This is the first year of a two-year sequence. United States history and geography are covered from Native American times through 1865. Various activities are also planned for this study, including instruction in writing DBQ’s (Document-Based Questions).

1. Early People and Cultures
2. People of North America
3. Great Civilizations in the Americas
4. After 1492

 EXPLORATION AND EUROPEAN COLONIZATION OF THE NEW WORLD

1. Europe discovers the riches of the East
2. European exploration of the New World
3. The Spanish colonize Latin America
4. The French settlement in North America
5. The English establish the 13 colonies
6. The Dutch and Swedish settlement of the Colonies

THE COLONIES WIN THEIR FREEDOM

1. Life in the Colonies
2. The French and English fight to control North America
3. England tightens its grip on the Colonies
4. The Colonies rebel
5. The Declaration of Independence
6. The War for American Independence

OUR NATION’S GOVERNMENT IS ESTABLISHED

1. Problems in the new Nation
2. The Constitution
3. Our Federal Government

OUR NATION GROWS IN SIZE AND STRENGTH

1. The Growing Years
2. Growth of Political Parties
3. The War of 1812
4. Industrial Revolution
5. Westward Expansion – Manifest Destiny

AGE OF REFORM

1. Labor reform
2. Anti-slavery movement
3. Women’s rights movement
4. Social Reform

DIFFERENCES LEAD TO CIVIL WAR

1. Sectionalism
2. Slavery and King Cotton
3. The road to Civil War
4. Lincoln is elected
5. The Civil War
6. Lee meets Grant – the War ends
7. Assassination of Lincoln

The program consists of a survey of United States History from 1865 to the present, as a continuation of the curriculum begun in grade 7. There is an emphasis on reading and writing skills, political cartoon interpretation as well as the important and colorful characters in the rich pageant of American History. The following topics will be discussed:

1. Reunion
2. Radical Reconstruction
3. Changes in the South
4. Reconstruction Ends

1. The Plains Indians
2. Miners and Railroaders
3. Ranchers and Cowhands
4. A Way of Life Ends
5. The Farmers

1. Railroads and Industry
2. Big Business
3. Inventions
4. Labor in the Age of Industry

1. The New Immigrants
2. Booming Cities
3. City Life Transformed
4. Education and Culture

          A.  Early Reforms
          B.  The Progressives and Their Goals
          C.   President Support Reforms
          D.  Progress for Women
          E.   Fighting for Equality

            A.   Across the Pacific
           B.   The Spanish-American War
           C.   Relations with Latin America

1. War Erupts in Europe
2. The United States Enters the War
3. Winning the War
4. Wilson and the Peace

THE ROARING TWENTIES

1. Politics and Prosperity
2. New Ways of Life
3. The Jazz Age
4. Trouble Below the Surface

1. The Economy Crashes
2. The New Deal
3. Reaction to the New Deal
4. Surviving Hard Times

1. Dictatorship and Aggression
2. The War Begins
3. The Home Front
4. The Allies Advance
5. Final Victory

1. The Nation Faces a Cold War
2. The Cold War Heats Up
3. Cold War Battle Grounds
4. The Vietnam War
5. The End of the Cold War

1. The Booming Postwar World
2. The Civil Rights Movement
3. The Post Cold War World
4. War and Peace in the Middle East

Maple Avenue Middle School
Science Department

Science Department Philosophy and Mission

Science provides an objective system in which to frame our questions about the world around us and seek their answers.  It consists of a great body of knowledge as well as a systematic means for evaluating the validity of our ideas and beliefs.  We understand that individual scientists and discoveries have not always followed a prescribed path, but also realize that the advancement of scientific knowledge depends on a structured method for proving hypotheses to be true or false.  General science knowledge and an understanding of and appreciation for the nature of science and how science advances provide the foundation for a scientifically literate society. 

We believe that students learn best when engaged in activities that are not simply hands-on but more importantly minds-on.  Through teacher led demonstrations, student conducted demonstrations, and longer lab activities we strive to engage students to illustrate the often-abstract concepts of science.  While we understand that the wide variety of student interests and abilities result in varying degrees of responsiveness, we try to foster a view of science as a means to better understand the world and our place in it, a method of exploration for new and verifiable knowledge, and as a process to solve problems in a logical way.

Our goal is to produce students who:

• understand and appreciate the nature of a scientific view of and approach to the world
• appreciate how science works to advance knowledge and understanding about the larger world around them
• understand and apply scientific thinking and methods to general problem solving
• have command of science skills appropriate to this level that can serve as a foundation on which to build further scientific understanding
• command a scientific knowledge base appropriate to this level that can serve as a foundation on which to build further scientific understanding
• have a basic understanding of the underlying principles that govern the world around them
• are well on the way to being scientifically literate
• might positively consider the further pursuit of science

SCIENCE 6

The 6^th grade science curriculum consists of various units concentrating on major science strands. Content material is correlated with both demonstrations and student directed activities to provide opportunities for inquiry and discovery of scientific principles.

The program shares some of the following objectives:

• Increased scientific literacy.
• Ability to identify a problem, organize a process and gather information on a topic using scientific method.
• Application of process skills to everyday situations: observing, measuring, predicting, and experimenting.
• Utilization of discovery/inquiry approach with an anticipated outcome of developing critical thinking and problem solving.

Environmental/Life Science/Health

• Biomes and Ecosystems
• Interactions and Cycles in Nature
• Evolution Through Natural Selection
• Environmental Problems & Solutions
• Earth’s Resources
• Plant and Animal Adaptations
• Life Processes
• Cells
• Heredity
• Bacteria and Viruses
• Fighting Disease

 Astronomy

• The Solar System
• Stars, Galaxies, and the Universe

SCIENCE 7

The 7th grade science program deals with topics from the physical sciences and Earth science.  In laboratory activities, students will learn to make accurate measurements and record data in an organized form with correct units.  Our text in grade 7 is Science Explorer: Adventures in Life, Earth, and Physical Sciences. 

