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WELDON E. HOWITT SCHOOL “. . . the future unfolding . . .” CURRICULUM AND SERVICES GUIDE |
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WELDON E. HOWITT SCHOOL |
Welcome to
Weldon E. Howitt School - and an exciting time in the development and growth of
your youngster!
Howitt School
has adopted the philosophies of middle level education. Our goal is to serve as a bridge, connecting
the self-contained structure of elementary school and the departmental
structure of high school. Middle level
education addresses the unique characteristics and needs of emerging
adolescents. We strive for academic
excellence and provide experiences designed to help students develop their full
potential as responsible, young adults.
We are
committed to a school that offers a warm, positive, supportive climate,
responsive to the rapidly changing intellectual, physical and social growth
experienced by this age group.
Our
seventh and eighth grade student body of approximately 950 students take part
in a stimulating and challenging educational program. The New York State regents standards are enmeshed in all
curricular areas. By the end of grade
eight, students will have studied two years of English, social studies, mathematics
and science. Students take two
semesters of technology, home and career skills and physical education and one
semester of art, health, and music.
Courses in foreign language, reading, computer information skills, and
study skills are also offered.
The
mission for our middle school is to equip students with the necessary academic
and personal/social skills, knowledge and attitudes to succeed in the middle
level grades, high school, and beyond.
We do this by promoting a nurturing, active, and engaging educational
environment which reflects respect, caring, and support for students. We focus on the development of the whole
child,
emphasizing a balance between academic and
personal/social growth, while providing opportunities for
self-exploration, self-definition, and
self-development in the cognitive, affective and physical domains, thus
enhancing self esteem and a sense of personal identity. We encourage the development of a young
adult who has a sense of personal competence, one who takes responsibility for
him/herself and his or her actions toward others.
To provide
age appropriate, research-based, exemplary education for middle school
youngsters, our talented and dedicated faculty has undertaken many initiatives
which are child-centered and exemplify quality middle level education. Among these many practices are the
following:
House Plan - Students need to feel a
sense of belonging in a warm, closely knit, supportive environment. We begin by “housing” seventh grade core
classes in the East building and eighth grade core classes in the West building. An assistant principal, psychologist, and
guidance counselors are assigned to each grade.
Teams - Teams are organized around
the core subjects of English, social studies, mathematics, and science. These teachers share the same group of
students. The teachers work together to
coordinate instruction, testing and rules.
Common Planning
Time - The
team teachers have the same planning period, which enables them to discuss students, meet jointly with parents, meet
with support staff as a unit and plan activities and interdisciplinary themes.
Heterogeneous
Grouping -
Students of varied ability levels and learning
styles are grouped together in most
classes.
High academic standards are expected for all students. Cooperative
activities and differentiated instruction develop each student’s skills,
strengths, talents and abilities.
School-wide
Themes -
School-wide themes such as “Reason, Respect, and Responsibility,”
“Multicultural
Appreciation and Tolerance,” “Wellness,” and “Career
Exploration,” are themes which help develop a sense of community and school
spirit. These themes are designed to develop responsible, caring, young adults.
Regular
Communication With Parents - Strong family support and connection to school is essential to
student success. Our staff stays in
close contact with parents through phone and personal conferences, interim
reports, progress reports, report cards and notes to home. It is imperative that parents and teachers
maintain positive and close relationships.
Authentic
Assessments
- In addition to traditional tests, our teachers have designed many performance
tasks to gauge student progress including portfolios, debates, research
projects, lab investigations, cooperative learning problem-solving activities,
model-building, etc. These assessment
practices give students “real world” learning experiences. Many assessments ask students to help set
goals, identify ways to measure their progress and evaluate their own
accomplishments.
