alfred s. faust · 3 a. s. faust intermediate school the east rutherford school district is...

ALFRED S. FAUST

INTERMEDIATE SCHOOL

E A S T R U T H E R F O R D S C H O O L D I S T R I C T

PROGRAM OF STUDIES

2015-2016

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E A S T R U T H E R F O R D , N J 0 7 0 7 3

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Table of Contents Middle School ............................................................................................................... 3 Block schedule .............................................................................................................. 4 Master Block Schedule ................................................................................................. 4 Required Academic Courses ........................................................................................ 5 Language Arts .............................................................................................................. 5 Mathematics ................................................................................................................. 6 Social Studies ................................................................................................................ 8 Science .......................................................................................................................... 8 Physical Education & Health ....................................................................................... 9 Instrumental Music ..................................................................................................... 10 Academic Elective Courses ......................................................................................... 10 Core Foundations ........................................................................................................ 10 Creative Applications of Research & Enrichment (CARE)……………………………10 International Studies ................................................................................................... 11 STEM .......................................................................................................................... 11 Humanities .................................................................................................................. 12 Career Education ......................................................................................................... 12 World Language: Spanish 1A & 1B ............................................................................. 12 Cycle Classes ............................................................................................................... 13 Character Education .................................................................................................... 13 World Culture .............................................................................................................. 13 Vocal Music ................................................................................................................. 13 Art ................................................................................................................................ 14 Computers ................................................................................................................... 14 Research Skills/Media Center ..................................................................................... 15 Specialized Education Programs ................................................................................ 15 Speech / Language Therapy ....................................................................................... 15 Upper Language Learning Disabilities ....................................................................... 15 Multiple Disabilities .................................................................................................... 16 Resource Center .......................................................................................................... 16 Special Education ........................................................................................................ 16 ELL: English Language Learners ............................................................................... 16 Support Services .......................................................................................................... 17 School Counseling ....................................................................................................... 17 Intervention & Referral Services.................................................................................. 18 504 Plan ........................................................................................................................ 18 Child Study Team ........................................................................................................ 19 Crisis Intervention ....................................................................................................... 19 Parent Education ......................................................................................................... 20 Statement ..................................................................................................................... 21

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A . S . FA U S T I N T E R M E D I A T E S C H O O L

The East Rutherford School District is committed to the achievement of individual academic excellence through high quality teaching and community involvement which results in students being well prepared to meet future educational challenges and to contribute to society. Recognizing the needs of students, the East Rutherford School-Community strives to teach pupils how to learn effectively and attempt to motivate them to strive for continuous learning throughout life. Students are encouraged to understand themselves, accept their self-worth, fulfill their potential, and become effective and responsible citizens in a democratic society and a multicultural world.

MIDDLE SCHOOL

Middle schools were created to help diverse and active groups of young people learn and move successfully through an important stage of life. For many students it is considered a major stepping-stone on the road to becoming an adult. In order to thrive in the middle school setting, young adolescents must feel successful in school, have opportunities for self-expression and decision-making, and feel cared for and respected as people. Throughout the middle school years, teachers can provide opportunities for every child to experience social and academic success by utilizing classroom strategies that promote social development, as well as those that address individual learning needs (Supporting Students into their Transition to Middle School, March 2002). Administration, educators and support staff in a middle school cultivate a rich learning environment for students, while simultaneously fostering autonomy and independence to create responsible, scholarly, and cultured individuals.

THE MIDDLE SCHOOL CH ILD

The middle school years are a period of time when children evolve into young adolescents at a rapid pace. Children develop at different rates in many aspects, including physically, intellectually, socially, and emotionally. The curriculum and services offered at a middle school must be developmentally and emotionally appropriate to middle school children and their needs. The curriculum should also be academically challenging and exploratory, relevant to students’ concerns, hold high expectations for all students to succeed and meet the developmental needs of young adolescents (National Middle School Association, 2009).

Children’s physical maturation, language acquisition, social and emotional behavior, cognition, and ways of approaching the world follow reasonably predictable patterns. Children generally go through predictable stages in the same order, but they will not all go through them at the same rate. In order to truly comprehend middle school students, it is important to understand children’s physical, social, and emotional development at their specific age level, all while keeping in mind what makes each individual student unique. At Faust School, our students are encouraged to become actively engaged in their learning process and to use their knowledge and skills in meaningful ways. We want our middle school students to expand their thinking capabilities in order to open their minds to endless possibilities.

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GENERAL INFORMATION

This Program of Studies is designed to assist parents and students in understanding the academic, personal, and social support that Faust School offers its students. It is important to become familiar with the various program options of the academic courses and extracurricular activities that we offer our students at Faust School. The exposure to different classes and activities help shape students’ personal and career related interests which develop throughout the middle school years.

