Paul D. Schreiber High School

Ira S. Pernick, Principal Brad Fitzgerald, AP

David Miller, AP Julie Torres, AP Craig Weiss, AP

Mission and Vision• The mission of Paul D. Schreiber High School is to provide an educational program that empowers

all students to achieve their potential and gain personal fulfillment in an environment of excellence. In partnership with parents and the larger community, the school's diverse academic, co-curricular, athletic and community service opportunities promote discovery, independent thinking, creativity, and strong character.

• VISION STATEMENTS • Schreiber High School endeavors to: • To ensure that excellence is achieved through high expectations and accountability. • To provide a varied, dynamic curriculum that is responsive to the needs of all students. • To provide a climate that promotes interaction among staff, students and community members. • To provide a safe school environment where creativity and individuality can flourish. • To promote independent thinking and a sense of personal fulfillment through the creative arts. • To provide the opportunity for each individual to discover, understand and accept self in order to

realize his/her own potential for social and academic growth. • To encourage democratic values that celebrate diversity and respect for the rights of every individual. • To provide co-curricular and athletic programs that meet the needs and interests of students. Last Modified on 03/18/2009 01:28:00 PM

Who we are…• 1 Principal • 4 APs • 142 Teachers includes .2 Teacher ** • 31 Paras one of which works .5 and 1 whose title is Monitor • 19 Clerical - Includes Print Shop Assistant & Library Assistant that

only works 3 days here and 2 @ Sousa • 2 ITA people • 2 Nurses • 17 Custodians (includes night staff) • 1 Printer • 7 Security Guards one of which works night shift. • 8 - Food Service People (Includes Director) full time • And 1575 students.

Demographic Comparison New York State Report Cards

2009-2010

Schreiber Roslyn Manhasset Great Neck North

Great Neck South

Jericho Syosset

White 65% 77% 77% 84% 49% 65% 75%

Asian 16% 14% 15% 9% 43% 31% 23%

Hispanic 17% 5% 3% 6% 6% 1% 2%

African American

3% 3% 4% 1% 2% 2% 1%

Other 0% 0% 0% 0% 0% 0% 0%

LEP 6% 1% 0% 3% 4% 1% 1%

Free Lunch

7% 5% 2% 6% 5% 1% 1%

Reduced Lunch

3% 2% 1% 4% 3% 0% 1%

NYS Graduation Requirements-Section 100.5

• Students entering grade 9 in September 2001 and beyond • Regents Diploma: • • 4 years of English • • 4 years of Social Studies • • 3 years of Math • • 3 years of Science-must pass Living Environment • • 1 year of Foreign Language • • 1 credit in Art/Music • • 2 credits in PE (unless graduating early) –students must be • enrolled in PE every semester while in high school • • ½ credit in Health (parenting req. is covered in this course) • Students must pass the following Regents Exams with a minimum • score of 65% • • Integrated Algebra • • 1 Science • • Global History & Geography • • U.S. History & Government • • Comprehensive English (session one and two) • Electives: 3.5 credits to earn a total of 22 credits. • Regents Diploma with Advanced Designation • All of the requirements as the Regents Diploma with the following • additions: • • Math B, or Geometry and Algebra 2/Trigonometry Regents • Exams • • 1 additional Science Regents Exam • • 2 additional courses in the same Foreign Language and pass • the Comprehensive Regents Exam in that language • • 1.5 credits in elective courses to total 22 credits • Students that are language exempt must take additional electives to • earn the 22 credits.

Credit Accumulation

Class of 2011 97% earned over 22.5 credits 52% earned over 30 credits 62% earned an Advanced Regents Diploma 68% completed more than a 4 year sequence in:

ELA, math, science, and social studies

Class of 2012 44% have already earned or are at 22.5 credits

How many classes our students take…

Grade/Period 5 6 7 8 9 10 11+

9 0 0 2 4 226 113 14

10 0 4 73 270 57 4 0

11 2 4 66 202 104 5 0

12 4 29 156 157 32 0 0

Reasons for the Modified Block Schedule (c 1997)

• Reduction of conflicts to enable students to take more classes

• Reduction of unscheduled time for students

• Increase student-teacher contact time • Increase student-counselor contact time

without conflicting with class time • Prevent the further erosion of the elective

course program

Reasons for the Modified Block Schedule (c 1997)

• Reduce room utilization conflicts • Balance class size in multiple section courses • Ensure that all students have a 30 minute lunch • Provide a scheduling framework for students to

use school facilities and resources (e.g., library, computer labs)

