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Prom Contract, page 13
LaGuardia Arts
Weekly Bulletin
April 20 - 25, 2015
SCIENCE LABORATORY
REQUIREMENT 2014-2015
Internet Bandwidth Increased
You asked; we listened.
Students currently enrolled in a science course that culminates in a Regents
Examination in June must complete 1200 minutes of hands-on laboratory
with satisfactory reports on file. The New York State Department of Education
(NYSDOE) requires that for admission to a science Regents Examination a student
must complete the state-mandated laboratory requirement. The laboratory
component is in addition to the classroom instruction associated with earning
a unit of credit. For the Living Environment Regents Exam, students must also
have completed the 4 NYS Mandated labs. For the Earth Science Regents Exam,
students must also complete a practicum component.
Students who do not complete a minimum of 1200 minutes of labs and submit
27 satisfactory lab reports for the academic year by June 5 will be barred from
taking the Regents Exam as per NYSDOE. This total does not include take home
labs.
Opportunities to make up missed labs will be provided for students during the
week of June 8. Students will be able to make up as many as 4 labs during this
week. This is in addition to the regularly scheduled lab make up days throughout
the year.
Sat
NYSSMA Testing; 8:00 AM
20
M
College & Conservatory Fair;
6:30 PM - 9:00 PM
21
T
Incoming Student Orientation;
5:30 PM - 7:30 PM; Last Names A - K
Earth Day
W
SDF#2 & Concerto Concert Blackout
Incoming Student Orientation;
5:30 PM - 7:30 PM; Last Names L- Z
La! Lecture Series: Miss USA Nia Sanchez;
4:30 PM - 6:00 PM; Library
23
Th
SDF #2: Rogers and Hammerstein’s Carousel;
7:30 PM
La! Students Perform The 32nd Annual Young
Musicians Concert; 11:00 AM; Alice Tully Hall
Concerto Concert; 7:30 PM; Concert Hall
24
F
Thank you for meeting with me to discuss the ways you
use technology for instructional purposes. Based on the
feedback, we have increase the internet bandwidth at
LaGuardia. We will continue to monitor usage until the
end of the school year to determine if a further increase in
internet bandwidth is warranted.
Sincerely,
Dr. Mars
Principal
From 6:30 PM - 9:00 PM, the annual College & Conservatory Fair
will be held on Monday, April 20. While many colleges RSVP at
the last minute depending on their staff availability, we have
included the list on Page 9 of those colleges who are scheduled
to attend. Students should approach the fair as an opportunity
to research potential colleges and to be exposed to college that
may not have known about or considered.
SDF #2 Blackout
22
Dear Staff and Students,
College & Conservatory Fair on
Monday, April 20
April
18
Dr. Mars, Principal
SDF #2: Rogers and Hammerstein’s Carousel;
7:30 PM
College research is an important part in the application process,
and our college fair is only one part of the research process.
There are city-wide fairs, events held by specific universities (e.g.
Exploring College Options, which will be held at La! on May 10,
is an event showcasing Duke, Georgetown, Harvard, Penn, and
Stanford.) These fairs and events allow students an opportunity
to get a feel for the college before deciding whether or not a
visit.
While we expect that students have already been researching
schools and are working on their “All About Me” survey, some
students use our College Fair as the kicking-off point in their
application process.
Senior Diploma Name Verification Deadline
LOTE Food Fair; Lunch Periods; Mezzanine
25
26
Sat
Sun
SDF #2: Rogers and Hammerstein’s Carousel;
7:30 PM
SDF #2: Rogers and Hammerstein’s Carousel;
5:00 PM
AP Environmental Frost Valley Trip
Schedule
TOC
Newsworthy
1
20
M
Regular
Building Community
2
21
T
Regular
Administrative
3
22
W
Regular
Instructional
5
23
Th
Regular
College & Careers
7
24
F
Regular
Prom Contract
13
www.LaGuardiaHS.org
April 13, 2015
Dear Parents,
Ensuring that every school provides a safe and supportive learning environment for its students is a fundamental priority
for the Mayor and for me. Over the last year and a half we have been reviewing how to best create a positive school
culture and climate in which teaching and learning can safely take place. Toward that end, we have worked closely
with other City agencies, community stakeholders, advocates, principals, teachers and parents in developing a new
Citywide Behavioral Expectations to Support Student Learning (Student Intervention and Discipline Code). The changes in
the Discipline Code reflect a commitment to promoting positive student behavior through the use of interventions,
support measures and progressive and more developmentally appropriate discipline.
The Discipline Code is intended to promote a supportive school environment in which students can grow both socially
and academically and to ensure the safety of the school community. Consequently, all members of the school
community - students, staff, and parents - must know and understand the standards of behavior which all students are
expected to live up to and the consequences if these standards are not met. We encourage you to review the Code and
discuss it with your child. The full Discipline Code is available in ten languages online at:
http://schools.nyc.gov/RulesPolicies/DisciplineCode/default.htm or in hard copy from your child’s school.