BLOCK SCHEDULE

The rotating block schedule will provide students with the opportunity to take six courses each day. Each course will run for 57 minutes and meet three out of every four days. Each day, the time that a specific class meets will also shift. Thus, students will not always have the same class first thing in the morning or last at the end of the day. This allows students equal opportunity to perform at their best in each of their courses. Students will take a range of courses designed to meet state and Common Core standards as well as prepare students for the PARCC Test and future academic / career experiences. Coursework will focus on critical thinking concepts and specifically emphasize the role of literacy, math, and technology. This will include elective classes in Humanities and STEM in addition to traditional classes like English, Math, Social Studies, and Science. Students will also participate in a world language program with 7th and 8th graders completing a full year of Spanish. Students will have Physical Education / Health throughout the year, and cycle classes lasting for one marking period each will provide opportunities for students to study the arts and enhance their media skills.

MASTER BLOCK SCHEDULE

TIME A B C D

Homeroom 7:54-8:01

Homeroom Homeroom Homeroom Homeroom

8:03-9:00 Period 1 Period 4 Period 3 Period 2



Lunch 10:59-11:44

Lunch Lunch Lunch Lunch




2:40-2:54 Extra Help Extra Help Extra Help Extra Help

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R E Q U I R E D A C A D E M I C C O U R S E S

Faust School students are scheduled for academic courses which include Language Arts, Math, Social Studies, and Science. Teachers for each subject area are highly qualified specialists in their content areas, and work cooperatively to develop and create interdisciplinary experiences.

LANGUAGE ARTS

5th Grade Fifth grade students will have a block period of Reading/English. Students will be presented with a variety of genres as they read and respond to stories in their reading series. They will become familiar with identifying the literary elements of each story. They will also be working in a leveled reading program in small groups to enhance their learning. The 5th grade reading series also includes a practice grammar and spelling workbook for additional skills practice. During this block period the Writing Process will be utilized as students create stories and compositions with multiple paragraphs. In addition, students will be introduced to reading strategies and test-taking tips to help prepare them for the 2016 PARCC testing. In Writing Lab, the fifth graders review sentence structure and how to improve their writing by using adjectives and adverbs to make their writing more descriptive. Writing activities that emphasize speculative and explanatory prompts are utilized in the class. Students also answer open-ended questions that stress the incorporation of specific information from the passage as well as from the students' own experiences. Grades 6 through 8 Language Arts 6-8 This course teaches students to develop successful writing skills using clear, concise, and organized language that varies in content and form for various audiences and purposes. Students will focus on writing as a process, grammatical structure, writing mechanics, and using expressive language to communicate effectively. This course is aligned with the Common Core Standards in Language Arts Literacy. Reading 6-8 This course is designed to teach students the fundamental aspects of reading in alignment with the Common Core Standards. The focus of this course is to develop independent reading skills, comprehension, and fluency. Students will be exposed to a variety of genres, text structures, narrative elements, literary devices, and vocabulary. Students will learn to compare, infer, synthesize, and make connections to make text personally relevant and useful. Students will acquire the necessary skills to respond to literature and to enhance their comprehension. The ultimate goal of this course is to foster a love of reading.

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English 6-8 The focus of this course is to strengthen skills in the area of reading and writing. Additionally, it is skill based and individualized to meet the needs of each student in a differentiated instructional environment. Lessons are aligned with the Common Core Standards. 7th Grade English Honors This course is designed for students who have demonstrated a mastery of reading and writing skills. Students will also study English and Literature with a special concentration on writing analytically in response to literature. In this course, students will use the English language, and selected classic and contemporary literary masterpieces, as vehicles for higher order thinking and discussions. This will enable students to engage and sharpen analytical and theoretical skills while interacting with other scholars in a supportive and inquisitive setting. Some major lesson components for this course include cooperative learning groups, literature circles, writing workshops, student/teacher conferences, and in-class debates. Finally, students will engage in close text analysis and dramatizations of selected literary masterpieces and award-winning classic and contemporary literature. Students will be encouraged to research authors of interest and develop their own portfolios of short stories, poetry, articles, essays, and speeches. 8th Grade English Honors This course is designed for students who have demonstrated a mastery of reading and writing skills. Students will also study English and Literature with a special concentration on writing analytically in response to various texts. In this course, students will be exposed to various literary genres as vehicles for higher order thinking and discussions. Some major lesson components for this course include cooperative learning groups, literature circles, writing workshops, conferences, dramatizations, and in-class debates. Furthermore, there is also a contemporary literature component that will expose students to narrators of the same age. Additionally, students will learn how to construct a research paper using proper MLA citation and bibliography standards, which will prepare our students for writing intensive high school and college English and Literature classes.

MATHEMATICS

5th Grade Mathematics This course will focus on the essential 5th grade math skills and strategies as defined by the Common Core Standards. It will concentrate on essential math strategies such as multiplication, division, place value with decimals, volume, order of operations and basic operations of decimals and fractions as well as word problems. In addition, students learn the classification of two-dimensional figures as a hierarchy, measurement conversions, line plots, and the first quadrant of the coordinate plane. Students will also incorporate content utilizing hands-on activities both independently and in cooperative groups. Some of these activities will represent real-life situations for understanding transfer of content in valuable hands-on lessons.