Physical Sciences

• Newton’s Laws of Motion and their relationship to each other and the world around them
• Concepts of mass, force, inertia, speed, acceleration and momentum
• Simple machines and the mechanical advantage that each can offer

 Earth Science & Meteorology

• Earth’s internal structure
• Plate tectonics and its roll in forming Earth’s features including: mountains, volcanoes, ocean trenches, and earthquakes
• Minerals, the rocks that they form, and the processes that alter rocks during the rock cycle
• Structure of our atmosphere
• Air masses, fronts, winds, high and low pressure, storms, precipitation
• Weather forecasting
• Seasons and climate

SCIENCE 8

Science 8 program is a diverse program including the study of chemistry, physics, and biology.  The course uses Holt Science and Technology: Physical Science as its primary resource.

The 8th grade science curriculum is enhanced by teacher demonstrations and laboratory investigations.  This hands-on approach seeks to spark interest and enthusiasm and encourage life-long learning in science.

Each topic within a unit progressively builds on the previous topic to provide the student with a more complete picture about the world of science.  Topics include:

Chemistry

• Laboratory Safety
• States of Matter
• Elements, Compounds, and Mixtures
• Atomic Structure and The Periodic Table of the Elements
• Chemical Bonding and Chemical Reactions
• Acids, Bases, and Electrolytes
• Nuclear Energy
   

Physics

• Electricity and Magnetism
• Heat and Temperature
• Sound and Light
   

Biology

• Cells
• Cell Reproduction
• Heredity

 New York State 8th Grade Science Assessment Test Preparation/Review

SCIENCE ACCELERATION

A thorough analysis of seventh grade science student performance is done during the second half of the school year.   Based on their performance in the first 2 quarters, some students will be invited to begin their high school science sequence by skipping Science 8 and taking Regents Earth Science in the eighth grade.  Science and math grades are given the highest weighting as selection criterion, with less consideration given to overall grade averages.  Teacher recommendation is given only a minor consideration in an attempt to keep the selection process evidence and performance based.  Students will only be invited for acceleration if their performance merits it according to this analysis.

The accelerated science student is forced to drop a half credit class from the typical 8^th grade schedule because of the added every-other-day lab period.  Additionally, the accelerated science student misses the foundation of chemistry and physical science concepts from Science 8.  Some of what is lost in the eighth grade schedule is gained at the high school level because students complete the high school science sequence a year early.  This makes it possible for the student to schedule Advanced Placement (AP) science courses like biology, chemistry, or physics, or part of the Science Research class without having to take two Regents level science courses in the same year.  Though the original intention is that a student continues in science throughout high school, acceleration can also be viewed as a way to free a student’s schedule in the junior or senior year to specialize in other areas or take advantage of other electives.  An explanatory letter is sent to all students selected for this opportunity, usually sometime in March or April.

REGENTS EARTH SCIENCE
Accelerated Science with Alternate Day Additional Lab Period

Accelerated Earth Science is a Regents level science course designed for students that are highly motivated and excel in science and math. Like all Regents level lab sciences, Earth Science meets every day with a double period on alternating days.  Students are invited to take this course based on their academic performance as described above.  Students taking this course will take the Regents Earth Science Exam in June and continue with Regents Biology as ninth graders.  (Eighth grade students in accelerated Earth Science are still required to take the New York State 8th Grade Science Assessment during eighth grade.)  

Accelerated Regents Earth Science is a fast paced course designed to provide students that are interested in majoring in science a challenging course affecting a broader and deeper background than is typically taught in the 1 year Regents Earth Science course.  It is hoped that this will better prepare these students for the honors and Advanced Placement science courses offered at the high school.

Quoting the Earth Science Regents portion of “Saratoga Springs High School Course Description Guide”:

This is a laboratory-centered course involving a study of the planet Earth.  The student will see how the interplay of surroundings produces various landforms, weather patterns, star motions, and Earth history.

The seventh grade health program meets every day for 20 weeks (one semester). The course covers age appropriate topics in the following units:

We focus on the importance of positive self-esteem in one’s life

Anatomy and physiology of body systems

Stress the importance of preventing accidents as well as treating them

Primary focus on tobacco, alcohol, steroid and other substances common in today’s society

Examine communicable and non-communicable diseases that are common today

Explore human growth, development, reproduction and human sexuality

Stress current environmental problems and their effects on human health

The Computer Literacy program at Maple Avenue Middle School offers every sixth grader the opportunity to gain valuable "life skills." The program is broken into several modules, all teaching necessary skills to keep current in an ever-changing technological society. The course is taught on IBM-compatible computers and meets on an A/B schedule throughout the full year.

The program is taught from an inter-disciplinary approach and prepares students for computer experiences encountered in various subject areas throughout their middle and high school education.

1. The keyboarding unit will provide students with a strong foundation of the keyboard using the "touch type" technique. Keyboarding skills are utilized in all units throughout the course.
   
2. Word processing skills will assist the students throughout their grades 6-12 Language Arts curriculum. Word processing skills will also assist students with paper writing assignments using MLA (report and term paper) format in many subject areas.
   
3. The Internet unit will aid students in their research skills. When searching for references, they will have an understanding of how the Internet works and how to retrieve necessary information efficiently.
   
4. The graphics unit will provide the students with mouse manipulation and page layout and design skills. These skills are needed in art, technology, and in advanced computer courses, such as the eighth grade Computer Exploration course.
   
5. The PowerPoint unit will enable students to create electronic multi-media slide shows for other discipline areas.
   
6. The DataStudio unit will enable students to use scientific probes attached to the computer to record, graph, and analyze data.

The computer exploration course offers every eighth grader the opportunity to develop technical skills to create actual presentations reinforcing material learned in other subject areas as well as prepares students for computer experiences throughout their middle and high school experience. The course is taught on Dell computers. The program is offered as a one-semester course.

1. The telecommunications unit provides students with advanced researching skills when using the Internet. The effective retrieval of information used for projects is on going throughout the course. Evaluation of web sources reinforces critical thinking skills as well as highlighting the proper citation of web sources.
   
2. Students create documents in the desktop publishing unit thereby supporting subject matter taught throughout grades 8-12. Design and layout techniques are learned for documents such as brochures, newsletters and catalogs. Major emphasis is afforded to proofreading and paying attention to detail.
   