The Discipline Code is divided into two sections: Section A is for Grades K-5 and Section B is for Grades 6-12. Within each
section, there are five levels of infractions ranging from “uncooperative behavior” to “violent behavior,” as well as the
range of guidance interventions and disciplinary responses that can be taken by school staff when students engage in
behavior that violates the Discipline Code. Possible guidance interventions include counseling, mediation and guidance
conferences. Disciplinary responses include parent conferences, detention, or suspensions, depending on the
misconduct. In addition, a Bill of Student Rights and Responsibilities is included in the Discipline Code. The Discipline
Code applies to all students. Additional protections for students with disabilities are also addressed in the Code.
The standards outlined in the Discipline Code apply to behavior that occurs: at school, before, during and after school
hours; while traveling on vehicles funded by the NYC DOE; at school-sponsored events; and off school premises when
such behavior negatively affects the educational process or endangers the health, safety, morals, or welfare of the
school community. Our schools strive to include parents as active partners in maintaining school safety. Thank you for
your support in helping to make our school community better, stronger and safer for our children. If you have any
questions, please call your child’s school.
Sincerely,
Chancellor
Building Community
The Senior Class of 2015 Prom
This year’s Senior Prom will take place on Saturday, June 20, from
8:00 PM until midnight at the Marriott Marquis Hotel in Times
Square. Seniors are allowed to bring one guest. Tickets are $200
per person if purchased by May 7 and $220 if purchased after
May 7. A Prom Contract, which can be found in the rear of this
week’s Weekly Bulletin, must be completed for each attendee at
the time of ticket purchase.
Box Office
Tickets available through our website or the school store. Tickets
are no longer available online 3 days before the performance;
then, tickets can only be purchased in advance from the School
Store. Children under the age of 5 are not permitted.
Carousel
Seniors: Diploma Name Verification Check
Students must choose the name that appears on their diploma
and in the Graduation program no later than Friday, April 24,
2015.
Tickets are sold out. However there are an extremely
limited amount available at the door and school store
Resp e c t Fo r A ll L ia i son: Mr. Bru mmel l, lo ca te d i n t he D e a ns O ffi ce
April 23; 7:30 PM
April 24; 7:30 PM
April 25; 7:30 PM
April 26; 5:00 PM
Tickets: $15/Student; $25/Adult
Diplomas are one-of-a-kind documents and cannot be changed
or replaced once printed. Students who do not meet this
deadline will have a school secretary choose for them how their
names will appear on the diplomas.
Concer to Concer t
To illustrate the different options students have, please review
the following example:
April 24; 7:30 PM
Tickets: $15/student; $20/adult
Name that appears on school records:
Mark J. Stricklin-Withersp (notice the name cut off )
Optional ways for a name to appears on diploma and in
Graduation program:
Mark J. Stricklin-Witherspoon
Mark Stricklin-Witherspoon
Mark Joseph Stricklin-Witherspoon
Fencing Strikes While Hot
Congratulations to the following fencers who were at the PSAL
Fencing Invitational April 12, 2015. Abigail Soto finished 5th in
CLICK HERE to be redirected to the Parents Association’s Gala Site the Epee Competition, and Hannah Ditinski finished 3rd in the
Foil competition.
CLICK HERE to purchase tickets.
The LOTE Cultural Food Fair
The International Food Fair will take place on Friday, April 24 on
the mezzanine during periods 4-8. Feel free to stop by on your
lunch or free period. Speak to your Spanish, French, Italian, or
Japanese teacher for more information.
The LaGuardia Science
Honor Society
Juniors and Sophomores who meet the following criteria are
eligible to apply to join the LaGuardia Science Honor Society.
Eligible students were emailed via PupilPath of their eligibility
status.
•
•
Violinist Receives Rondo Vanguard Award
Congratulations to Allie Quan, violin, recently won 2nd place
in the Rondo Vanguard 2015 Competition. Allie will perform
this Saturday at 8:00 PM in Mary Flagler Hall at the DiMenna
Center for Classical Music in the Winner’s Concert. Rondo Young
Artist is an international concert presentation that encourages
young musicians to further their talents as classical singers and
instrumentalists. Rondo competitors are judged on technique,
musicality, and overall performance. Rondo winners grace
world-renowned concert halls, such as Carnegie Hall, Merkin
Concert Hall, and The DiMenna Center for Classical Music, receive
achievement awards and significant media exposure.
Completed 3 years of Science with a Science average of 95%
or above
Had an overall academic average of 85% or above
Students eligible for membership will be honored in an induction
ceremony on April 29, in the Library. Honorees should check in
by 4:30 PM, and the ceremony will begin once all honorees have
checked in.
Welcome Miss USA, Nia Sanchez
LaGuardia welcomes Miss USA and 1st runner up at the 2015 Miss Universe Pageant, Nia Sanchez, to
our school on Thursday April 23 from 4:30 PM to 6:00 PM in the Library. Miss Sanchez will speak to our
student body on the importance of having a healthy body image and the benefits of being physically
fit. All students are welcome to attend this event.