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6th Grade Mathematics This course will focus on the essential 6th grade math skills and strategies as defined by the Common Core Standards. The sixth grade math curriculum is designed for students to master whole number concepts, operations, and problem solving. The course also includes operations with decimals, fractions, percents, and integers. Geometry and measurement are explored throughout the year, as well as an introduction to algebra. The class is designed to involve students in hands on projects, cooperative group work, and other various activities. 7th Grade Mathematics Student placement is based on skill level with two course offerings: 7th Grade Math and Pre-Algebra. 7th Grade Mathematics This course will focus on the essential 7th grade math skills and strategies as defined by the Common Core Standards. Topics included are the following: operations on rational numbers, solving and graphing simple linear equations and inequalities, ratios and proportions, 2-and 3-dimenstional geometry, probability, and statistics. Successful completion of this course will prepare students for pre-algebra in 8th grade. 7th Grade Pre-Algebra This course is designated to challenge students who have excelled with whole number, decimal, and fraction arithmetic and basic algebra skills in Grade 6 Mathematics. The students will complete the entire 7th Grade Mathematics curriculum as well as the necessary components of Pre-Algebra in one school year. Students in this fast paced environment will master topics such as solving, writing, and graphing simple equations and inequalities, number theory, problem solving, 2-and 3- dimensional geometry, probability, and statistics. Students who successfully complete this course may enroll in Grade 8 Algebra. 8th Grade Mathematics Student placement is based on skill level with two course offerings: Pre-Algebra, and, Algebra. 8th Grade Pre-Algebra This course will focus on the essential 8th grade math skills and strategies as defined by the Common Core Standards. Topics covered will be; operations with all rational numbers, solving, writing, and graphing linear equations, analyzing and representing linear functions, geometry of three-dimensional figures, and statistics. A variety of mathematical activities are used to develop critical thinking and problem solving to prepare students for 9th grade Algebra. 8th Grade Algebra This course completes a comprehensive Algebra 1 program emphasizing algebraic language, concepts, structure, and skills. Major topics covered include; algebraic properties and proof, linear equations and inequalities, word problems, polynomials, functions, factoring, algebraic fractions, and quadratic equations. Appropriate geometry, the real number system, and number theory applications are also incorporated. Students who take this course will be prepared to take Geometry in the 9th grade.

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SOCIAL STUDIES

Within all levels of Social Studies (5-8), technology is used to perform research for Social Studies projects and activities. Students also participate in problem solving activities, use critical and creative thinking skills, and utilize research for hands on projects. Literacy is also infused throughout the curriculum. 5th and 6th Grade The 5th and 6th grade Social Studies courses examine U.S History beginning with the demise of many Native American cultures in the Americas and then the rise of European empires in the New World (in South to Central America). Students follow the trials and triumphs of the English presence in North America, charting the causes of American dissent, to the American Revolution and beyond. Topics of geography and civics are also examined.

7th Grade The students in 7th grade Social Studies further examine and discuss the history of the United States. Topics include: Expansion of the Nation, The West, An Industrial Nation, The Civil War, and Reconstruction. Civics and geography are also explored as the course develops. The 7th grade curriculum requires students to engage in a writing document based essay. 8th Grade The students in 8th grade Social Studies focus on World History. Students investigate early history, beginning with the very first cultures of the Fertile Crescent and the Nile, Indus, and Huang He River Valleys. Students also discover and analyze the Ancient World, including the formation of government and culture in Greece, Rome, America and Europe. As the course unfolds, students learn about world geography.

SCIENCE

At the middle school level three areas of science are covered which include physical, life, and earth science. 5th Grade In science, the fifth graders study Earth and its resources with an emphasis on rocks, minerals, air, water, and energy. Other areas of study include Weather and Climate and Properties of Matter and Energy. The students learn about different kinds of severe storms, clouds, and precipitation; there is also a focus on the physical properties of solids, liquids, gases, the periodic table, elements and compounds. 6th Grade Science in grade 6 follows a course of General Science with an understanding of weather, astronomy, space, rocks and minerals. In addition, the students learn about the life cycle, habitats, plants, biodiversity, and environment in life science. It also covers light, color and sound, electricity and magnetism, matter, motion, and forces in physical science. The class is a combination of lecture, discussion, and lab activity in equal parts. 7th Grade The 7th grade science course concentrates on the area of life science. Students gain an understanding of the structure, characteristics, and basic needs of organisms. The diversity of life is shown as students study the interdependence of organisms and the non-living components in their environment.