3. The graphics unit provides students with the opportunity to use a digital camera and scanner and manipulate these digital tools within documents. Proper documentation of graphics obtained from various sources is emphasized. These skills strengthen expertise needed for social sciences, art, technology and advanced computer courses.
   
4. The DataStudio unit will enable students to manipulate scientific probes and software to record, graph and analyze data.
   
5. Presentation software is utilized to give students a different perspective of design, decision-making and organization. Employing the multi-media concept, students prepare various presentations to exercise their knowledge and skills involving many of their daily courses.

Students at Maple Avenue participate in Physical Education every other day for 40 minutes. Each student is provided with a lock and locker for use during class. Students are expected to have the following items in their locker in order to participate safely in class: shorts or sweatpants, a shirt different than the one worn to school, socks, sneakers with tied shoelaces, and a small box or container to hold their jewelry.

Throughout the year, students will be given study sheets, homework assignments, extra credit sheets and other P.E. information that will be kept in a notebook for future reference. During their two years at Maple Avenue, students will have the opportunity to participate in the following activities:

Many students will receive special recognition during the year such as Athlete or Student of the Week, Academic All-stars, or selection to an individual unit’s All-star team (Basketball, Hockey, Volleyball, etc.).

After school activities are offered through our various Sports Clubs. Most activities taught in class are also offered after school. The P.E. department also runs the following special events:

Physical Education is required for all students in grade 8. Classes meet for five periods every two weeks on alternate days. Grades are based 90% on preparation and participation and 10% on tests.

PHYSICAL EDUCATION is a required course for graduation. You are required to change for class and to participate to the best of your ability. Each class is 40 minutes long (30 minutes of participation, and 5 minutes at either end for changing). Exceptions to the rule are as follows:

1. Legal Absence (home sick, health office, guidance office, principal’s office)
2. Medical Excuse (a note from a parent or doctor must be presented to the nurse in the Health Office before school)

You will be responsible for making up any class you miss any time you are legally absent or medically excused. Instructions for the make up work can be found in the PE Office.

You may not make up any Unprepareds (a missed class because of a lack of proper athletic attire).

GRADING POLICY: Your grade for each marking period is based upon the following:

• 60% Participation
• 20% Effort, Attitude and Sportsmanship
• 20% Assessment (Written tests, skill tests, homework, etc.)

CLOTHING: A proper change of clothing is required for physical education for safety and personal hygiene.

ACCEPTABLE CLOTHING:

• Shorts, sweat/wind pants (not what you wore to school)
• T-shirts, sweat shirts (No offensive clothing that violates dress code)
• Socks and sneakers (boots and sandals will not be allowed)
• Jewelry should not be worn in class

SAFETY:

• Goggles are available for all activities
• Sneakers must be laced and tied for support

LOCKERS: Lockers and locks will be provided. You are responsible for making sure your locker is secure. You will not be allowed to share a locker. Do not leave anything of value in your locker. During class, give your valuables to your teacher. You will not be allowed to participate in class without a lock for your locker and a change of clothes.

UNITS: Lacrosse, Flag Football, Speed Away, Fitness Achievement, Wrestling, Basketball, Floor Hockey, Volleyball, Handball, Track & Field, Ultimate Frisbee, Softball, Pyramid Building, Project Adventure, Misc. Games

NOTEBOOK: Every student should have a notebook or folder to store physical education literature (notes, study sheets, homework, etc.)

The Music Education program at the Maple Avenue School offers every student the chance to grow in music responsiveness in various ways. Sixth grade students take General Music and may have the opportunity to perform in band, chorus or orchestra. Seventh and eighth grade students are required to take one music course. All music classes meet every other day for the entire year.

Students in Band, Orchestra and Chorus also have the opportunity to participate in Saratoga-Warren County, Suburban Council, and N.Y.S.S.M.A. Organizational and Solo Music Festivals.
                          
                          GENERAL MUSIC 6 and 7

Students will experience and develop an understanding of the basic elements of music – melody, rhythm, harmony, and tone color – through singing, performing, listening critically, and writing about music.

The emphasis is on both music and critical listening skills. The class covers diverse musical styles such as rock, jazz, romantic, twentieth century, and ethnic music. Classes meet on alternate days throughout the school year.

Students study the technical and interpretive use of a woodwind, brass, or percussion instrument, ensemble playing, and engage in rehearsals for required evening concerts. All students are required to take a weekly lesson either privately or in school, in addition to the band class. School lessons are offered on a rotating schedule. Band meets on alternate days. Teacher recommendation is a prerequisite.

Students study the technical and interpretive use of the voice, ensemble singing, and participate in rehearsals for required performances. Chorus meets on alternate days. Teacher recommendation is a prerequisite.

Students study the technical and interpretive use of a stringed instrument, ensemble playing, and engage in rehearsals for required performances. All students are required to take a weekly lesson either privately or in school, in addition to the orchestra class. School lessons are offered on a rotating schedule. Orchestra meets on alternate days. Teacher recommendation is a prerequisite.

The goal of the program is to comply with the Regents Learning Standards for the Visual Arts by increasing students: vocabulary for discussing and writing about art, knowledge of art theory and application, development of technical skills, critical thinking skills, confidence in making personal decisions, and awareness of art styles and artists.

Sixth grade art classes meet alternating days of the week for the entire school year. Within this time frame, a wide range of visual work is produced using a variety of art materials. The curriculum emphasizes problem solving, application of theories, technical skill improvement, creativity, art appreciation and development of a personal style. Students explore drawing, painting, sculpting and mixed media as projects which stress learning about the techniques, skill, tools and materials of each process.

Additionally, practice using the Visual Elements and Organizational Principles of Art incorporated in the assignments gives students an opportunity to make knowledgeable artistic decisions about their work. Continued practice in theory application helps students plan, assess and revise their work to its final outcome.

Students meet every day for one semester. The primary goal of the semester is to expand the student’s idea of what "art" is and to have each of the students begin thinking of themselves as real artists. A second goal is to increase each student’s skill level while nurturing individual growth and understanding.