Comprehensive
Guidance and Support Systems - Our strong pupil personnel staff is critical in creating a
supportive middle school. Our guidance
counselors, speech teacher, social workers, crisis intervention counselor,
nurses, psychologist and attendance teachers are available to you and your
child. Take advantage of eliciting
their help. Our secretarial and
custodial staff are happy to be called upon to lend a helping hand as
well. The building principal and
assistant principals have an “open door” policy. We are here to help you and your child at all times. Do not hesitate to contact any one of us
when you are seeking support.
Exploration of
Talents and Skills - Purposeful middle schools such as ours make it possible for students
and teachers to spend time together in non-instructional ways through clubs and
special activities, and intramural and interscholastic sports.
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PROMOTION POLICY |
To be promoted from grades 7 to 8 or from 8 to 9, a
student must pass all core and other required subjects.
A student
who fails one or two core subjects must go to summer school to make up the
deficiencies prior to promotion to the next grade.
A student
who fails three or more core subjects will be considered for retention. A student who fails a combination of core
and other subjects will also be considered for retention. The principal will consult with the Pupil
Assistance Committee to make this decision.
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CURRICULUM |
Weldon E. Howitt School incorporates the New York
State standards to provide a rigorous academic curriculum. Our teachers incorporate regular homework
assignments designed to reinforce classroom learning. By the time they complete this two-year program, the students
will have received a sound foundation.
Students also learn to organize their work, both independently and in
cooperative groups with other students, study efficiently, write fluently, and
read and think critically. We provide
accelerated courses in mathematics, science, art and computer information
skills for those students who have demonstrated readiness in those areas.
ENGLISH
GRADES SEVEN
AND EIGHT
The Howitt
English department supports the concept of an “all regents” curriculum as
endorsed by the New York State Education department and upheld by the new
learning standards and assessments in English language arts. Accordingly, the English program is designed to develop the language skills
that will make the student a better reader, writer, listener, speaker, and
thinker. To these ends, students will
receive enrichment through ongoing library projects and technology integration
(i.e., word processing).
Students
gain a greater understanding and appreciation of literature by studying novels,
short stories, poems, plays and essays.
As a minimum standard, youngsters are required, as a class, to read the
equivalent of one major work per quarter.
In addition, they must complete at least 200 pages of independent
reading per quarter. The writing
component stresses reports, persuasive essays, critical reviews, personal
narratives, business and friendly letters, and descriptive pieces. Students will complete a minimum of four
polished pieces per quarter and writing will comprise at least 50% of each
quarterly grade. In order to aid
students in speaking, listening and editing, they will receive instruction and
reinforcement in the problematic areas of grammar, usage, mechanics, diction
and technical control. Oral presentations, group work, vocabulary development,
research techniques, performance-based assessments and portfolio production
round out the total program for all students.
For the
students who have difficulty in writing, the English department offers an
additional language arts lab where the students receive individualized and
intensive work in the composing process.
The goal
always is to make the student a better reader, writer, listener and speaker.
SOCIAL STUDIES
GRADE SEVEN
Social
Studies consists of the study of the Pre-Columbian period through the Civil War
with time spent learning about the United States Constitution. It is a chronologically organized history of
the development of the United States.
We
integrate the history of New York with that of the United States. Canada and Latin America are included at
significant points.
Besides the
content material, we place great importance on teaching the skills associated
with listening, writing, reading, geography and research.
GRADE EIGHT
After a
review of seventh grade material, the chronological history of the United
States is continued up to the present day.
Students
are expected to give oral presentations, do detailed research, become competent
in writing essays, especially Document-based Questions, and be prepared to take
their state exams given late in the school year.
Once they
graduate, students should be well-prepared to meet the challenge of the new
state standards which will greet them in the social sciences at the high
school.
GRADES SEVEN
AND EIGHT
The
mathematics program is designed to improve the problem solving skills of the
students, while continuing a natural development in areas such as mathematical
skills, applications and concepts. To
foster this approach, problem solving situations are integral in the
curriculum.