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8th Grade The 8th grade course of study is primarily devoted to Physical Science. Students are introduced to the scientific method and complete several introductory activities. Students use the metric system and progress to dimensional analysis. After a review of lab safety rules students begin with a macrocosmic view of the nature of matter and progress toward a closer view of the models of the atom. Eighth grade science covers the Nature of Matter, Chemistry, Motion, Forces and Energy, Electricity and Magnetism, and Waves, Sound, and Light. A review of Life Science and Earth Science is also provided for preparation of the New Jersey ASK. Supplemental Resources: National Geographic Science Classroom, Study Island

PHYSICAL EDUCATION & HEALTH

Physical Education (Grades 5, 6, 7, & 8) The Faust School Physical Education curriculum is designed to provide each student with the opportunity to develop positive attitudes about exercise, physical fitness, self-esteem, and healthy relationships with others. Good sportsmanship and safety is emphasized throughout each class in order to create a comfortable learning environment. Students are required to participate on a daily basis in order to develop skills that encourage a life-time commitment to physical activity. Every week students are expected to complete a series of fitness related exercises so that they can self-monitor their individual fitness levels. The student’s Fitness Log is to be used as a personal assessment tool to track individual progress and improvement. Cooperative learning games, lifetime fitness activities and team sports are incorporated into the curriculum. Students in grades 5 through 8 have physical education class one period a day for approximately 57 minutes.

Swim Program – The Faust Pool will be available for students to use during the school day. Each student will be given dates in advance that he/she will be scheduled to use the pool during Physical Education class. Students will need to be prepared to swim just as they would for Physical Education class. Students will need to provide their own towel and bathing suits. Female students are required to wear a one-piece bathing suit. Goggles and flotation devices are available for students to use as well. Using the pool is completely optional as well as a PRIVILEGE. At the discretion of the principal, students not meeting the school’s behavior and/or grading policies may not be permitted to use the pool. Health (Grades 5, 6, 7, & 8) The Faust School Health Education and Family Life curriculum is designed to help students develop knowledge, attitudes, and skills needed to maintain a healthy lifestyle. Our primary focus is for our students to think critically, solve complex problems, and communicate effectively. Students also learn how to improve their health, say “No” to drugs, prevent disease and avoid or modify health risk behaviors. The New Jersey State Department of Education requires that every child be given instruction in Family Life Education. This part of the health curriculum addresses physical development, abstinence, interpersonal relationships, gender roles, and awareness of sexually transmitted diseases. The major areas of emphasis for 5th & 6th Grade in Health are; Family Life Education, Growth and Development, Family and Social Health, Nutrition, Personal Health Care and Hygiene, School and Community Safety, Basic First Aid, Media and Advertising Influences, and Environmental Health.

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The major areas of emphasis for 7th & 8th Grade in Health are; Family Life Education, Decision Making and Peer Pressure, Healthy Relationships, Growth and Nutrition, Positive Body Image, Saying “No” to Alcohol, Tobacco and Other Drugs, Abstinence and Awareness of Sexually Transmitted Diseases, Communicable and Chronic Diseases, The Life Cycle and Adolescence.

INSTRUMENTAL MUSIC

Instrumental music lessons are offered to Faust School Students in grades 5, 6, 7, and 8 from beginner to advanced players. Lessons are available on all woodwind, brass, and percussion instruments. Students will learn an appreciation of music as an art, how to read music, and how to perform on their chosen instrument. As the student progresses he/she will learn the finer points of musicality and will fine tune the craft of performance. A variety of performance opportunities will be available throughout the school year, as well as diverse musical ensembles.

A C A D E M I C E L E C T I V E C O U R S E S

GRADE 5: CORE FOUNDA TIONS

This course will incorporate both Language Arts and Mathematics. The Language Arts portion will primarily be based off of Scholastic’s Story Works, a high-interest magazine that focuses on content across the genres. The lessons, paired with the magazine, combine rich lesson plans, activity sheets, assessments, and videos which align with the Common Core Standards. Students will read a number of nonfiction and fiction paired texts while building the skills needed to become strong, analytical readers and thinkers. The series will also incorporate writing tasks and reading comprehension skills and strategies to further prepare them for the PARCC testing. The Math portion will be primarily based off of Triumph Learning’s edition of “Common Core Performance Coach”. The book includes mini lessons on 5th grade math skills followed by assessments that incorporate questions similar to those found on the PARCC. Students will also practice basic skills associated with each Common Core Standard in a skill booklet. They will have the opportunity to practice the standards further through two learning sites, IXL and Khan Academy. All of these resources will help students strengthen their mathematical abilities and gain a better understanding of the Common Core Standards.

GRADE 5: CREATIVE AP PLICATIONS OF RESEARCH AND ENRI CHMENT (CARE)

This course provides the opportunity to blend research projects with Mathematics and Language Arts enrichment. Multiple genres will be explored, including Mathematics, Language Arts, character development, typing, research, and current event studies. Students will hone their skills in these areas through a variety of creative project-based experiences. Using creative applications designed to sharpen core foundations, students will generate their own project portfolios.

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INTERNATIONAL STUDIE S PROGRAM-GRADE 6

All aboard! Students enrolled in the International Studies Program will virtually travel to different countries all over the world, passport in hand, to learn about world cultures and geography. In this course, when entering the classroom, students are actually boarding an “educational airplane” to take trips to countries and experience their individual diversities. By tracking the countries visited and through several map skill activities, the students will also learn in depth about world geography. This course fulfills World Language, Social Studies, and Language Arts standards for learning.