Students will develop a portfolio, keep and maintain a sketchpad, be exposed to and begin to use a common art vocabulary. Students will learn to recognize several artists by name and to begin to identify their particular style, to distinguish when in art history they were recognized and to begin to decide how they feel about that particular style of art. Students will begin to know what makes a piece of art "work" (the principles and elements of design) and to recognize art as a communication tool. Students will be encouraged to develop good work habits (organization, care of tools, neatness, clean-up procedures) and to exercise critical thinking skills when creating their own art. Interdisciplinary projects will be interspersed within the semester.

Eighth grade art is a general art course that lasts for one semester and meets each day for 40 minutes. It is the last visual arts class that most students in the district are required to take.

The purpose of the course is two-fold. The curriculum is designed to bring to fruition student’s art education, thus far. At the same time, students are taught content that they may need should they choose to pursue further studies in the field.

Throughout, art appreciation is emphasized particularly when enjoying art as a form of personal expression and recognizing arts place in the human experience.

The student’s art education in eighth grade is largely experiential. A variety of mediums are utilized as students work on understanding art concepts and developing artistic and aesthetic skills. At the same time, there is the opportunity to practice life skills such as self motivation, problem solving, and positive personal relations.

The technology of our global society has brought the world’s people closer together, creating an even greater need for a real communication and understanding between cultures. A first step in achieving this is to promote the importance of foreign language study.

Maple Avenue Middle School plays a vital role in this by offering exploratory study of either French or Spanish and their respective cultures. Students will engage in a variety of activities including singing, dancing, cooking and tasting the foods of many countries, while doing comparison studies of the cultures. Additionally, there will be many hands-on activities that will encourage speaking the foreign language both in class and at home.

In eighth grade, students will complete one high school unit of credit in either French or Spanish. Students must pass this course to be able to graduate with a Regents diploma. Students planning to get a Regents diploma with Distinction must complete 3 units of a second language and pass the Regents exam as a minimum requirement.

All students in grade 8 are required to study and pass the foreign language courses in which they are enrolled. Those who fail will be required to repeat that course the following year.

Technology affects all of society. It is a means of fulfilling our needs and wants, and it enables us to create a different world from the one nature has given.

The seventh grade Technology program at Maple Avenue provides an opportunity for students to explore technology and use it as a tool in problem solving and decision making. Through the use of hands-on activities and related lessons, students will become aware of technological processes and be able to apply them to the creation of solutions to various problems. The course meets every day for one semester.

The eighth grade Technology education program is a one-semester class based on "hands-on" activities. Students will be involved in problem-solving activities through the use of tools and various processes. Course work can be divided into:

1. Product design and construction
2. Information and communications
3. Production and manufacturing
4. Transportation processes

Students in grades 7 and 8 will be expected to successfully complete one semester at each grade level of our mandated home and career skills courses. A character education program has been incorporated which addresses safety, security, abduction awareness, and violence prevention.

The students will gain knowledge and skills in the processes of decision making, problem solving and management, and in the content areas of consumer skills, money management, nutrition management, and careers. This will enhance the students’ ability to deal more constructively with life situations in their homes, communities, and work settings now and in the future.

• Listening Skills
• How to Study
• Setting Goals
• Materials Needed
• Managing Time
• Taking Notes
• Test Taking Tips

• Decision Making
• Problem Solving
• Intro to Cooking

• Rules of the Labs
• Lab Experiences
• Table Service
• The Nutrients
• Healthy Foods Prep
• Eating Disorders
• Fast Foods

• Needs and Wants
• Budgeting
• Checkbooks
• "Let’s Make a Deal"
• Banks and Credit

• Job Applications
• Responsibilities as a Worker
• Entrepreneurship
• Career Exploration

This course of study will prepare students to meet responsibilities and better understand various opportunities as family members, consumers, home managers, and wage earners. Through library skills, students will study future career opportunities and social issues. Students will have laboratory experiences in the area of clothing production.

• Characteristics of Adolescents
• Ground Rules to Encourage
• Respect Towards Others
• Elements of Good Listening
• Feeling Skillful, Appreciated and Responsible
• Developing Self-Assessment
• How Feelings, Attitudes and Behaviors Affect Confidence
• Dealing with Anger and Frustration
• Appropriate Ways to Express Feelings

• Qualities of Friendship
• Deciding to be the Friend you Want
• Dealing with Inside Pressures

• Defining Family
• Functions of Family
• Family Strengths
• Constructive Communication Skills
• Handling Family Conflicts

• Stages of Development
• Types of Development
• Flour Baby Project
• Improving Child and Parent Relations
• Parent: Roles and Responsibilities

• Consumerism
• Wardrobe Planning
• Sewing Machine Operation
• Care and Repair of Clothing
• Timberline Project
• Purchasing Skills
• Rights and Responsibilities as a Consumer

• Review Decision-making and Problem-solving
• Long and Short-term Goal Setting
• Career Search
• Library Project – Research a Career

The Maple Avenue Middle School Library is a fully automated facility with access terminals to public school and university libraries. With over 20,000 volumes and over 100 periodicals on our shelves, the library is a well-stocked source for students and staff to find information and pleasure reading in non-fiction, fiction, reference and professional materials.

Our audio-visual collection contains over 500 videos. We house audio-visual equipment for faculty use – TV’s, VCR’s, DVD’s, overheads, cassette players and recorders, and slide projectors, and have the facility to broadcast videos to several rooms at a time.

The library media program is integrated into the school’s instructional program with several cross-curricular studies. We encourage research using both print material and appropriate computer search engines. Library and information skills help students to gather information from a variety of sources, organize information, draw conclusions and how to cite their sources.

Students may have no more than four books out at any one time with a two-week borrowing time. They may renew a book twice. We encourage prompt return or renewal of books to prevent loss of library borrowing privileges.