2
Administrative
Programming Time Line
Activity
Grade Level Academic Assembly (Juniors)
February 9
Advanced Placement (AP) Fair
February 11
Open Daedalus: Students begin entering requests for Fall 2015
February 20
Grade Level Academic Assembly (Freshmen and Sophomores)
February 23
Close Daedalus: Last Opportunity for Students To Enter Requests for Fall 2015 at 11:59 PM
March 17
Students Receive Copy of Their Requested Courses
April 28
Counselors Meet with Students
April 28, 29, 30, May 1
Final Day to Request Changes
May 5
Students Receive Tentative Fall 2015 Schedule on Daedalus and PupilPath
June 26
On Tuesday, April 28, all underclassmen
will receive a Request Inform Report; this
is a list of classes request for next year.
Guidance Counselors are available to
discuss student requests on the following
schedule:
Discussing Your Course Requests
with Your Guidance Counselor
11th
April 28, April 29
10th
April 30
9th
May 1
Students who selected to be on a waitlist
will have this reflected on the Request
Inform Report
Please note: students who elected not to
request courses through Daedalus by the
March 17 deadline are not eligible to add
Honors or AP courses or switch electives.
Be Safe AND a
Good Citizen
As the weather warms up, students are
exiting the building quicker and are eager
to take advantage of the emerging Spring
weather. Please remember to make safe
choices and to be a good citizen as you
are waiting or crossing the street at the
light.
•
Standing on the sidewalk is preferred
over waiting in the street, as waiting
in the street for the light to change is
dangerous.
Follow the Count-Down Clocks.
Please wait for the next light if you
•
•
do not have time to cross before
the clock turns to “0”. Not only are
students running in the crosswalk
with few seconds left, they are also
running after the clock has expired.
(In student vs. the car, the car always
wins.)
Be aware. Students in conversation
or distracted by texting or talking
are walking into the street without
looking at the traffic light or the cars,
trucks, buses, bicycles, etc.
In addition to doing the above for
your safety, it is only considerate to
follow the established rules, which in
reality are for your safety.
Student ID Cards
Help Keep La! Safe
Please remember to swipe your ID Card
every time you enter the building and to
keep it in your possession at all times. This
helps us quickly identify our students and
avoid any potentially unsafe situations.
Regents Registration
Any student who is not in a Regentsterminating class but does need to take
the Regents should see a Guidance
Counselor before Friday, May 8, to register.
Currently Enrolled
in a Class &
Make Up Test
Please remember that only students
who appear on a teacher’s roster should
be in attendance during a class period.
Students should never miss one class to
make up work or a test in another.
Assistant Principals are available to
administer tests in their office if a mutual
3
make up time is not available between
student and teacher.
Receive Push
Notifications on
your Smart Phone
Regarding Student
Attendance
Parents can receive push notifications
about student attendance. A push
notification is an update via cell phone
regarding your child’s attendance.
Push notifications are only delivered
if the phone with the PupilPath app
is configured properly. To do this you
need to follow the steps below:
1. From your phone, download the
PupilPath app from the Google
Play Store or the Apple App
Store.
2. On an iPhone, go to Settings,
then to Notifications, then to the
PupilPath app. On an Android
phone, open the PupilPath
app and then go to Settings.
From each phone, select the
notifications settings you wish.
(The most recent Android update
allows for notifications.)
If you need assistance with either Pupil
Path and/or Daedalus passwords,
please contact Ms. Wilson at ext. 3261
or email her at [email protected].
gov.
H e l p u s r e d u ce Cl a ss Cut t ing by sig nin g up for Push Not if ica ti on s
Course Requests
for Next Year
•
Time Line
AP Tutoring Schedule
2015 AP Exam Schedule
The Tutoring Schedule for AP Exams
is being compiled and will be emailed
to families when complete. In the
meantime consult individual teachers for
their scheduled sessions
Morning Exams
Students report for AP test morning session at 7:30 AM.
The students are dismissed at 1:00 PM.
Afternoon Exams
Students report for AP test afternoon session at 12:30 PM.
Students are dismissed at 5:00 PM.
Morning
7:30 AM
Week 1
Afternoon
12:30 PM
Monday, May 4
Chemistry
Environmental Science
Psychology
Tuesday, May 5
Calculus AB
Calculus BC
Seminar
Chinese Language and Culture
Wednesday, May 6
English Literature and Composition
Japanese Language
and Culture
Physics 1: Algebra-based
Thursday, May 7
Computer Science A
Spanish Language and Culture
Art History
Physics 2: Algebra-based
Friday, May 8
German Language and Culture
United States History
European History
Studio Art: Last day for your school to submit digital portfolios and to gather 2-D Design and Drawing
students for the physical portfolio assembly. Students should have forwarded their completed digital
portfolios to their teachers well before this date.
Week 2
Morning
7:30 AM
Afternoon,
12:30 PM
Physics C: Mechanics
Physics C: Electricity and Magnetism is the
only exam given at 2 p.m.