The seventh
and eighth grade curriculums evolve around the seven key ideas in the NYS Core
Curriculum for Mathematics: mathematical reasoning, number and numeration,
operations, modeling/multiple representation, measurement, uncertainty and
patterns/functions.
Problem
solving is the basic approach to the math program and is utilized in each key
idea. For those students who
experience difficulty in mathematics, a supportive mathematics lab is offered
in grades 7 and 8 to provide more individualized help, in addition to the
mathematics class.
Students
who have demonstrated readiness for acceleration will take the Course A in
grade eight and continue into the first semester of grade 9. The regents exam will be administered in
January of the freshman year at the high school to these accelerated students.
In May of
eighth grade, all students will take the NYS Math 8 Assessment which is a culmination of mathematics topics
taught in grades 5 through 8.
SCIENCE
GRADE SEVEN
This course
of study includes the following topics - Atomic Structure, Periodic Table,
Matter and Energy, Life and Life Processes, Cell Theory, Cell Processes,
Classification, Human Body Systems, and Ecology.
During the
year the students will develop an understanding of how scientists work. Our laboratory investigates and incorporates
the use of various types of science equipment.
GRADE EIGHT
This course
of study includes the following topics - Physical Properties and Changes,
Chemical Properties
and Changes, Cell Reproduction and Heredity, Changes
Over Time, Thermal Energy, Light, Sound, Electricity, Magnetism, Forces and
Motion, Motion of Celestial Objects, Sensors, Weathering and Erosion, and Plate
Tectonics.
During the
year the students will develop an understanding of how scientists work. Our laboratory investigates and incorporates
the use of various types of science equipment.
EARTH SCIENCE
REGENTS
The Earth
Science regents course adheres to the New York State education department’s
course of study. The subject matter
deals with
Geology, Paleontology, Meteorology, and Space
Science. This course
includes laboratory periods and written laboratory
reports. A long term research project
is also a requirement for this course.
A regents exam will be given in June.
READING
GRADES SEVEN
AND EIGHT
The Howitt Reading Program is designed to assist
students in meeting the New York State English Language Arts Standards. Students will develop and apply language
skills through the integration of reading and writing tasks. Emphasis will be placed on developing skills
and strategies necessary for independent reading and for academic success at
the secondary level. An emphasis is
also placed on recreational and practical reading experiences in order to
encourage students to develop the lifelong habit of reading.
POWER READING
The Power
Reading classes meet for the equivalent of one-half year in grades seven and
eight. These classes give major
attention to offering strategies and study skills the
students can bring to content area reading
materials. Students will be given the
opportunity to integrate reading and writing in order to improve comprehension
and communication skills. These
students read at or near grade level.
ADVANCED
CORRECTIVE READING
The
Advanced Corrective Reading classes offer support for content area performance
by teaching strategies and study skills that can be used across the
disciplines. Instruction includes word
analysis, comprehension strategies through literature, and integrated reading
and writing. These students read one to
two years below grade level.
CORRECTIVE
READING
The
Corrective Reading classes emphasize specific instruction in word attack
skills, vocabulary development, comprehension strategies through literature and
the
creation of effective written communication. Students will be given the opportunity to
apply these strategies to content area reading on their reading level. These students read at least two years below
grade level.
REMEDIAL
READING
The level of instruction in these classes is
directed toward those students with the greatest reading needs. Instruction includes a decoding program,
vocabulary skills, comprehension and communication skills. Students will use a variety of appropriate
instructional materials.
OTHER SERVICES
In addition
to the instructional aspects of the program, the department provides individual
diagnostic reading tests at the request of the guidance counselors, teachers
and the pupils’ parents and assists in the coordination of the placement of
pupils in the program as they come up from the elementary schools and move
forward to the high school.
LANGUAGES
OTHER THAN ENGLISH
GRADE
SEVEN The Introduction to Languages
Other Than English course, moretraditionally called the foreign language
program, exposes students to a second language learning experience, as well as
the cultures of other countries.