STEM-GRADES 6 -8

(Science, Technology, Engineering and Mathematics)

STEM: Statistics

Students will delve into the world of statistics where they will practice creating good research questions, determine best practices for surveying a sample, and analyze data to draw conclusions about a larger population. Students will have the opportunity to research topics of their choice and analyze real world data.

STEM: Logic and Probability

Students will be introduced to the uncertainty of probability. Topics such as likelihood, experimental probability, theoretical probability, and dependent and independent events will be discovered through in class activities and projects. In logic, students will begin to understand mathematical logic statements such as converse and contrapositive, as well as practicing their mathematical skills with logic puzzles such as Sudoku and truth tables. Students will be introduced to the idea of informal proof.

STEM: Finance

In this practical math class, students will learn the basics of finance, including check writing, budgeting, interest and loans, stocks and bonds, debt, and saving money. Students will have the opportunity to prepare for their lives outside of school and determine best practices for allocating their money. By the end of the course, students will be more aware consumers, and will be able to make better decisions regarding money and their options for the future.

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HUMANITIES-GRADES 6-8

GREAT POETS AND THEIR WORKS

Students will be exposed to great poets, their work and their lives. In this course, students will focus on the analysis of poems through a diverse canon of poetry. The purpose of this class is to gain meaning and insight through sensory details, figurative language and imagery. The class will also allow students to be inspired to write poetry of their own.

MYTHOLOGY

Mythology is present all around us, even today. This course will introduce students to the structure of mythology from ancient societies and the connections and influence of mythology in today’s society. These tales from antiquity, which explain the inexplicable, the fates of humans and the mysteries of the human world, are the foundation of art, science, and literature.

PAGE TO STAGE

This course introduces students to the methods in which literature is adapted to the visual arts, including but not limited to cinematic adaptation and the dramatic arts. Students will use analytical strategies to compare the written word to the film and stage productions of great literature. Students will also engage in Reader’s Theater productions of dramas.

CAREER EDUCATION

Infused in the curriculum, students will explore career opportunities and learn to how to make informed choices based on aptitudes and interests. Students will learn to identify and pursue career goals, apply communications skills in work-relevant situations, and demonstrate the ability to combine ideas or information in new ways. The students will be able to understand and use various print and non-print resources in the home, school, and community to seek and plan for employment. They will gain knowledge about the job application process, including resumes, forms, and interviews.

WORLD LANGUAGE: SPANISH 1A & 1B

Spanish 1A-Grade 7 This class provides students the opportunity to study Spanish grammar, pronunciation, simple conversation, practical expressions and gain an awareness of the cultures of Spain and Latin America, as well as Spanish cultures in the United States. Spanish 1A is paced to allow for building a strong foundation for future foreign language learning. This course is the first year in a two year sequence. Students in Spanish 1A will continue in Spanish 1B in their eighth grade year.

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Spanish 1B-Grade 8 This class continues the skills developed from Spanish 1A. The main emphasis of Spanish 1B is placed on attaining proficiency in the four skills of listening, speaking, reading, and writing Spanish. Students will participate in more challenging conversations, acquire additional vocabulary, and continue to further their knowledge in the cultures of Spain and Latin American, as well as Spanish cultures in the United States.

CYCLE CLASSES

GRADE 5: CHARACTER EDUCATION

Students in Grade 5 are required to participate in a Character Education Program. This program is designed to promote pro-social thoughts, values, and behaviors to encourage students to act as good citizens. Effective character education engages students in ongoing, interactive classroom activities that teach and reinforce positive principles of character. Before behavior problems occur, students learn the importance of making good choices and the benefits of demonstrating good character. Supplemental Resources: Mega Skills, Character Counts, The Character Chronicles

GRADE 5: WORLD CULTURE

World Culture education encourages students to celebrate diversity, discover elements that comprise it, and critically relate those elements to their own lives and the lives of the people around them. Students explore similarities and differences among different cultures leading to the understanding that everyone has an interesting and significant cultural background.

VOCAL MUSIC

5th & 6th Grade Students will be able to identify the following elements of music: note values, rest values, rhythm patterns, time signatures and meter. They will learn about all instruments of the orchestra, where they are placed and how they are grouped. They will also be introduced to different types of American Music: folk songs, jazz, and rock and roll. The class will also learn to name the lines and spaces of the staff for both treble and bass clef. 7th & 8th Grade Students will be able to identify the following elements of music: note values, rest values, rhythm patterns, time signatures and meter. They will also be introduced to the different time periods of Music History: Baroque, Classical, Romantic, and Modern. Students will also learn about composers and musical styles from each period. Students will also become acquainted with opera and operetta and become familiar with the development of Musical Theatre from the 1920's to the present.