Monday, May 11
Biology
Music Theory
Tuesday, May 12
United States Government and Politics
French Language and Culture
Spanish Literature and Culture
Wednesday, May 13
English Language and Composition
Statistics
Thursday, May 14
Comparative Government and Politics Italian Language and Culture
World History
Macroeconomics
Friday, May 15
Human Geography
Microeconomics
Latin
4
AP Proctoring
Schedule
The proctoring schedule for Advanced
Placement examinations will be made
available to teachers shortly. Teachers
should review the schedule when they
take it from the mailbox. Anyone with
questions should contact Ms. van Keulen
at [email protected].
Register
for School
Technology
Summit
We are happy to say that LaGuardia Arts will
be hosting the Third Annual Technology
Summit on July 29. Here teachers can
explore all resources like classroom use of
technologies, classroom applications for
ipads, computer hardware/software and
accessories vendors, DIIT helpdesk and
many more. For more information, http://
www.schooltechnologysummit.com/
To register,
http://forms.erepublic.com/
SchoolTechnologySummit2015
Instructional
Getting Students to Mastery:
Turning on the Lights: What Pre-Assessments Can Do
by Jessica A. Hockett and Kristina J. Doubet
Effective pre-assessments can illuminate
where students are now so that teachers
can lead them to mastery.
Pre-assessment has a bad reputation.
That’s largely because pre-assessment is
so often used only to compare pre- and
post-unit results, thus serving as little
more than a thief of instructional time and
a discouraging exercise for students.
As Hattie (2012) reminds us, students’
innate development and simple exposure
to material will naturally cause some
growth in a student’s achievement over
time, even if no instructional intervention
takes place. The traditional use of preand post-assessments may measure
that expected growth, but it does little
to actually increase student learning. To
harness the power of pre-assessment to
improve student achievement, we must
craft sound, efficient pre-assessment
instruments and use those instruments
thoughtfully to drive instruction.
Ground Rules for Effective PreAssessment
Pre-assessment is a way to gather
evidence of students’ readiness, interests,
or learning profiles before beginning a
lesson or unit and then using that evidence
to plan instruction that will meet learners’
needs. The advent of more rigorous
national standards makes the intentional
and thoughtful use of pre-assessment even
more crucial as teachers seek to prioritize,
focus, and differentiate instruction for the
wide variety of student needs represented
in increasingly diverse classrooms.
Useful Pre-Assessments
To enable teachers to design effective
lessons differentiated for readiness, preassessments must be designed to reveal
significant differences in the knowledge,
skills, or conceptual understandings of
students. In addition, the most useful preassessments
•
•
•
•
•
•
•
•
•
Are administered shortly before the
lesson or unit will be taught so that
they provide the most up-to-date
information about students’ strengths
and needs.
Serve as an invitation to the coming
learning experience, not a barrier.
Pique students’ interest in what they’re
about to study.
Include just a few key questions.
Are aligned with key lesson or
unit goals—the facts, skills, and
understandings that are essential for
students to know.
Gauge students’ understanding in
addition to their knowledge and skill.
Are accessible to all students, rather
than restricted to those with enriched
backgrounds.
Seek to discover what students do
know instead of seeking to confirm
what they don’t know.
Give students different and multiple
ways to show what they know.
•
Uncover
potential
connections
between the student and the content.
A strong pre-assessment taps the well of
the student’s mind to draw out anything
he or she might know, understand (or
misunderstand), and be able to do
relative to the upcoming unit. But a preassessment doesn’t need to be long or
complicated to achieve this goal. In fact,
the best pre-assessments are often short
and to the point. The questions should
effectively wake up the students’ minds
and prod them to provide the teacher with
information that can inform planning.
multiple-choice and trueor-false items do not usually
lend themselves well to preassessment unless students are
prompted to explain, defend, or
justify their choices...
sure that the pre-assessment focuses on
measuring student understandings rather
than just knowledge and skills. Some
teachers find it helpful when drafting a
pre-assessment to code their unit goals
and note next to each prospective preassessment question which goals that
question would measure (see “Planning a
Graphing Unit Pre-Assessment”).
Finally, limit questions on the preassessment to those that have predictable
instructional
implications.
Surveying
students about narrow bands of dates,
names, or definitions, for example,
can squander valuable pre-assessment
opportunities:
Such
foundational
information will most likely be included
in the unit lessons regardless of student
answers on the pre-assessment. Further,
students’ factual knowledge—or lack
thereof—does
not
provide
enough
information to guide decisions about how to
challenge or support students’ processing
of the unit’s more complex content.
A Case in Point
Less-Useful Pre-Assessments
A pre-assessment is useless unless it
tells teachers what and how students are
thinking. For this reason, multiple-choice
and true-or-false items do not usually lend
themselves well to pre-assessment unless
students are prompted to explain, defend,
or justify their choices. Similarly, giving
students long lists of specific terms to
define or highly complex tasks to complete
often yields little valuable information.
What about using an end-of-chapter test
from the textbook as a pre-assessment?