Each of
four modern languages (French, German, Italian, Spanish) are introduced while
connecting the influence of Latin on these languages and to the English language.
At the end
of this course, students will choose one of the four languages for further
study in eighth grade.
GRADE EIGHT
The Basic
Language course begins the sequence in Languages Other Than English, continued
at the high school. The student will
study their language of choice. French,
German, Italian and Spanish are offered.
In all
four language areas, listening, speaking, reading, and writing are developed,
utilizing communication and cross-cultural skills and understandings in the target
language. Students will begin to learn
to communicate in a second language on topics that are geared to the interest
level of students their age such as sports, leisure time activities, current
events, travel, and more.
Students
who wish to obtain a State Regents Diploma, must successfully complete at least
one unit of credit in languages other than English.. An Advanced Regents Diploma will require two more units of credit
and the passing of the comprehensive regents exam.
ART
GRADE SEVEN
Students
will learn to use various media, such as pen and ink, pencil, colored pencils,
and tempera, as they study the elements and principles of design according to
the New York Standards for the Arts.
During the course, activities and projects using lettering styles,
perspective, construction, color theory, drawing and painting techniques will
be completed by the student. An
accumulation of their art will be evaluated through their portfolio
presentation at the end of the course.
GRADE EIGHT
Those students who have demonstrated readiness for
acceleration and are recommended by their seventh grade art teacher, may take
this course. This is a prerequisite
course to all advanced courses in the high school art curriculum. This course may be used to meet the one unit
of fine arts required in high school.
It will include drawing, painting, three-dimensional design, graphic
art, and commercial art. A portfolio is
required and an evaluation will be accomplished according to the NY State
Standards on the Arts. This
course is necessary for students who wish to have an
art sequence for high school graduation.
MUSIC
GRADE SEVEN
All
students must meet the state regents requirements to take music in grade
seven. Students who are not
enrolled in the band, orchestra, or chorus classes are required to enroll in
the general music course. The latter is
a hands-on music course including the music of yesterday and today. The electronic keyboard and guitar are used
to involve students in creating performing music.
Instrumental students taking band and orchestra are required to take a
weekly group instruction class in addition to rehearsals which are scheduled
every other day throughout the
year. Students may also audition for
Jazz Band which meets before school.
Students are encouraged to participate in NYSSMA Festivals.
Chorus
students are enrolled in one of two choruses determined randomly by
scheduling. Full chorus rehearsals are
also scheduled two weeks prior to a concert.
Students are encouraged to participate in NYSSMA Festivals.
Instrumental students and chorus students are required to perform two or
more concerts per year. Band students
perform in the annual Memorial Day parade.
All students are invited to audition for
the annual spring musical performed by Howitt students.
GRADE EIGHT
The
curriculum offers band, orchestra and chorus again. These groups rehearse every other day during regular school hours
as they did in grade seven.
Requirements are the same as in seventh grade. Instrumental students may audition for Jazz Band. Students are encouraged to participate in
NYSSMA Festivals.
All
students are encouraged to audition for the annual spring musical performed by
Howitt students.
PHYSICAL
EDUCATION
GRADES SEVEN
AND EIGHT
Our Physical
Education Program provides for systematic instruction in a wide variety of
activities. These include team sports,
individual and self-testing activities, rhythmical activities, aerobics and
physical fitness developing activities.
An adaptive physical education program is available for those students
who for medical reasons, require a specialized program.
After
school intramurals and interscholastic sports are encouraged for all students.
The
interscholastic program consists of football, soccer, volleyball, cross
country, basketball, wrestling, baseball, track and field, lacrosse, softball,
swimming and diving, and cheerleading.
HEALTH
GRADE SEVEN
The health
program is both knowledge and skills-based.
There is emphasis on substance abuse prevention, human growth and
development, family life and AIDS education.