Maple Avenue Middle School seeks to provide students with a rounded education that includes several extracurricular activities. We are very proud of the extracurricular activities that we are able to offer at Maple Avenue. All students will be able to participate in activities scheduled by the school and sponsored by the PTSO. Activities are designed to increase student awareness of their world and to develop skills essential to social and academic development. To be involved in these activities requires an extra commitment from not only the students, but also from the parents/guardians. Students who participate in these clubs or activities need to be picked up at the end of their activity (3:15 PM). The following is a list of clubs and activities that may be offered:

Archaeology Club

Art Club

Astronomy Club

Canteen Club

Coach Brock’s 8^th Grade Sports Club

Coach Kalinkewicz’s Sports Club

Coach Snyder’s Sports Club

English Club

Girls Golf Club

Glen Mitchell Archaeology Club

Gotcha Being Good Club

Jazz Band

Kids Fitness Club

Maple Avenue Chamber Orchestra

Maple Avenue Runners Club

Mapletogian

Math Counts

Music Technology Club

Paramecium Club

Performing Arts Club

Photo Club

SADD

Ski Club

Social Studies

Sports Club

Student Council

Voice Club

Yearbook Club

In order to ensure that each student is assigned a locker as close to their team area as possible, homeroom teachers will assign locks and lockers during the first few days of school. Teachers will not be issuing textbooks until lockers are assigned. Each student will be loaned a school lock for their locker. Only school issued locks are permitted on the lockers. If your student loses their lock, the student will need to pay $5.00 for the lost lock, and will be loaned another lock. The money collected is used to replace the lost lock. Students need to be conscious of how they secure their locks. Students are also discouraged from sharing their combinations. If a student feels that someone knows their combination and has been opening their locker, they can return their lock and be issued a new one. Be advised that the administration is legally permitted to enter any school locker if they have sufficient reason.

• Consists of four School Counselors, Psychologist/Student Advocate, and Psychologist.
• Sharing in a variety of tasks in support of students, parents/guardians and teachers.
• We encourage you to utilize their services as the need arises.

The primary purposes of the Student Advocate Program are the prevention of alcohol and other drug abuse and the prevention of violence and bullying through education and counseling. It is known that many factors can contribute to social and emotional problems such as family conflict, peer relationships, social and academic pressures and adolescent emotional concerns. The student advocates, Mrs. Lagoe, a certified school psychologist, and Mr. William Boehmke, a certified social worker, offer short term counseling to "At Risk" students, classroom instruction, structured prevention programs, and consultation services to parents and teachers.

The school’s psychologist’s main function is to assist students having learning, behavior or adjustment difficulties. They work with students, teachers and parents to determine the cause of the difficulty, recommending ways to assist school adjustment and the learning process. Our school psychologists act as a liaison for support services to teams, and provide consultation services for teachers and parents. They also work cooperatively with BOCES and county and community agencies.

The school psychologists also provide evaluation services, performing both mandated testing of handicapped students as required by State and Federal law, and evaluations requested by parents and teachers. Parental consent is obtained before any testing is performed. Testing results and recommendations are shared with parents, students and teachers, leading to joint decisions of strategies to be implemented. Short-term counseling services are also available.

The School Counselors:

• Serve as support services to 6^th, 7^th and 8^th grade teams.
• Oversee students’ educational programs and progress.
• Promote personal development through individual and group counseling sessions.
• Help to insure a smooth transition from the elementary schools to Maple Avenue and from Maple Avenue to the Saratoga Springs Senior High School.
• Develop/create schedules for all students in grades 6, 7 and 8.
• Members of Pupil Services Team.
• Additionally, 8^th grade counselors will meet individually with students for the purpose of planning high school programs and selecting 9^th grade courses. A high school orientation program for parents will also be held.

Intervention provided to identified youth requiring health, education or social services. Services designed to facilitate coordination between agencies, students, faculty and families around issues of "at risk" behavior.

Speech and language services at the middle school level include curriculum based classroom intervention and small group therapy. Therapy in the areas of language, fluency, voice, hearing rehabilitation and articulation are available.

Following referral by teacher, parent or other concerned adult, and written consent from parents, the student is evaluated for speech/language difficulties. Evaluation results are presented to the building PST and recommendations for service are sent to the district CSE. If qualified, students may be labeled speech/language impaired, or may receive therapy as a related service.

1. When a student is absent, please call the Attendance Office at 587-4551, as early as possible.
   
2. When the student returns from an absence, he/she must bring a note stating a reason for the absence. Please keep in mind if a note is not brought in, students are considered illegally absent.
   
3. When a student is tardy, they must report to the Attendance Office immediately upon arrival. A note should be brought in stating the reason for tardiness. The student will be given a pass to class.

It is very important for a student’s last name to be included in the note, especially if the parent/guardian’s name may be different.

If you need to have your child dismissed during the school day for appointments, etc.:

1. Please write a note stating the reason and time of dismissal.
   
2. Have your child bring his/her note to the Attendance Office in the morning during homeroom time.
   
3. At the time requested, you need to come into the Attendance Office and sign your child out of school. He/she will be waiting in the Attendance Office at that time. Students cannot be released without a parent/guardian signature.

If you would like to pick up your child at regular dismissal time (2:20), a note is not required. Please make arrangements with your child to meet him/her at the student drop off/pick up area. If something unexpected comes up, please call the Attendance Office and arrangements will be made.

The Maple Avenue Middle School is staffed by two registered nurses and a clerk. Their services are available to all students, their parents, and school staff. Medical care is given to injured or ill persons. All medicines in school are dispensed by the school nurse in the health office.

Annual vision and hearing screenings, including blood pressure and scoliosis, are conducted on each student. A cumulative health folder containing a health history, immunization dates, physical exam information and health screening results is maintained for each student.

All medications and health care needs should be brought into the health office before the first day of school. Each medication should have a clear doctor’s order stating medical name, doses and frequency. Parental/Guardian consent form is also necessary. Please note: All medication must be hand delivered by a parent or guardian to the nurse. Under no circumstances may a student transport medication.

Physical Education is a state mandated program. It is requested that when gym excuses are needed, a doctor’s order be turned into the nurse before homeroom.

New York State Education Law requires each student to have a physical examination upon entrance to the school district and/or entering 7^th grade.

New York State Department of Health requires Hepatitis B vaccine for all students enrolled in 7^th grade on or after September 1, 2000.

Parents/guardians must provide school nurses with updated medical information for students with special medical needs or health concerns (i.e., diabetes, bee, peanut allergies). This will enable the health office to confidentially inform staff members of students’ special needs.

Any student involved in an interscholastic sport is required to have a yearly physical exam.

Parents are encouraged to contact the school nurse regarding health or other health related matters.