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ART

5th & 6th Grade The art students will learn about art based on the Common Core Standards. Math will be integrated into the program as the students learn origami, use compasses, protractors, and rulers to create geometric constructions. The objective is to improve craftsmanship and strive to appreciate different styles of art. This course also designed to cover the origins and functions of primitive art and the need for humankind to create objects that function as tools and as records of our civilizations. Projects will emphasize sculptural forms from simple pottery to ornate representations of the human body. Students will complete a carved clay animal project and a plaster mask project based on those that the ancient Egyptians placed on mummies to wear into the "afterlife." 7th & 8th Grade The Renaissance is one of the richest periods in the history of art and a time of creative and technological advances that emphasized science over superstition and realism. Beginning with basic anatomy, students will learn to sketch in the tradition of Leonardo DaVinci with an eye trained toward proportion and detail. Other projects will include a shaded pastel portrait drawing based on the "Mona Lisa" and one point perspective methods used by painters and architects to create three dimensional illusions. This course is also designed to differentiate fine art from commercial art and provide a variety of career opportunities for young artists to explore. From VanGogh's intimate personal perspectives to the rising popularity of Manga and Animie style cartooning, students will be introduced to the "Form Follows Function" dictate that ushered in the modern art movement. Building upon previous design and painting skills, students will create a 3-D "Pop Art" guitar from detailed graphics planning and written proposals to the painted finished guitar project.

COMPUTERS

5th & 6th Grade Students create a memo using many new features of Microsoft Word. Subjects like the history of the Internet, plagiarism and copyright law are examined in detail. Students improve their Internet searching skills and learn to evaluate web resources. Web page design is also explored. 7th & 8th Grade Students use Microsoft Excel to show graphic relationships of data. They then use Excel to budget computer purchases noting RAM, hard drive capacity, processing speed and other features of computers. Students further improve their Internet searching skills by creating mini-projects that make certificates and greeting cards made in Word. Plagiarism and copyright law are discussed. The final project is a “how-to” lesson in Microsoft PowerPoint that is presented to the class. Students create business cards using the mail merge feature of Word and Excel. Students further improve their Internet searching skills and review avoiding plagiarism and protecting copyright laws. The students investigate cost of living budgets in Excel which is followed by planning an event. This project

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includes creating invitations and advertisements in Microsoft Publisher, keeping a budget in Excel, keeping track of expenses for items like entertainment, food, clothing, transportation, and decorations.

GRADES 6-8 RESEARCH SKILLS/MEDIA CENTER

Grade 6, 7, & 8

Media Education is a class designed to explore Library and Information Science. Students will acquire research skills, knowledge of the media center’s daily functions including A/V equipment operation, circulation procedures, and software programs. Reading and literacy are also incorporated into the curriculum. Students will be taught at a skill level that differentiates instruction based on their grade level and pre-learned knowledge.

SPECIALIZED EDUCATIONAL PROGRAMS

SPEECH / LANGUAGE TH ERAPY

Within a school setting, the speech/language therapy program includes: diagnosis and remediation of communication disorders of:

Speech (articulation, fluency, resonance and voice)

Language (phonology, morphology, syntax, semantics, and pragmatic/social aspects of communication) including comprehension and expression in oral, written, graphic, and manual modalities: language processing and language based literacy skills, including phonological awareness

Cognitive aspects of communication (attention, memory, problem solving, executive functions)

It can also include augmentative and alternate communication techniques/strategies (can be used with various children who are nonverbal, autistic, deaf, etc.)

The speech/language specialist is also involved with collaborating with classroom teachers to provide services in the classroom, educating and counseling individuals, families, and coworkers regarding the acceptance, strategies/remediation techniques, etc. about communication disorders. In addition, the speech/language therapist is a member of the Child Study Team. Students in the program receive services either on an individual basis or in a small group setting.

UPPER LANGUAGE LEARNING DISABILITIES

The Upper Language Learning Disabilities (ULLD) self-contained class is designed to meet the needs of diverse learners through the adaptation, modification, and implementation of instructional strategies to promote literacy, mathematics, science, and social studies skills. Lessons are tailored to accommodate students with different learning

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styles and interests with the inclusion of hands-on activities, and a variety of supplementary materials including texts, books on CD, manipulatives, computer programs, and web technology.

MULTIPLE DISABILITIES

The Multiple Disabilities self-contained class is targeted to accommodate the needs of diverse learners through focusing on individualized instruction. Lessons are presented to meet the needs of each student in the areas of math, science, language arts and reading, social studies, and life skills. Assisted technology, manipulatives, supplemental materials, and hands on activities are implemented into instruction in all lessons.

RESOURCE CENTER

Resource Center Classes are offered in core academic areas depending on the needs of the students. Such classes generally provide differentiated instruction in a small group setting based on the student’s IEP.

SPECIAL EDUCATION

Many students with disabilities experience serious challenges. Through a special education program, staff and parents develop an appropriate education for each student. The Child Study Team focuses on the evaluation of each student’s needs and also on the identification of educational interventions (Individualized Education Program) that promotes the development of academic, social, and functional skills. A case manager will assist the student, staff, and parents in monitoring student progress while the Individualized Education Program is in place.

