montgomery high school

Montgomery Township School District

Montgomery High School

Class of 2017

Parent OrientationMarch 11, 2013


Welcome to MHS Paul J. Popadiuk, Principal

What to expect…•Caring environment•Challenging curriculum•Excellent faculty•Opportunity•Preparation for successful life

Sample Student Schedule

A Day B Day

Period Class Time in Minutes

Period Class

1A Math 84 + 5 (HR) 1B Science

2A Social Studies 84 2B Study Hall

Unit Lunch

50 Unit Lunch

3A Phys. Ed. 84 3B Elective (Art)

4A English 84 4B World Language


Sample Student Schedule from Parent Resources (in block view)


Sample Schedule from Parent Resources—list view


Block Benefits

• A Unique Opportunity to Combine the Advantages of Block Scheduling and Collaborative Learning Teams

• Less Stress for Students– Focus on fewer subjects each day– Study Hall- The gift of time to complete HW– Unit lunch with friends– Deeper relationships with teachers and peers

• Similar to College Schedule


Block Benefits Cont.

• Longer Classes: Differentiated Instruction– Teachers lecture less– Greater variety of activities– More time engaged in problem-solving– Greater retention and in-depth learning

• Social & Emotional Learning Skill Development


Social and Emotional Learning Target Areas

Self-Efficacy Conscientiousness Sociability Intellect

Persistence Goal Setting Benevolence Critical Thinking

Resilience Organization Teamwork Creativity

Focus Self-reflection and Self-evaluation

Humility/Modesty Love of Learning

Locus of Control Time Management Humor Wisdom

Coping Mechanisms Motivation Gratitude Curiosity

Confidence Honesty Compassion and Forgiveness

Valor Prudence/Self-control Responsibility to others

Leadership


Communication

• Teacher first: establishing positive, conducive parent, student, teacher relations is paramount. Counselors may assist in this process.

• Supervisor second

• Principal last


Special EducationJoanne Tonkin, Supervisor of Pupil Services

Full continuum of programs for eligible students to support overall success Supports include:

• collaborative consultation,

• in-class support,

• replacement courses, and

• a comprehensive language-learning disabilities (LLD) program.


Special EducationJoanne Tonkin,Supervisor of Pupil Services

• Study skills, career planning and work study are also provided in response to individual student needs.

• Community-based instruction is an integral component to the LLD Program.

• Child study team case managers remain with their students from the 9th grade through the 12th grade.


Guidance DepartmentCorie Gaylord, Vice Principal

The vision of the Guidance Department is for all students who graduate from Montgomery High School to have the ability and personal resources to: understand themselves and others, understand career pathways and options, resolve personal problems, make informed decisions, manage conflict, make a successful transition from school-to-college or school-to-career, and be life-long learners.


Mission Transition!• March 13 – Course Selection Program at UMS Distribute P.O.S. and Course Selection Worksheet

• March 18 - 22 - Scheduling Counselors meet with 8th grade students to discuss academic courses. Students should bring Course Selection Worksheet with them

• June – Rising Freshman visited at UMS by Peer Leaders Learn about student life at MHS

• August - Freshman Orientation Students will have the opportunity to meet with a Peer Leader, sign

up for extra-curricular activities, walk their schedule and even visit their new locker!


Graduation RequirementsEnglish 4 yearsHealth/PE 4 yearsUS History 2 yearsWorld Studies 1 yearMath 3 yearsScience 3 yearsWorld Language 1 yearVisual/Performing Arts 1 year21st Century Life and Career 1 year OR Tech EducationFinancial and Entrepreneurial ½ year Literacy

Pass High School Proficiency Assessment (HSPA). It is anticipated that the Biology End-of-Course (EOC) Assessment will be a requirement for the graduating class of 2017.


English DepartmentJohn Anagbo, Supervisor of English

9th Grade EnglishIntroduction to Literature & Composition 9

Introduction to Literature & Composition 9 – Honors

Honors Course Expectations

Summer Reading


English DepartmentJohn Anagbo, Supervisor of English

Electives available for 9th grade students• Introduction to Drama I and II• Public Speaking(the above qualify for Visual and Performing Art credits)• Expository Writing


Mathematics DepartmentJennifer Riddell, Supervisor of Mathematics

• Algebra 1 (Part 2)

• Math I • Math Connections I:

•NJ ASK 8 --remediation



• Elements of Geometry– Prerequisite: HS Algebra I (Part 2)

• Geometry– Prerequisite: 70% in HS Algebra I (Part 2)

• Geometry Honors– Prerequisite: 85% in Algebra I Honors or a

95% in Algebra I



• Algebra II Honors– Prerequisite: 85% in Geometry Honors (or

95% in Geometry CP) and 85% in Algebra I Honors (or 95% in Algebra I CP)

• Precalculus Honors– Prerequisite: 85% in Algebra II Honors or

95% in Algebra II CP


Social Studies DepartmentAdam Wright, Supervisor of Social Studies

9th Grade Requirement:• World Studies

– Presents a global focus from The Italian Renaissance through today– Integrates geography and writing skills