The mission statement governing the operation of our Transportation Department states, "To provide safe student transportation, support district programs and maintain conditions on the buses which are conducive to the best interests of students.

When any student is having a discipline related problem on a school bus involving other riders, and seeks a resolution, there are three ways to help solve the problem. The first step involves speaking with the driver and letting the driver be aware that a problem exists. The second step would be to speak with your Principal or Assistant Principal. In addition to these steps, another approach for parents and students is to call Mr. Groves, the Bus Discipline officer, at 583-1244. Mr. Groves will work to solve any issue which might be making students uncomfortable on the bus. Parents and students are encouraged to address problems when they occur.

All students at Maple Avenue receive bus transportation. As you are probably aware, most of our buses are assigned to capacity. The school district provides transportation to and from a student’s home address. If your child is going to a site other than their residence before or after school on a regular basis, you must submit a completed request form to the Bus Transportation office. These parental request forms for change in bus transportation are available in our Main Office. Requests to have pupils ride on another bus on a one day or short term basis are only approved for emergency situations.

When your student needs to go to a caregiver’s residence, we will do what we can to provide transportation for that day if we are given a letter, written by you (parent/guardian) stating the following:

1. Date transportation needs to be changed.
2. Request and reason for the change.
3. Name, address, and daytime phone number of caregiver your child will be going to.
4. A phone number where we can reach you to confirm the request, or to let you know if we cannot honor your request.
5. Signature of parent/guardian. The letter is not to be written by the student.

Your child needs to bring the above request to his/her Administrator’s office immediately upon arrival to school, so that we can process the request in a timely manner. Failure to meet the above guidelines could result in a denial of the request. The safety and well being of our students is our first concern. Your cooperation will be greatly appreciated.

Late bus runs at Maple Avenue are available on Monday, Wednesday, and Friday. They leave the school at 3:20PM. Late bus runs are not "door to door" or "stop to stop". It is strongly suggested that parents review the late bus drop off points to determine the distance a student may have to walk from the stop to their home.

All eighth grade students will take the New York State English Language Arts 8 examination (ELA 8) in reading comprehension and writing, the New York State 8^th Grade Math Assessment, the New York State Science Assessment, and the New York State Social Studies Assessment. Students who score below the state reference points will be scheduled to take Alternate Instruction in Language Arts and/or Mathematics in grade nine to receive extra help. This course will be in addition to the students’ regular ninth grade English and/or Math course(s).

Report cards are issued four times a year (November, February, April and June). Final report cards are printed approximately one week after the close of the school year.

Interim reports are mailed to parents approximately five weeks into each marking period. These mailings occur in October, December, March and May. These interim reports notify parents or guardians of the student’s progress in the class. These interim reports may indicate that a student is experiencing difficulty and may advise the parent or guardian to call or visit the teacher. A principal’s newsletter, which notifies parents and student of upcoming events, accompanies the interim report.

Grading System:

Our school uses a numerical marking system (0-100) in reporting achievement in each subject, as well as reporting effort and attitude. Included are comments identifying individual strengths or weaknesses of each student. Every ten (10) weeks is one quarter of the school year, at the end of which marks are given in each subject. For the first three quarters, grades range from 40 to 100. No grade below 40 will be assigned. The last quarter grade (or second quarter for a half-year class), as well as the final examination grade, may be 0 to 100. For the 7^th graders, an average of the four quarters and final examination make up the final grade. For full year courses, the four quarters and final exam are added together and divided by five (5) to arrive at the final course grade (or 40% first quarter, 40% second quarter, and 20% for the final examination for half-year classes). Passing requires a final course grade of 65% or better. In some courses, however, a pass-fail (P/F) system is used.

A Regents examination is averaged into the final subject grade in the same manner as any other final examination given by the subject teacher. All courses are passed based on the final course grade. Thus, passing a final examination does not mean passing the course unless the final course grade is 65% or better.

Parents or guardians are urged to call or visit the appropriate teacher when their student receives an unsatisfactory achievement grade or an effort and/or attitude comment that indicates an unsatisfactory learning situation in that subject area. Oftentimes cooperation between home and school can lead to better understanding and improvement in the student’s effort and attitude in the classroom. This may also result in better achievement. You may wish to contact the student’s counselor if the desired improvement is not obtained.

Averages and the Honor Roll:

A student with a "weighted" average of 85 or better is eligible for the honor roll. A weight of 1.0 is given to any class that meets daily, while a .5 weight is given to a class that meets on alternating days (i.e. music). A student with an incomplete mark or a failing grade is ineligible for the honor roll. Physical education grades are not included in honor roll calculations. Failing Physical Education or any subject disqualifies a student from the honor roll. In addition, a weighted average of 90 or better qualifies a student for the high honor roll. There is no rounding of averages for honor roll purposes.

Conversion Chart Alpha/Numeric:

The following is a conversion chart of how numerical grades can be converted to letter grades.

Conversion Chart of Weighted Subjects:

Determining factor in assigning course weights is the number of times each class meets per week i.e., alternate day class meets only on A days = .5 weight.

*Language Arts in grade 6 is a double period – 2.00 points

**Foreign Language in grade 8 is weighted 1 full point

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The goal at Maple Avenue is to have students placed at the best possible learning level for successful educational experiences. Retention may be required in the best interest of the child, so that a successful learning experience is reasonably assured.

1. Students who pass all subjects will be promoted automatically along with students that have met the minimal standards considered appropriate for success at the next level.
   
2. Students who do not meet the minimal standards will be placed on a list concerning their need for retention. Once generated, this list will be reviewed by the students’ team teachers and appropriate school personnel. Each case will be considered on an individual basis. The student may be required to repeat the grade. Seventh graders will be given the option of attending summer school and passing the required courses to earn promotion to grade 8.

The following table shows the point value of subjects for promotion from one grade to the next.

*Foreign Language in grade 8 carries a 2 point value.

Promotion from grade 6 to grade 7: The student should have achieved a standard of success by passing three of the four "core" courses. The Core Courses are: Language Arts, Math, Science, and Social Studies.

A student should also accumulate a minimum of 9 points from a potential pool of 14 points.

*Language Arts in 6^th grade is a double period, and therefore worth 4 points.