ELL: ENGLISH LANGUAG E LEARNERS

The needs of students with limited English proficiency are supported by the English Language Learners Program. ELL classes are for students whose native language is anything other than English, or a student who is born is America but cannot function academically in mainstream classes due to immersion in a foreign language at home. Students participating in the English Language Learners Program receive a developmental second language program based on student ability which teaches comprehension, speaking, reading, and writing in English using second language teaching techniques. There is an ELL curriculum in place that is based on World-Class Instructional Design Assessment (WIDA) English Language Proficiency Standards. These standards are broad in nature and stress the presence of visual or graphic support. WIDA standards require the educator to keep in mind the variability of students’ cognitive development, age, grade level differences, and their diversity of educational experiences. Language domains are reading, writing, listening and speaking. Students are divided into five “Can Do” levels of performance based on the ACCESS for English Language Learner’s annual scores. The English Language Learner Program incorporates the cultural aspects of the students’ experiences as an important part of their instruction.

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S U P P O R T S E RV I C E S

SCHOOL COUNSELING

In order to achieve maximum success during adolescent years, middle school students must have a safety network of support systems they can turn to for assistance regarding the many aspects of their lives. The Faust students’ support system includes parents, administrators, teachers, and all support staff, including the school counselor. At Faust School, the counseling program is geared towards molding each student’s academic, social-emotional, career, and life skills development, which is in alignment with the National Standards for School Counseling. The School Counselor promotes and enhances the learning process by working closely with students and their parents to achieve students’ overall academic and social success by creating a safe and trusting environment. In working with students, the School Counselor seeks to assist each student to make the most of his or her capabilities and to make realistic and constructive decisions. The School Counselor works cooperatively with the teachers, the Child Study Team, the administration, and with parents to better serve the students of Faust School. The School Counselor meets with each student throughout the course of the year for student support, academic counseling and scheduling. Individual counseling and group counseling occurs throughout the course of the school year. Individual counseling may be in regards to academic, social or emotional issues. Some of the reasons students seek the School Counselor are:

To plan a suitable academic program

To analyze and improve academic achievement

To seek guidance in transitioning from the elementary to the middle school

To seek guidance in anticipation of the transition from middle school to high school

To establish personal and vocational goals

To explore ways to achieve goals

To get help with peer relationships, relationships with teachers, and /or relationships within the family

To identify worthwhile activities for personal growth and development

To develop strategies for adjusting to academic responsibilities

To inquire about careers and vocations

To conceptualize and explore strategies for solving problems

To explore self-esteem concerns

To get help for personal, social and/or emotional concerns

To share information about oneself or another who is in danger of harm or in need of help

To seek solace in times of crises Counseling groups offered may include, but are not limited to the following: Kicking it with the Counselor (for girls and boys who seek support on issues involving common daily stresses and concerns, including but not limited to friendships, relationships, self-image, conflict mediation, and/or problem solving), Social Circle (for those students new to Faust School and/or who have difficulty making friends), and Care and Share (a loss and grief based group for students whose parents have divorced, separated, or have friends/family who have passed). Groups are formed pending how many students are interested in each group and the need of the student population at the given time. Students will discuss group choices and descriptions as to what groups they may be interested in at the beginning of

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the year when meeting with the school counselor individually. Students may also be referred to the School Counselor by their parents, teachers, administrators, peers, or themselves. The School Counselor works closely with teachers to support Character Education and Career Education. The School Counselor may co-teach lessons and serves as a support system and resource to those students and teachers. Character education and career/college awareness is not only taught directly in the sixth and seventh grades, but also infused in Grades 6 through 8 in classroom instruction, school-wide programs, projects, and events. When students wish to meet with the School Counselor during their academic classes, they must first ask their teacher’s permission to go to the Counselor’s office. During the student’s lunch period the counselor will meet with a student if not in a group session or if a matter requires immediate attention. Parents are always welcome to call the School Counselor to request a meeting, or to discuss concerns about their child’s progress or adjustment. The School Counselor can be contacted by email at [email protected] or phone at 201-804-3100, ext. 3004.

INTERVENTION & REFER RAL SERVICES

The services provided by the Intervention and Referral Services Team (I&RS) are intended to provide supplemental support to students, staff and parents when educational problems are considered to be unmanageable, judged especially complex, or determined to be beyond the purview of the school. In these cases, the Intervention and Referral Services Team provides active and cooperative involvement of diverse school and/or community resources necessary to comprehensively study and creatively solve the educational issues which frequently place students at risk for failure in school. The Intervention and Referral Services Team reviews the academic, behavior, and health concerns of a student and then develops an Action Plan designed to systematically address any identified concerns. The interventions included in a student’s Action Plan may include both in-school and out-of-school programs. Both teachers and parents are encouraged to contact the School Counselor to refer a student to the Intervention and Referral Services Team.