• World Studies Honors– For motivated students who want to challenge

themselves by exploring the curriculum in greater depth

– Stresses critical reading, writing and thinking in the subject area



Great Expectations– Links World Studies with Literature and Composition – Integrates reading, writing, and study skills– Creates a global focus from European Feudalism

(911AD) to modern times– Utilizes differentiated instruction and heterogeneous classes

Limited to 50 students


Business, Technology & Family & Consumer Sciences

Chris Reginio, Vice Principal

• Technology Education– 21st century– Options

• Business Education– Career Exploration

• Financial Literacy—graduation requirement

• Family & Consumer Sciences


Visual & Performing ArtsAdam Warshafsky, Supervisor

• Music– Band Program

– Choir Program

– Orchestra Program

– Electives

• Art– Studio Art

– Photography

– Animation

– Digital Design


World Languages DepartmentJenny Egas, Supervisor

9th Grade students continuing in French, German, and Spanish will be placed in the following levels based on teacher recommendation:

• French I, II or III• German I, II or III• Spanish I, II or III

*Please note that teacher recommendations should be followed to ensure appropriate placement and

avoid confusion


World Languages DepartmentJenny Egas, Supervisor

• Other languages offered to freshmen include:– Latin – Mandarin Chinese (heritage students will be

evaluated in order to be placed appropriately to benefit their learning)


Health/Physical Education Department

Damian Pappa, Vice Principal

• Health: Adolescent Wellness

• Fitness and Team Sports/Lifetime Activities

• Facilities


Co-Curricular ActivitiesDamian Pappa, Vice Principal

• Academic Clubs• Service Clubs • Student Government• Visual and Performing Arts


Athletic DepartmentTony Maselli, Director of Athletics

• Website - http://www.mtsd.k12.nj.us•Great source for information: Important dates, schedules, forms.

• All students participating in a sport must have an annual physical examination. We provide one at UMS &

MHS in June

• Eligibility Requirements•All freshmen are eligible for fall sports – No requirements•At the end of the 1st Semester – Must be passing 15 Credits•At the end of the year – Must have passed 30 credits

• Parent/Athlete Handbook


Science DepartmentJason Sullivan, Supervisor of Science

Sequence of Studies:•Physics (9th grade)

•Chemistry (10th grade)

•Biology (11th grade)

•Elective (12th grade)



(Physics, Chemistry, and Biology are all offered at four levels)

For example:

• Applications of Physics

• Physics

• Honors Physics

• AP Physics



• Applications of Physics

• Physics

• Physics Honors

• Emphasis on guided-inquiry instruction

• Courses will meet for 84 minutes on the A/B Block Schedule– There is no additional lab period scheduled


MHS – Physics First & Modeling• Science Program of Study

– Physics / Chemistry / Biology

“In a beginning course in physics, students exploretheir own notions about common, everyday phenomena,discuss their observations with peers, and drawconclusions that can be tested. They begin to makepredictions, practice data collection and graphingtechniques, apply some mathematical skills to realsituations, and start to make sense of their observations.”

• Physics First: An Informational Guide for Teachers, School Administrators, Parents, Scientists, and the Public (AAPT 2009)


Addressing Preconceptions


Diagnostic Tools


Models vs Problems

• The problem with problem-solving– Students come to see problems and their answers as

the units of knowledge.– Students fail to see common elements in novel

problems.

“But we never did a problem like this!”

• Models as basic units of knowledge– A few basic models are used again and again with only

minor modifications.– Students identify or create a model and make

inferences from the model to produce a solution.


What Do We Mean by Model?

• with explicit statements of the relationships between these representations

Symbolic Representations

Physical System

Mental Model

Verbal

Algebraic

Diagrammatic

Graphical


Multiple Representations

• with explicit statements describing relationships


I - Model Development

• Students in cooperative groups– design and perform experiments.– use computers to collect and analyze data.– formulate functional relationship between variables.– evaluate “fit” to data.


I - Model Development• Post-lab analysis

– whiteboard presentation of student findings– multiple representations

» verbal» diagrammatic» graphical» algebraic– justification of conclusions


Preparing Whiteboard


Making Presentation


Implementation Issues• Modeling is a methodology, not a set of

curriculum materials. (No one road to Rome, but no magic bullet either.) Teacher must adjust approach to local conditions.

• Formidable teacher learning curve. One key skill: managing and elevating student discourse.


Implementation Issues• Culture shock: All Stakeholders

– Students • Use constructed models to solve problems

– Teacher• Consensus leader, chief of questions, no final authority

– Parents• Question transformed from “What did you do in

science class?” to “Explain how the class developed a consensus on this problem?” and “What is the underlying model for this physical phenomenon?”



• Information to help make course level selection.– 8th Grade Teacher Recommendation– Assessment of Basic Math Skills– 9th Grade Math class


Thank You for Coming

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