Skills such as wise decision making and steps to resist peer pressure
are reinforced throughout the course.
Instruction integrates hands-on activities, laser disk technology and life
skills.
HOME &
CAREER SKILLS
GRADE SEVEN
The home and
career skills program in grade seven will explore self-awareness and the
students’ relationships with family and friends, decision making and the
problem-solving process. Sewing, both
by hand and machine, will remain the main hands-on activity.
GRADE EIGHT
This
program will continue to emphasize problem solving activities introduced in the
seventh grade and will also begin to explore personal interests, aptitudes, and
entrepreneurship in coordination with
our guidance department. Cooking and
nutrition remain the major hands-on activity of this course. Child care and development stress an
understanding of the two to six year old child. Parenting philosophies, play, toys, and babysitting techniques
are also discussed.
GRADE SEVEN
The
Technology Program in grade seven is designed to introduce students to the
world of Technology through a hands-on approach to learning. This program will cover an introduction to
Technology by studying and building tools of its history, the resources of
technology, and using technology to solve problems. Emphasis will also be placed on using computers and robotics as
they relate to our field.
GRADE EIGHT
This program
will continue to emphasize the hands on approach to learning. The program will continue to cover problem
solving, but will also expand to cover the systems and subsystems of technology
and the effects of technology on the environment and society. This program will also emphasize robotics
and computer use.
STUDY SKILLS
GRADE EIGHT
This
twenty-week course for eighth graders will stress reading, thinking, research,
study and communication skills needed by students to understand the texts and
other printed material used in all subject area classes. Topics, such as test taking techniques,
critical-thinking skills, oral reporting strategies and listening skills are
just a few of the topics to be covered in this course.
COMPUTER
INFORMATION
SKILLS
In order to meet the needs of today’s society in the
area of computer technology, this twenty-week course for eighth graders will
assist our students to be computer literate.
Using the program, Microsoft Works, students will learn the full capabilities
of this software while developing their keyboarding, work processing and
electronic presentation skills. This
course meets the prerequisite requirements
for advanced business courses at the high school. One half credit is awarded.
BRIDGE
The Bridge Program is designed for eighth grade
students. We hope to help students
learn to develop a more positive attitude about themselves, about learning, and
about school. The program’s goal is to
provide a more effective education for low motivational students who may be
failing academically, but have average or above average ability.
Students
are selected by a school committee at the conclusion of grade seven. Students in this program will receive
special group instruction in English, mathematics, social studies and science.
Teamwork and cooperation is emphasized.
Parents and students are required to attend bi-quarterly evening
meetings with the teachers. The aim of
the program is to help students “bridge” the gap between middle school and the
high school.
HORIZONS
PROGRAM
GRADES SEVEN
AND EIGHT
The
Horizons program for gifted and talented students (GATE), offers the
academically talented students
opportunities to do in-depth studies in areas of their own interest and
in their own learning style. Its
primary goals are to provide research techniques needed to do independent
study, and to encourage the development of creative products.
In grade
seven, Horizons students are
academically teamed through English, social studies, mathematics and science
where an integrated program of study is developed by their team of
teachers. As they move to grade eight,
the Horizons team approach is focused on English and social studies only. Most students will move into the accelerated
math program taking Math A and the accelerated science program, taking Earth
Science.
SPECIAL
EDUCATION
PROGRAM
GRADES SEVEN AND EIGHT
A full
continuum of services is available to meet the needs of children, as
recommended by the Committee on Special Education. Individual Educational Plans (IEPs) are developed for students
that delineate specific goals for student growth and achievement. Special self contained class, collaborative
class, resource room, consultant teacher, related services, and other services
are available to support students with disabilities.
Parents,
teachers, guidance counselors, nurses, psychologists, or the students
themselves, may refer students to the Committee on Special Education.