504 PLAN

A “504 Plan” is a legal document falling under the provisions of the Rehabilitation Act of 1973. The 504 Plan is designed to plan a program of instructional services to assist students with special needs who are in a regular education setting. A 504 Plan is not an Individualized Education Program (IEP) that is required for special education students. However, a student moving from a special education placement to a regular education classroom could be placed under a 504 Plan. A 504 Plan is intended to provide accommodations for a student who has an impairment that restricts one or more major life activities. Major life activities include caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, working and learning. 504 Plans, in schools, primarily offer ways to accommodate conditions that affect learning and achievement.

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CHILD STUDY TEAM

The East Rutherford Child Study Team (CST) consists of a Director of Student Services, School Psychologist, Learning Consultant and School Social Worker. The Speech/Language Specialist, School Nurse, and the School Counselor also work in conjunction with the Child Study Team. The team has a number of responsibilities including consultation, identification, diagnosis, classification, and formulation of recommendations for remediation of learning and behavior problems. Team members also serve as Case Managers for students receiving special education and related services and work closely with both special education and regular education teachers to develop students’ Individual Education Programs (I.E.P.). The East Rutherford Child Study Team provides services for students with disabilities from ages three to grade eight. A referral to the CST can be made by the Intervention and Referral Services Committee, parents, and / or any school staff who recognizes a child’s academic difficulties. Once the referred student is identified with a potential learning disability at an identification meeting, a complete CST evaluation will be initiated Child Study Team evaluations may include assessments by the School Psychologist, Learning Consultant, School Social Worker, Speech/Language Specialist, and other professionals. Specifically, the School Psychologist assesses a child’s intellectual abilities, level of adaptive behavior, and helps to explain behavioral development. The Learning Consultant evaluates a child’s strengths and weaknesses related to his / her academic levels and learning characteristics. The School Social Worker interviews the parent(s)/legal guardian to determine how the child’s home environment relates to the school situation and acts as liaison between the home, school, and community agencies. A Speech/Language Specialist assesses the child’s speech and language development. The findings of the team members, including copies of reports, are shared with the parent / guardian and appropriate school personnel at a conference. If the CST recommends classification and the parent/guardian agrees, there are several types of special education services available within the district. There are Resource Centers, which provide special education services for classified students through pull-out and in-class support instruction. Remediation of specific learning problems in reading, language, spelling, mathematics, and behavior is the primary objective. Special Education services are outlined in a student’s IEP and are provided within the least restrictive environment. In addition, various self-contained classes receive concentrated, individualized and small group instruction in academic areas. Mainstreaming into regular classes is recommended as appropriate and outlined in the student’s IEP. If the student’s needs cannot be met within one of these programs, then a more specialized educational placement is sought in another public school district or in a private school outside of East Rutherford.

CRISI S INTERVENTION

The Director of Student Services, School Counselor, School Nurse, Social Worker, School Psychologist, and Principal work as Crisis Management Team to provide students and families with multilevel assessment of trauma and components of psychological assistance. Although crises faced in schools vary greatly, they may range from those that are more personal, such as the death of a loved one, or to those that affect the broader community, such

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as school-based violence. Students, staff, and parents should seek assistance from the Crisis Management Team whenever an instance of potential threat of harm to a student becomes evident.

PARENT EDUCATION

Faust School is dedicated to the Faust School Parents as they are our students’ first teachers. Faust School believes schools must reach out to parents, to help them become more knowledgeable about young adolescents' developmental needs and concerns, and encourage ongoing parental involvement in their children’s education. A strong home and school connection can create a seamless web of support for children in transition. Throughout the course of the year there will be many programs for parents that have to do with issues such as teens and the internet, bullying, and understanding children’s cognitive problem-solving processes. Faust School encourages all parents to become a part of the school’s strong, active, and supportive PTA.

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S TA T E M E N T O F N O N - D I S C R I M I N A T I O N

A F F I R M A T I V E A C T I O N

The East Rutherford School District complies with Title VI of the Civil Rights Act of 1964 Title IX of the

Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with

Disabilities Act of 1990 and the age Discrimination Act of 1975, and their respective implementing regulations

which prohibit discrimination on the basis of race, color, national origin, sex, disability, and age, respectively. The

District provides equal access and opportunity in employment, as well as enrollment in all of its programs and

activities, regardless of race, color national origin, sex, disability, or age. Through the designated responsible

personnel, the District will guarantee that no persons shall on the basis of sex, race, religion, creed, ancestry,

national origin, affectational or sexual orientation, social or economic status, and/or handicap be excluded from

participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity.

Anyone who feels that his or her rights have been violated may file a grievance or complaint with the East

Rutherford School District through the Affirmative Action / Title IX Officer pursuant to Board policies and

Administrative Regulations (copes of which are available in the school offices and library / media centers)

Affirmative Action / Title IX Officer: East Rutherford School District Affirmative Action / Title IX officer: Regina Barrale

Faust Intermediate School -100 Uhland Street, East Rutherford, New Jersey 07073Phone: 201-804-3100 Email Address:

[email protected]

alfred s. faust · 3 a. s. faust intermediate school the east rutherford school district is...

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