Promotion from grade 7 to grade 8: The student should have achieved a standard of success by passing three of the four "core" courses. The Core Courses are: Language Arts, Math, Science, and Social Studies.

A student should also accumulate a minimum of 9 points from a potential pool of 15 points.

Students who fail a core subject for two consecutive years, i.e., 6^th grade math – 7^th grade math, would also be considered for retention.

Promotion from grade 8 to grade 9: Promotion of students in grade 8 is determined by points completed.

Students in grade 8 must pass each course before being allowed to take the next course in that subject area.

Promotion from grade 8 to grade 9 requires a student to earn 9 points.

Students who must take ISP courses or Resource will have the number of required points adjusted based on the number of total points they can earn.

As a school we play a multi-faceted role in the lives of children. Our school Mission is to offer educational programs that successfully capitalize on the unique characteristics and needs of middle level students, typically ten to fourteen years old. To accomplish this, we will make a cooperative effort to prepare our students intellectually, creatively, socially, emotionally and physically to become caring and contributing members of a global society. The task of educating youngsters to live within the rules and limits of society and develop good habits of self-discipline is included in this mission.

As a societal organization, the school must establish rules and limits in order to create an environment where learning can occur. These rules must be fair, understood by students, modeled by adults and consistently enforced without emotionalism, sarcasm or humiliation. It is important for each youngster to know we care; that we are aware of his/her needs; that we are enthusiastic and appreciative of good behavior. He/she must understand that we will not condone or accept poor behavior. Poor behavior will result in a consistent course of action.

Therefore, we expect the following of our students.

1. Students will be respectful towards school faculty, staff and other students. Examples of violations – swearing or name calling, pushing, tripping or fighting.
2. Students will help to create a healthy and safe school environment.

• Students will not run in the school.
• Hats will not be worn in school.
• Smoking is prohibited on all school property.
• Drugs are prohibited unless taken for medical reasons.
• No gum chewing.
• Radios, walkmans, CD players, laser lights, trading cards, skateboards, rollerblades, and other personal recreational items are prohibited in school. Cell phones and pagers are not allowed in school.
• All food and drinks should be kept in the cafeteria.
• To cooperate and be on good behavior in the cafeteria.
• Dress and appearance: Students have the right to determine their patterns of dress and grooming as they deem proper, provided that such dress and grooming does not interfere with the health and safety of themselves or others, and does not interfere with the educational process of the school. School is not the place for immodest or bizarre attire. Should the principal determine that student attire fails to meet the standards of acceptable dress, parents will be notified and students will be required to return home to change into more suitable clothing. Some examples of unsuitable clothing are: Jeans or pants which are unbelted, or which are worn with the belt area below the waist; "short" shorts; halter tops; and clothing supported by "spaghetti straps." Shirts or tops must cover the top of the pants or shorts. Pajamas, slippers, flip flops, choke chains and jewelry with spikes are not allowed.
• Students are discouraged from bringing to school, or wearing, objects which have above average value, or sentimental value. The school district will not be responsible for the loss of these items. Some examples are expensive jewelry or watches; elaborate calculators.
• Students will not sell or trade items in school unless the sale is related to an approved school fund-raising program.

1. Students will cooperate with Maple Avenue teachers, staff, and bus drivers at all times.
2. Students will arrive on time to school and class.
3. Only authorized fundraisers will occur.

Each teacher and team will have their own classroom rules and expectations. These rules will include, but not be limited to, the following:

1. Students will stay seated unless otherwise directed for the full period.
2. Students will raise their hand to talk.
3. Students will show respect to others and their property.
4. Students will pay attention.

A pass system will be used when a student is out of the team area (Example: to office, library, special areas, nurse, etc.). Students will be given a pass when they are held up by a teacher and will be late for their next class. Each team will determine the use of passes within the team.

Buses – conduct expected:

1. Follow the directions of the driver.
2. Stay in your seat.
3. Keep all parts of your body and objects to yourself and inside the bus.
4. No foul language or rude behavior.
5. No eating or drinking.
6. No tobacco products, illegal substances, or hazardous items.

Conduct expected of students in school is expected when students are riding a school bus. When Bus Rules are not adhered to, disciplinary options per the Maple Avenue Discipline Code will be utilized.

When the school behavior code is not adhered to, the following disciplinary options will be put into effect:

1. Lunch Detention: Student will be placed in lunch detention for their lunch period. (Teachers assign lunch detention for 1^st time minor offenses; administration will assign lunch detention for lunch and lunch flex for cafeteria infractions and other areas of persistent non-cooperation.)
2. After School Detention (ASD): Students will be assigned to stay after school for one hour. During this time a specific written assignment will be provided. This is not an opportunity to catch up on homework. Failure to stay will result in a double penalty. Failure to comply with this will result in an in school suspension.
3. Removal from classroom by teacher to appropriate administrator.
4. In School Suspension (ISS): Students will be placed in the ISS room for duration of time. All classwork will be provided and completed under supervision. Parents will be notified by phone and in writing.
5. Out of School Suspension (OSS): Students will be removed from the school for a period of time based on the frequency and severity of the rules violation. Work will be provided. Parents will be notified via phone call and letter. A meeting with the parents is a requirement for returning to school.
6. Bus Suspension: Student will lose Bus Riding Privileges, which will be necessary upon frequency and/or severity of the violation.
7. Superintendent’s Hearing.
8. Contact made with local authorities.

1. Tardiness: Arriving late to class without a pass.

Consequences:

1^st time – warning/counseling from teacher

2^nd time – teacher assigns lunch detention with teacher

3^rd time – Teacher removal of student from class to appropriate administrator

4^th time – after school detention – referral to principal or assistant principal for additional disciplinary action.

2. Verbal Abuse: Unacceptable spoken behavior.

Consequences:

1^st time – warning from teacher and further problems would be a rule violation of III.

3. Classroom disruptions: Any unacceptable behavior which is disruptive to the orderly educational procedure of the school.

Consequences:

Teachers would give two warnings – third warning would result in student removal from class by teacher and a referral to office. Office would assign detention(s) and/or ISS/OSS.