SPEECH
In order to achieve academically in all curriculum
areas, middle school students need expertise in processing and producing spoken
language. If a student is having
difficulty in any of the speech areas including voice, fluency, articulation, and language,
therapy is provided in small groups or individual
sessions as needed.
Students may
be referred for this service by elementary speech-language specialists,
teachers, guidance counselors, parents, nurses, psychologists or by the
students themselves.
During the
two years at the middle school, many students attain speech-language skills
appropriate for their age and are dismissed from the program. If they continue to be in need of speech
services, they are referred to the senior high school speech-language
specialist for further instruction.
LIBRARY MEDIA CENTER
The library
media center offers students and teachers informational materials in various
formats. By accessing our automated
catalog, information can be found in book and non-book formats, including CD
Rom., laser disc and video.
Materials are selected and ordered to support subject area curriculum
and to provide students and teachers with interesting, thought provoking
learning tools. Students are invited to
use these materials on scheduled class visits as well as on an individual
basis.
Through
the use of the library media center, it is hoped that enthusiasm is elicited
and the desire to seek out knowledge is engendered.
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SERVICES |
GUIDANCE
Throughout
the year, guidance counselors provide a wide range of services geared to suit
the individual needs of students, parents, and staff members. The thread that runs throughout these
services is that the counselor is the pupil’s advisor and advocate.
Ideally,
with the counselor’s help and understanding, the student learns
more about him/herself, comes to a better realization of the importance
of a sound education, and gradually develops the
insight, self-confidence and responsibility necessary to become a
well-balanced, mature member of society.
This kind
of growth does not occur instantaneously - or even within the two short years a
student spends at Howitt. It is a very
long journey, often with numerous roadblocks and pitfalls along the way. Counselors, with the support of parents and
other caring adults, play a vital role in assisting children to face problems
with courage and determination during this confusing and sometimes difficult
period of early adolescence.
Counselors
conduct hundreds of individual pupil conferences throughout the school
year. Program planning, social
adjustment, interest and career exploration, and academic progress are a few of
the many topics discussed during these conferences. These meetings must be relaxed and leisurely in order that the
pupil will have an opportunity to talk over, think through, and ultimately
solve his or her own problems. Follow
up sessions enable the student to probe further into similar situations and
reinforce ideas and insights gained during an initial interview. The counselors impress upon students the
importance of obtaining the maximum benefits from their studies. They try to help students adjust to the
demands of a rigorous curriculum, capitalize on their abilities, broaden their
interests, and explore the vast and rapidly changing world of work.
Our
quickly changing, technological society requires pupils to begin thinking of
choices related to their educational and career plans for the future. They must begin to realize that these plans
may require extensive preliminary education, on the job training, and continued
study throughout their lifetime.
A very
large percentage of the counselor’s contact with students consists of
self-referrals initiated by pupils who wish to discuss problems, seek guidance,
or obtain information. Topics often
brought to the attention of the counselors include: academic difficulties;
personal/social adjustments; problems with other students, parents and/or
teachers; an awareness of some personal inadequacy and uncertainty in
attempting to deal with it; requests for information concerning occupational or
career opportunities; post high school and college training information;
participation in clubs and other co-curricular activities. The counselor assists the student to gain
insight and understanding of themselves, their peers and the adult world.
As an
integral member of the pupil personnel team, the counselor is involved with
many other persons in the effort to assist pupils. He or she must discuss issues of concern with the parents whose
cooperation is vital. Often the
counselor will confer with teachers and other specialists and enlist the
services of the psychologist, speech therapist, nurses, attendance officer,
and/or the school physician.
Occasionally, outside public and
private agencies must also be contacted.
The parents
of our students make numerous daily requests for information and
assistance. They may wish to confer
with teachers both individually and as a team; they may need homework
assignments for a sick child; they sometimes seek a sympathetic listener;
occasionally, they wish to register a complaint. When needed, group conferences are arranged with parents,
teachers, and other school personnel to discuss an individual pupil’s progress
and personal adjustment. Meetings are
sometimes scheduled with parents to discuss such matters as educational
planning, the interpretation of test data, special programs, and courses of
study.