This is problematic for at least two
reasons. First, such tests are usually
designed to gauge factual knowledge, not
conceptual understanding (which is also
why they might not make good summative
assessments without substantial revision).
Second, textbook assessments tend to
rely on question formats that either don’t
capture students’ reasoning or allow
students to answer correctly simply by
guessing. In other words, they’re not
helpful for informing instruction.
Designing a Pre-Assessment: Where
to Start
Pre-assessment
design
begins
with
clearly articulating the goals of the unit or
lessons—what all students should know,
understand, and be able to do. Without that
spotlight on key goals, pre-assessment
design is truly a shot in the dark—as is all
other instruction in the unit!
Next, consider any crucial pre requisites.
What knowledge and skills must students
already possess to meet the requirements
of the unit without great struggle? For
example, a pre-assessment for a unit on
linear equations would probably include
questions that ask students to add and
subtract integers.
Then, as you design questions, make
5
Last year, Ms. Harley’s attempt to preassess her students before a unit on World
War II left her frustrated. For efficiency,
she used a multiple-choice format focused
on key dates, figures, and events of the
conflict. The results were unsurprising—a
few students answered all the questions
correctly, but most students either did
not have or could not readily recall such
detailed background knowledge. Ms.
Harley was at loss as to how to design
instruction that would meet these diverse
student needs. She went ahead and taught
the unit as usual.
This year, Ms. Harley’s professional learning
community focused on designing effective
assessments, and Ms. Harley decided to give
pre-assessment another shot. She realized
that her unit goals had focused on discrete
knowledge and isolated skills rather than
on application and understanding, which
in turn had led to pre-assessment items
that did the same. Moreover, her multiplechoice format provided few clues about the
reasoning behind students’ choices.
Working with a colleague, Ms. Harley
rearticulated her outcomes in terms
of key knowledge, essential skills, and
conceptual understanding and designed
pre-assessment items that captured
the essence of those goals (see “PreAssessment for a Unit on World War II”).
This revised pre-assessment yielded far
more useful information than her previous
attempt had done.
Responses to the first question provided
examples from students’ lives, movies,
books, television shows, and so on that Ms.
Harley could use to hook her students into
understanding the relationship between
the end of World War I and the beginning
of World War II. For example, one student
described a time when he was grounded
because of a conflict with his sister, which
in turn caused another conflict with fellow
students he needed to meet with outside of
school to complete a group project. Other
students cited instances of intertwining
conflicts from popular book series such
as The Hunger Games, Harry Potter, and
Twilight.
Responses to the first and second
questions together offered insight into
students’ conceptual understanding of the
interconnected nature of conflict and gave
Ms. Harley some ideas for how to support
and challenge students’ thinking about the
historical and present-day implications
of that interconnection. For example,
student responses that described the
harsh penalties that the victorious Capitol
imposed on the defeated outlying districts
in The Hunger Games supplied analogies
for a class discussion about the Treaty of
Versailles’ contribution to Germany’s role
in World War II.
The third and fourth questions revealed
what students already knew—or thought
they knew—about World War II. Ms. Harley
discovered multiple misconceptions that
she would need to address, as well as a
few areas that she could spend less time
on than she had originally planned. For
instance, many students expressed or
implied a belief that the United States was
involved in the war from the outset and was
prompted by press coverage that informed
the U.S. public of the Nazis’ heinous acts.
Ms. Harley used an online interactive
exhibit on the role of the press in covering
events of the Holocaust to challenge these
ideas. She prompted students then and
throughout the unit to confront and reflect
on their initial understanding and how
their perspectives had changed in light of
historical evidence.
The final question asked students to read
a historical document, President Truman’s
unsent letter to Chicago Sun-Times
columnist Irv Kupcinet, dated August
5, 1963 (see http://media.nara.gov/
media/images/29/4/29-0325a.gif) and to
draw and support conclusions from this
document. This question provided a way
to discern students’ readiness to tackle
the sources they would digest during
the unit. Students’ responses showed a
range of depth and understanding, which
suggested to Ms. Harley that she might
need to differentiate through tiered sets
of questions for analyzing source texts of
various levels of complexity.
Equipped with these pre-assessment
results, Ms. Harley felt that she was
beginning the unit with her eyes more
widely open to the obstacles that she and
her students might encounter, as well as
a clearer sense of how to surmount those
obstacles.
Pre-assessment is a time-saver, too. It
can tip off the teacher to potential trouble
spots in a planned unit of study and help
the teacher direct the focus of a unit more
precisely on what’s most essential for
students to learn or master, given what
they already know or don’t know. Student
responses on pre-assessments can provide
ideas for lessons and activities. Individual
or collective responses often make for
intriguing lesson hooks or reflection
prompts.
By revealing where each student
is beginning, pre-assessment
can uncover places in the unit
where different students may
need different instruction to
make progress.
