of men’s choir with 12 men. I’m very happy with the sound and the attention of the singers. Junior School Chorus The same is true in the junior high. The chorus lost many strong singers, but the seventh graders are participating and some new eighth graders decided to join this year. We’ve played a lot of music games to help young students get over their shyness. 24 General Music We started playing drums and the students created improvisations within a drum circle. We’ve discussed “Why Study Music” and found that music is present in many areas of our lives. We are now experimenting with found sounds in the classroom. Guitar The guitar players can play the chords to “Horse With No Name”, “Rock-a-My Soul” and “He’s Got the Whole World in His Hands” .They’ve taken their first playing test on the notes on the first string and are continuing to the second string. Instrumental Music Our high school class currently is working on developing new skills on their instrument. Along with learning new musical concepts, we are focusing on training our ears to recognize major and minor chords, perfect intervals, and major intervals. We also are learning to read and notate simple rhythm patterns. Band Members of the Jazz Band will be participating in the Haddon Heights 4th Friday event in October. Music Theory The students are beginning to compose scales which are the basic building block for harmony. Harmony is the focal point in the Music Theory course. 8th Grade Music The students have been performing improvised patterns and solos in large ensemble and small ensemble drum circles. The students have been performing on the world music drums and keyboard instruments Elementary Band We are excited to get back playing on our instruments this new school year! Our new instrumental music students have just heard a demonstration of all the instruments they can play this year, while our returning students are busy signing up to take instrumental lessons and return to band. We look forward to playing with each other in the school band. TECHNOLOGY DEPARTMENT Advanced Transportation Technology Students were given Student Info. Sheets, explanation of teacher’s expectation and safety rules were reviewed. Measurement was reviewed and a safety assessment was completed. The development of the Kite was assigned and student researched information on historical time line from the Media Center through the guidance of Amanda Cherico. This lead into their first skilled based activity “Delta Kite” design & construction and a rubric was given for the activity. 25 Transportation Technology Students were given Student Info. Sheets, explanation of teacher’s expectation and safety rules were reviewed. Measurement was reviewed and a safety assessment was completed. The students were introduced to “Understanding Flight” VHS, data was collected from watching this valuable video. Theory was discussed on “Lift/Stall”; airfoil design was reviewed, which lead up to their first activity “Glider” design & construction and a rubric was given for the activity. Construction Technology Students were given Student Info. Sheets, explanation of teacher’s expectation and safety rules were reviewed. Measurement was reviewed and a safety assessment was completed. Review of the 4 main area of Construction (Light, Heavy, Industrial, & Civil), students demonstrated a clear understanding of the differences of each main area. A review of sq./ft. area calculations was assigned and assessed. The first activity on “Floor Planning” was introduced and a rubric was given for the activity. Staff Updates/Student Achievement/Professional Development/Highlights The CTE Department is excited to welcome Mrs. Mary Jane Murphy-Bowne, our new Family and Consumer Science teacher. She comes to Haddon Heights High School with over twenty years experience as a Registered Dietitian. With this background, she brings a focus on healthy eating to the Creative Foods and Nutrition classes. She is also very excited to be able to fill the shoes of Mrs. Chando as our new Nursery School director. Mr. Kessler, Mr. Smargisso, and Mrs. Carson will attend the Art Educators of New Jersey Conference in October in order to attend professional development workshops. Ms. Withers’ Legal Environments class has been approved for dual credit through Camden County College! Now, any student who passes this high school course will be able to pay a small fee (a fraction of what it would cost to take a normal college class) and receive three college credits from CCC. We are currently working on articulating multiple other CTE courses with Camden County. Mr. Hinger attended a 5 day Engineering work shop at Rowan University this summer. The Engineering clinic covered: Wind Turbines, Bridge Design, Rocketry, Robotics and a “Teaching Pedagogy” review. This also included a trip to Water Treatment Facility in A.C. This work shop reinforces that the programs offered at the high school are aligned with the “Pre Engineering” needed for Universities like Rowan. Mr. Dean attended three-day Introduction Engineering Workshop at Weidner University this summer. The purpose of this workshop was to increase awareness of engineering as an exciting career, understand the engineering curriculum and the profile of prospective students, and to discover new hands-on and virtual projects to enhance the teaching skill set.
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