The
services offered by our guidance counselors are an essential part of the middle
school child’s education. Reassuring a
confused or timid child, cautioning pupils in competitive sports about academic
deficiencies, showing a failing student more efficient ways of studying,
encouraging a pupil’s interest in a particular career, or patching up a
misunderstanding between classmates are the types of concerns that are addressed
by our counselors each day.
You are
urged to take advantage of the services offered by our very competent guidance
staff. Encourage your child to use
these services as well. Our guidance
counselors can be contacted at 752-6531.
PSYCHOLOGIST Weldon E. Howitt school
has two full time psychologists. The
psychologists work closely with the guidance staff who screen many of the
students who are ultimately referred for psychological services. These services include diagnosis and
evaluation of students’ educational and emotional difficulties that may be
interfering with learning and appropriate behavior.
Findings
and recommendations are discussed with parents and students as well as
counselors and teachers in an effort to ameliorate the referring problems. In-school counseling on an individual or
group basis is provided when feasible.
Referrals to outside agencies are made when appropriate.
The
psychologist, in general, is concerned with the application of psychological
principles as they apply to the development of children’s personality and
learning.
INTERVENTION
COUNSELOR
The program
at the middle school provides several services for our students. We assist the youngster who may be experiencing
problems related to family, community, or personal crisis. Students who may be experiencing problems
with substance abuse in their daily lives are identified and helped by way of
counseling, referral to community agencies, and family involvement. Youngsters who may be involving others in
drug/alcohol use are introduced to the criminal justice system as a means of
reinforcing the standards we expect at Howitt.
As the
welfare of our youngsters is our prime responsibility, the function of the
crisis intervention worker is enhanced by the cooperation of our staff,
teachers, nurses, guidance counselors and administrators.
ATTENDANCE
The Board of Education attendance policy requires
students to be present for 85% of the scheduled class meeting. Exceeding the absence limit will result in a
no credit (NC) designation. However, to
remain eligible for summer school, students must continue to attend class. Appeal of a NC status is possible through
the Pupil Assistance Committee (PAC).
Our
attendance teachers see to it that the State Education Law concerning pupil
attendance is adhered to. If your child
has to be absent from school for any reason, we ask that you advise the school
of the absence by calling our attendance office in the morning (grade seven
752-6521; grade eight at 752-6534). A
letter which explains the reason for the absence is required on the day your
child returns to school.
A pupil who
wishes to leave school before dismissal time must first bring in a note from
his/her parent stating the reason for the request. The note is to be brought to the attendance office before the
beginning of the school day. The pupil will only be permitted to leave when
accompanied by a parent or guardian. In
such cases, the parent should report to the main office to sign the student out
of school.
When a
student is absent for less than a week, he/she should be encouraged to contact
a classmate by telephone in order to keep up with daily assignments. If it is expected that a student will be out
of school for a week or more, contact the
guidance office, so that arrangements can be made to
get assignments directly from the teachers.
Our
parents are encouraged to check the school calendar to coordinate vacation
schedules with school vacation
time. Vacations during the school year
place undue pressure on students to make up work they have missed and to learn
new information on their own. Any such
absences from school will be recorded as “illegal” absences.
HEALTH
Our school
nurses can provide you with information regarding immunizations, physical
examinations, medication in school, home tutoring, readmission to school
following medical disability or home tutoring, communicable diseases,
readmission after accidents, free or reduced price lunch or milk, and
transportation for medical reasons.
They provide for the safety, health and welfare of our students on a
daily basis. Contact our health office
at 752-6541.
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WELDON E. HOWITT SCHOOL ARLEEN BESNER Principal CONSTANCE SCAGLIONE Assistant Principal GARY CAUFIELD Assistant Principal |