Education experts Hilda Taba and Deborah
Elkins (1966) warned, “Teaching in the
dark is questionable practice.” At its best,
pre-assessment can turn on the lights. It
can illuminate student thinking, interests,
learning preferences, experiences, and
even the content itself. Armed with the
most current classroom-level data about
student understanding and skills, teachers
can make proactive, timely decisions about
the instruction that will enable learners to
achieve mastery. Pre-assessment isn’t
just a catalyst for differentiation—it’s a
launching point for more effective teaching
and learning in general.
Educational Leadership; December 2013/
January 2014; Volume 71,Number 4;
Pages 50-54
By revealing where each student is
beginning, pre-assessment can uncover
places in the unit where different
students may need different instruction
to make progress. However, because preassessment cannot predict student growth
over time, it cannot and should not be
used as a measure to place students in
learning groups for the duration of a unit.
Readiness changes constantly as learning
goals change, as students gain knowledge
and skill, and as the teacher responds
to patterns in student needs. So during
the unit itself, teachers must regularly
check in to see how students’ learning is
progressing, where they are stuck, and
what support they need to take the next
step. In other words, pre-assessment is a
Planning a Graphing Unit Pre-Assessment
Goals of the Instructional Unit
Understanding Goals
U1:
U2: U3: Graphs are visual representations that depict relationships between data points.
To be useful, a graph must communicate information clearly.
Different types of graphs are “good for” communicating different information about data AND
for communicating the same information to different audiences.
Knowledge Goals
K1: K2: Parts and purposes of different kinds of graphs (bar graph, line graph, circle graph), and types
of vertical and horizontal bar graphs (side-by-side, stacked).
Benefits and limitations of different kinds of graphs.
Skill Goals
S1: S2: Looking Inside Students’ Minds
Fortunately for teachers, no student—
regardless of background or experience—
approaches a concept, topic, or skill
“empty”. Every student’s brain is teeming
with things they already know; things
they understand; things they think they
understand (which may actually be
misconceptions); things they’re interested
in; and things they’re not interested in.
Pre-assessment enables the teacher to
look inside students’ minds and ask,
“What’s going on in there?” Without preassessment, it can be all too easy to make
false assumptions about what students
do and don’t understand on the basis of
preconceived impressions or months-old
standardized test results.
starting point, not a definitive sorting tool.
Create and interpret data using different kinds of graphs.
Evaluate the benefits and limitations of using different kinds of graphs in presenting (given a
data set).
Pre-Assessment Prompts
1. Use the graph paper provided to create two different kinds of graphs that represent the data in the
table. (There are many possibilities!) Be sure to label all the parts of each graph so that someone else
can understand what the graph shows. (K1, U1, U2, U3, S1)
2. What are the names of the two kinds of graphs you used? (K1)
3. Why did you choose to use each graph? With whom would you share them? (K2, U1, U3, S2)
4. Write a question that someone could answer using each of your graphs. (K1, K2, U3, S2)
Pre-Assessment for a Unit on World War II
1.
2.
3.
4.
5.
Describe a situation in which one conflict caused another conflict to arise. You can use an example
from real life, literature, or media.
What conflicts fueled World War II?
What key people, events, and ideas were central to the war?
Who "won," who "lost," and what happened as a result?
Examine President Harry Truman's letter to a journalist written almost two decades after his
presidency. What can you infer about why Truman wrote this letter? What does the letter reveal
about why Truman decided to drop the bomb and how he felt about it? Use evidence from the text
to support your answers.
6
College & Career
Hunter College Now Summer Science Institute
Applications Now Available
Eligibility
• In order to qualify for the College Now program, you need
to be a rising 11th or 12th grade student (going into 11th or
12th grade in Fall of 2015) in a NYC public HS and you must
meet the minimum course criteria as listed in Table 2.
• You must include a copy of your transcript and a copy of
your PSAT or SAT score with your application.
• Students applying to Statistics will have to take a placement
exam upon acceptance to make sure they qualify for the
course.
• We encourage students to select a course for which they
have not already earned a 4 or 5 on the AP exam. Chemistry
and Physics are introduction level courses and are intended
for students with no advanced background in the subject.
• In addition to the below mentioned scores, students must
possess a GPA of 80 or higher to be eligible for the Hunter
College Now Summer Institute.
Class of 2016
Deadline: May 15
This is your chance to do something exceptional this summer,
and the best part of this program is that the courses, the books,
your transportation, and even lunch are all FREE! One college
class costs around $1,000, and we’re paying that for you to be
able to earn some college credits before you graduate high
school! The Institute will have two components:
•
•
Earn college credits in Physics, Epidemiology, Chemistry,
Geology, OR Statistics. Further course descriptions are
below.
Each credit class will be connected with a non-credit
Summer Enrichment Activity (SEA) in the morning that
will be fun, exciting, and will compliment your credit class
experience.
Credit Courses
Chemistry and Physics will include lectures and lab work;
Geology, Epidemiology and Statistics will only include lecture,
therefore these classes will end a bit earlier every day. See Table
1 for course descriptions and credit allocations.
http://www.hunter.cuny.edu/college-now/summer-2015a
TABLE 1 - Course Description
Credits
Title and Description
Community
Health 330
Course Name
3
Principles of Epidemiology.