How It Works

• By using a rotating pattern, three courses can be placed in only two periods

• Thus, nine courses will fit into a six period day

Basic Example

Period 1

Period 2

DAY A Music English

DAY B French Music

DAY C English French

DAY D Music English

DAY E French Music

DAY F English French

Note: each class four note: each class meets four out of six days. of six days

Note: each class meets for 240 minutes per six day cycle

Build On ItPeriod 1

8:05 to 9:10Period 2

9:15 to 10:15

DAY A English Music

DAY B French English

DAY C Music French

DAY D English Music

DAY E French English

DAY F Music French

Period 3 10:20 to 11:20

Period 4

Hist Computers

Science Hist

Computers Science

Hist Computers

Science HistComputers Science

Period 5 1:00 to 2:00

Period 6 2:05 to 3:05

Math Acct.Art MathAcct. Art

Math Acct.Art MathAcct. Art

Total Instructional Time Comparison

• Traditional Schedule of 5x per week, 40 minutes: • 180 days x 40 min. = 7,200 min. = 120 hours

• Our schedule of 4 out of 6 days, 60 minutes: • 120 days x 60 min. = 7,200 min. =120 hours

• RESULT: same number of minutes, but more flexible use of that time for presentation of curricular material

Average # of Students Unscheduled By Grade and Period

1 2 3 4.1 4.2 5 6

9 42.6 42.3 68 159.8 205.1 49.1 57.8

10 47.1 52 70 250.8 225.6 49.6 63.8

11 40 55 59 227.5 241.6 61.8 48.6

12 58.6 72 109 263.8 291.1 95.3 79.3

Demographic Breakdown of Non-Mandated Programs

Schreiber Automotive Business FACS Tech

Asian 16% 9.1% 11.59% 10.03% 8.82%

African Am. 3% 5.05% 4.27% 15.85% 3.11%

Hispanic 17% 24.24% 15.85% 20.74% 14.01%

White 65% 60.61% 68.29% 63.88% 73.88%

Sp. Ed. 9.6% 20% 9% 14% 14%

LEP 6% 5% 2% 2% 2%

Other Non-Mandated AreasDepartment Chairs # of classes taught # of teachers

represented

Art 4 6.6

English 2 18.8

LOTE 2 13.2

Math 2 16.0

Science 2 17.0

Social Studies 2 16.8

Special Education 2 12.2

Technology 4 3.6

Department Chairs Responsibilities • Management and creation of department budget

• Observation of non-tenured teachers

• Provide instructional feedback to all departmental staff members

• Liaison to school administration

• Create yearly goals for department

• Resolve department related conflicts with scheduling and staff

• Ordering of supplies and texts

• Create and deliver professional development

Elimination of Chairs:

• Savings of $53,116

• Require redesign of Assistant Principal roles (less time with students, more times on department issues, APPR changes)

• Hiring of low level administrators for student management issues (Dean's position)

LOTE

Span"h

French

Italian

Latin

Manda#n

Ramifications of cutting LOTE

• Reduction in Advanced Regents Diploma rate: Class of 2011 had 100% (210 students total)

• Reduction in college acceptances

• Reduction in # of students taking a 3 year sequence in foreign language: Class of 2011 had 271 out of 354 (76%) take at least 3 years of foreign language.

Clubs• 50 Clubs in Schreiber

• Clubs have unique missions but often work together through Inter-Club Council

• Approximately 1268 students (includes students in more than one club)

• Allocated 82.5 Units = $220,106 ($2,636 per unit)

CLUB/ACTIVITY ACTIVITIESACADEMIC DECATHLON* Preparation for inter-school competitions. Tryouts in the spring.ART HONOR SOCIETY* Community Service, art projects, art workshops.BRIDGING THE GAP Students express themselves and celebrate cultural diversity.CHESS CLUB Chess matches and tournamentsCHRISTIAN GROUP (JAM) Discussions re: ChristianityDEBATE TEAM* Local Tournaments/National Tournaments/State ChampionshipDRAMA CLUB Play readings, 3 student run productions, seminars in acting and directing.DRAWING/PAINTING CLUB Drawing, painting, clay, collage, crafts, jewelry makingENGLISH HONOR SOCIETY* Chapter of National English Honor Society

EQUESTRIAN CLUB Discuss riding experiences, work alongside horse charities, fundraise for local equestrian organizations, and attend bi-yearly trail rides at a local equestrian center.