Category I offenses would be dealt with at the team level and repeated offenses would be referred to an administrator.

1. Roaming or in unauthorized areas on campus.

Consequences: Referral to office. (Inform other team members).

1^st time – warning from office.

2^nd time – double After School Detention

3^rd time – ISS/OSS

Repeated Offenses – parent conference

2. Unexcused absence, truancy and cutting of classes: Attendance clerk would investigate and confirm. Parent contacted.

Consequences: Parent contacted, one ISS for each full day or day on which any class(es) are cut, and After School Detention (ASD) as needed to complete missed work.

Repeated truancies – parent conference requested.

3. Bus Offenses: Note the bus rules stated in the positive behavior code.

Consequences: Bus referrals will go to the office. Students will be assigned After School Detention, ISS/OSS. Repeated offenses or serious violations will result in suspension from bus transportation. A parent conference will be requested. (Ex: standing or moving when bus is in motion, body parts out the window, etc.).

4. Running in the hallway: Due to the potential safety hazards to all, running in the hallways is not permitted. Students are informed and reminded of this rule during orientation and daily announcements early in the school year. One warning will be given to students in September. From October 1 through the remainder of the year, warnings are no longer given. The penalty for running in the hallway will be no less than After School Detention. In School Suspension will be administered when the Administrator believes it is appropriate.
5. Use of the pay phone by students during school hours is strictly prohibited. Students may use the office telephone, as needed, if approval is given.

Consequences:

1^st time – warning from office

2^nd time – double After School Detention

3^rd time – In School Suspension

 

1. Disorderly Conduct: Any unacceptable behavior which is hazardous to the safety of any one on school property including all campus areas and school buses (i.e.: throwing of food/objects in cafeteria and on buses, pushing or shoving in hallways).
2. Theft: Taking or being in possession of property that does not belong to you.
3. Smoking: The possession of tobacco of any kind on school property.
4. Destruction of property: Destroying or mutilating objects or materials belonging to the school, personnel or other persons.
5. Blatant defiance of authority: Obnoxious insubordination.
6. Verbal threat: Forewarning of physical/mental harm, harassment.
7. Fighting: Engaging in or threatening physical contact for purpose of inflicting harm on another person.
8. Extortion: The solicitation of money or something of value from another person in return for protection or in connection with a threat to inflict harm.
9. Sexual Harassment: Sexual harassment is unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature.

Any violation of Category III will result in a referral to the office, student assignment to ISS/OSS, parents will immediately be contacted by phone and letter. If warranted, Superintendent’s Hearing and notification to appropriate local authorities.

1. Physical assault: Physical attack by one person, or a group of people, upon another person, who does not wish to engage in the conflict and who has not provoked the attack.
2. False (fire) alarm: Pulling alarm without cause.
3. Weapons: The possession of a dangerous weapon, or the use of any object to inflict injury to another person.
4. Arson: Intentional burning of property.
5. Explosives: The use, possession, or sale of explosive devices.
6. Drugs (including alcohol): The use, possession or sale of drugs (including alcohol).
7. Leaving campus: Unauthorized leaving of school property when school is in session.

Any violation within 1 through 7 of Category IV, the school will be required to contact appropriate authorities.

Consequences:

1. Referral to office
2. Immediate contact of parents
3. Out-of-school suspension
4. Parent conference required before student could re-enter school.
5. If warranted, Superintendent’s Hearing and notification to appropriate local authorities.

Copies of referrals and disciplinary action administered to Special Education Students will be forwarded to the Committee on Special Education.

1. There is NO talking or making noises. You are there to work, if you have a question, raise your hand. Do not ask the person next to you.
2. Stay in your seat; raise your hand if you need to get something. Keep your feet under your desk and face forward.
3. NO chewing gum or eating candy. The only time you will be allowed to eat anything is during lunch. (ISS lunch is 6^th period.)
4. If you are absent, you must make up the time when you return to school.
5. Remember that all school rules also apply here.

 

ISS

6. Bring all notebooks, binders and/or folders you will need for a regular school day, along with your coat and bookbag. You will not be going back to your locker to put anything away before you leave at the end of the day. Everything you bring to ISS will be brought home, then back to school the next day. No need for textbooks – they are already in the ISS room.
7. You will have a Behavior Packet to copy when you first come in. Copy what it says to copy and read what it says to read and at the end you will copy the questions and write the answers.
8. Turn in any homework that is due that day. It will be turned in to your teachers.
9. Your teachers will send down your assignments for that day. When you complete an assignment, hand it in to the aide. Make sure your name and also your teacher’s name is on it.
10. There are only 2 bathroom breaks during the day. The times are 10:05 and 1:00. There is no talking in the hall. You will line up outside the bathrooms and go in one at a time.
11. You will be escorted to the lunchroom to buy your lunch and bring it back to the ISS room. Only a complete lunch on a styrofoam tray. No snacks, ice cream or soda.
12. Ask permission to dump your lunch garbage. You will dump only when you are completely done with your lunch so you will make one trip.
13. You will be dismissed at 2:20. You will go directly to your bus, do not hang out and wait for friends and do not come back into the building.

 

LUNCH DETENTION

14. You will come to lunch detention for the whole 40 minutes. That is lunch and lunch flex. Do not go to the cafeteria or your flex first. Go directly to the lunch detention room. You may not leave the room until the bell rings unless it is an emergency.
15. You will check in with the aide when you first come in. After 7 to 10 minutes, you will be given a pass to Cafeteria 1 to get a complete lunch on a styrofoam tray. No snacks, ice cream or soda. You have 5 minutes to get your lunch and return to ISS room to eat. Pass must be signed by cashier. SEE ALSO RULE 12 ABOVE.
16. If you take medication at lunchtime, go to the Health Office first. Just let the aide know in lunch detention that was where you were. Ask for a pass from the Health Office if you are going to come in after the bell.
17. You must bring work with you and keep busy all period. If you do not bring work, you will be copying the School Behavior Code.

 

AFTER SCHOOL DETENTION

18. You will report directly to the ISS room (or other designated room) for after school detention after you go to your locker at the end of the day.
19. SEE RULES 1-5 AND 17 ALSO.
20. You will be dismissed at 3:15 from after school detention.