Methods of study of disease; risk factors; distribution, causes,
prevention, and control of selected diseases.
Chemistry
100/101
6
Essentials of General Chemistry/Inquiries into the Nature of Matter. Essential facts, laws, and
theories of general chemistry. Lab portion is focused on the principles of matter, energy and the
environment.
Physics
100/101
6
Basic Concept of Physics. Topics include Newton's laws of motion, linear motion and falling objects,
momentum, energy, rational motions, gravity, and more. Consists of lecture and lab experiments with
guided problem-solving sessions.
Statistics 113
3
Statistics. Discrete probability; descriptive, inferential statistics. Estimation and hypothesis testing for
normal and binomial means. Class is computer-based and uses ActivStats software. * Placement exam
required upon acceptance.
Geology 105
3
Introduction to Environmental Geoscience.
Intro to Environmental Geoscience focusing on
aspects of global change and the interrelationship of earth systems. Review of the evolution of the
earth from its origins to potential future developments; environmental problems and issues.
TABLE 2 - Course Criteria
Course
or
PSAT
SAT
or
Regents Exam
Extra Notes
Physics
500 Verbal / 500 Math
50 Verbal / 50 Math
80 ELA / 80 Math
Need both Verbal & Math scores.
Epidemiology
500 Verbal / 500 Math
50 Verbal / 50 Math
80 ELA / 80 Math
Need both Verbal & Math scores.
Chemistry
500 Verbal / 500 Math
50 Verbal / 50 Math
80 ELA / 80 Math
Need both Verbal & Math scores.
Statistics
500 Math
N/A
80 Math
Placement exam required upon acceptance.
Geology
500 Verbal
50 Verbal
80 ELA
Do Colleges Want Calculus?
Many times the answer is, “yes.” When doing your college
research, this may be one of the questions where students
should ask the college. Please do not assume that taking “AP
Stats,” for example will replace taking Calculus (or AP Calc AB,
etc.) Some top-tier schools require calculus, and this is not
obvious through their promotional materials.
Art Portfolio Prep Sessions Held
for Juniors
Ms. Currier will once again be shooting portfolios and helping
students with their art portfolios on Tuesdays, from April 21
through June 9. There’s a sign up sheet on the door of Room
740. Appointments will be held between 3:45 PM and 6:15 PM.
Students should bring all of their artwork and a thumb drive to
take their digital files home with them.
7
College fair — April 20
The Following are Scheduled to Attend the La! College Fair on ​
April 20 from 6:30 PM - 9:00 PM
PROGRAMS KEY:
(A)=Art, (D)=Dance, (R)=Drama, (M)=Music
(T)=Tech. Theater, (B)=Business, (LA)=Liberal Arts, (•)=Musical Theater
McNally Smith College of Music
M,B,LA
Academy of Art University
SCHOOL
A,T,•
PROGRAMS
MICA (Maryland Institute College of Art)
A
Adelphi University
A,D,R,M,T,B,LA
Michigan State University
A,D,R,M,B,LA
Alfred University
A,D,R,M,T,B,LA,•
Moore College of Art & Design
A,LA
American University of Paris
A,B,LA
New School for Drama
R
Bard College & Bard College Conservatory of Music
A,D,R,M,LA
New School for Jazz and Contemporary Music
D,M
Bennington College
A,D,R,M,T,B,LA,•
New York Film Academy
A,R,LA,•
Berkeley College
B
NYU Tisch School of the Arts
D,R,M,T,LA,•
Boston Conservatory
D,R,M,T,•
Pace University
A,D,R,T,B,LA,•
Carnegie Mellon University School of Drama
R
Parsons, The New School for Design
A
Case Western Reserve University
A,D,R,M,T,B,LA
Revolution Prep
Cleveland Institute of Music
M
Rice University
A,R,M,B,LA
Colgate University
LA
RISD (Rhode Island School of Design)
A
Cornish College of the Arts
A,D,R,M,T,•
SAIC (School of the Art Institute of Chicago)
A,LA
CUNY Aaron Copland School of Music, Queens College
M,LA
SCAD (Savannah College of Art and Design)
A
CUNY Brooklyn College
A,R,M,T,B,LA
School of the Museum of Fine Arts, Boston
A
CUNY City College of New York
A,R,M,T,B,LA,•
Smith College
LA
St. John’s University
A,B,LA
CUNY College of Staten Island
CUNY Hunter College
A,D,M,T,LA
Stanford University
CUNY John Jay College
LA
SUNY Fredonia
CUNY Lehman College
A,D,M,T,B,•
SUNY Oneonta
CUNY Macaulay Honors College
A,D,R,M,T,B,LA,•
SUNY Plattsburgh
CUNY Welcome Center
ALL
SUNY Purchase College
A,D,R,M,T,LA
Dickinson College
A,D,R,M,T,B,LA,•
SUNY University at Albany
A,R,M,B,LA
Eugene Lang College
B,LA
SVA (School of Visual Arts)
A,T,LA
Five Towns College
R,M,B,LA,•
UMBC (University of Maryland Baltimore County)
A,D,R,M,T,LA
A,D,M,T,B,LA,•
Grinnell College
University of Chicago
Hamilton College
University of Maryland School of Music
M,LA
Hampshire College
A,D,R,M,T,B,LA
University of North Carolina School of the Arts
D,R,M,T
Hartt School, The
D,R,M,B,•
University of Notre Dame
B,LA
Johnson & Wales University
A,T,B,LA
University of Scranton
Lewis & Clark College
LA
University of Southern California
A,D,R,M,B,LA
LIU Brooklyn (Long Island University)
University of the Arts London
A,R,T
Longy School of Music of Bard College
M
Vassar College
LA
Lyme Academy College of Fine Art
A
Washington University in St. Louis
A,B,LA
Manhattan School of Music
M
Mannes College of Music
M
Marymount Manhattan College
A,D,T,B,LA,•
8
Class of 2016
The Posse Foundation Scholarship
Deadline: May 1
Posse’s Mission
The Posse Foundation identifies public
high school students with extraordinary
academic and leadership potential
who may be overlooked by traditional
college selection processes.