FOREIGN LANGUAGE HONOR SOC & MODERN LANG.* Tutoring, Mardi Gras/Carnevale, Honor Society InductionFRESHMEN CLASS CLUB Pride in Port, fundraisers, activitiesFUTURE BUSINESS LEADERS OF AMERICA FBLA state/national competitions, Speakers promoting business careers. GAY/STRAIGHT ALLIANCE Day of silence, National coming out day, fundraisers, awareness events.HUMAN RELATIONS Multicultural days, HRC week, coat drive, senior citizen luncheonINTERNATIONAL HOMEWORK Academic & social interaction among students of diverse backgroundsIT'S ACADEMIC* Inter-school competitionsJAZZ BAND* School Concerts, Night of JazzJEWISH STUDENT UNION Discuss and celebrate Jewish heritage.JUNIOR CLASS CLUB Junior Prom, Community Service, Fundraising, Class of 2013 activitiesKALEIDOSCOPE (LITERARY MAG) Student poets, writers, photographers & artists create Literary Magazine.KEY CLUB Fundraisers for charitable organizations; Food drive, toy drive, etcLATIN CLUB Saturnalia, participate in Latin contestsLETTER CLUB* Service Club, 5th Grade Fun DayLIGHTING Provide lighting and crew support for performances on Schreiber’s stageMADRIGALS* Performances at senior citizen center, also at various school concerts.MATHLETES Practice challenging math problems; compete with other Nassau SchoolsMOCK TRIAL Compete in mock trial tournamentsMODEL CONGRESS/UN Rutgers Model UN, Seton Hall Model UN, United Nations model, local model congress

competitions, fund raisingMU ALPHA THETA Peer Tutoring, Pi Day, Induction ceremonyNATIONAL HONOR SOCIETY* Peer Tutoring, community projectsNATURAL HELPERS* Overnight retreat, ongoing trainingPEER HELPERS* Facilitate freshmen groups, participate in freshmen orientation, suicide prevention program, and

yoga nightPHOTO Members study early photographic process. Use of darkroom to develop prints (color and black-and-white).PORT LIGHT (YEARBOOK) Yearbook Planning, Ad sales, book sales, photography, copy writing, computer layout, design, yearbook supperRADIO CLUB Create radio station programming and broadcast from the new facility funded by PWEF.

RELAY FOR LIFE Raising Awareness and Money for Cancer ResearchROBOTICS CLUB Build robots which compete against other schools' robotsS.A.D.D./SUBSTANCE ABUSE Chain of Life, Day of the Dead, Kick Butts Day, etc.SCHREIBER TIMES (NEWSPAPER) Publication of 10 issues of the school paper, one issue each monthSCIENCE HONOR SOCIETY* Formal and Informal Lectures, Elementary school visits, Honor SocietySCIENCE OLYMPIAD Participate in competitions, Science Olympiad, Build, learn, drill prep.SENIOR CLASS CLUB Plan senior activities, Senior Trip, fundraisersSHAKESPEARE DAY Planning of Shakespeare DaySOCIAL STUDIES HONOR SOCIETY* Honor Society for students who excel in Social StudiesSOPHOMORE CLASS CLUB Participate in Pride in Port & Spirit Week, fundraising activitiesSTUDENT COUNCIL Window painting, Battle of Bands, Elections.TREEHUGGERS CLUB Hugs Trees, Saves Planet!TRI-M MUSIC SOCIETY* Music Honor SocietyYOUNG HISTORIANS Research & debate historical topics - Ancient through Modern

Clubs provide....• School spirit (Class Clubs, Spirit Club)

• Connection to school that might not otherwise exist (Drama Club, Bridging the Gap)

• Opportunity to compete at competitions and academic meets (Debate Team, Robotics)

• Raise money for charity (Relay for Life, Human Relations, Key Club)

• Perform service (Peer Helpers, Natural Helpers)

• Tutor their peers (Honor Societies)

Four Major Impacts of Cutting Programs

• Increase in class size

• Reduction in college acceptances at the highest levels (due to reduction in credit accumulation)

• Further disenfranchise student groups

• Damage to school culture

"Community as used here is about the experience of belonging. We are in community each time we find a place where we belong. The word belong has two meanings, first and foremost, to belong is to be related to and a part of something. It is membership, the experience of being at home in the broadest sense of the phrase. It is the opposite of thinking that wherever I am, I would be better off somewhere else. Or that I am still forever wandering, looking for that place where I belong...To belong is to know, even in the

middle of the night, that I am among friends."

Peter Block, Community

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