The
Foundation extends to these students
the opportunity to pursue personal
and academic excellence by placing
them in supportive, multicultural
teams—Posses—of 10 students. The
Foundation’s partner universities and
colleges award Posse Scholars four-year,
full tuition leadership scholarships.
So, what is a posse scholar? Posse
scholars ...
...Are leaders in their high schools and
communities
...Are committed to their education and
demonstrate academic potential
... Are interested in teamwork and
diversity
...Are positive, motivated, talented,
ambitious young people..
What is Posse looking for?
Posse is looking for individuals who
have demonstrated leadership ability,
communication and team building
skills. High school grade point average
and SAT scores are considered but are
not solely the basis for selection. Posse
looks for students who have done well
academically, but who may not be
considering (or might be missed by)
some of the top universities (which
often rely more heavily upon traditional
admissions measures such as SAT
scores). Winners of the Posse Scholarship
have been positive contributors to their
schools and communities. They are
interested in issues of community and
diversity. We are looking for the students
who have the perseverance and drive to
make it in a highly competitive academic
environment if given the support of a
positive team of peers, a Posse.
All nominees must:
•
•
•
•
Be high school seniors
in the fall of 2014.
Demonstrate extraordinary
leadership within their high
school, community, or family.
Excel academically and have
strong GPAs. Although there is
no minimum requirement, only
nominees who have consistently
progressed toward academic
excellence will be given the
opportunity to be a Posse Scholar.
While the ACT or SAT are not a
focus of Posse’s evaluation, students
should take them. The Posse
Program is open to students
of all backgrounds.
Who pays for the scholarship?
Each Posse Scholar receives a fouryear, full-tuition leadership scholarship
provided by the college and university
partners listed here:
Babson College
Brandeis University
9
DePauw University
Dickinson College
Franklin & Marshall College
Lafayette College
Lawrence University
Middlebury College
Smith College
Trinity College
University of Southern California
University of Wisconsin-Madison
Vanderbilt University
Wheaton College
How can I request to be nominated?
LaGuardia has 12 nomination spots
available. If you would like to be
nominated, you must first complete
your “Class of 2016 All About Me Survey”
in Naviance. Then, you must email
your Counselor by Friday May 1, 2015,
to indicate that you would like to be
considered for the Posse Scholarship.
Faculty members wishing to nominate a
student for consideration should inform
the student’s Guidance Counselor by
May 1.
Once the applicant pool is complete,
a committee of Guidance Counselors
will select our 12 nominees based on
the criteria established by the Posse
Foundation.
For more information on Posse, and to
learn more about the entire application
process, please visit:
https://www.
possefoundation.org
Have you entered your decisions in Naviance, yet?
Goddard Riverside Seeks Volunteers
Star Learning Center, a program of Goddard Riverside Community Center,
is seeking volunteer tutors for our 2015 summer session. The seven-week
program runs from June 29 through August 14. Located at 26 West 84th Street
in Manhattan, Star provides one-to-one tutoring to low-income children from
across the city. We are looking for volunteers who are interested in working
with students from 2nd to 12th grade. Each tutor must be able to commit a
two-hour block of time once a week for all seven weeks to be matched with a
child. Tutoring takes place Monday through Friday (Fridays until 12 noon only).
We have evening hours until 7 :00 PM on Mondays and Wednesdays.
Interested students should email Deena Hellman as soon as possible at
the following address: [email protected]. They can also find further
information about the program and a tutor questionnaire at: www.goddard.org/
page/tutoring-at-star-learning-center-58.html. The completed questionnaire
can be sent to me at the same email address; filling out this form will help to
shorten the overall application process.
Goddard Riverside provides valuable services to LaGuardia families, so if you’re
looking for an excellent organization to help, seriously consider this one! -- MSW
The Association of Black Educators of
New York Scholarship
Deadline: April 30.
The Association of Black Educators of
New York will sponsor its 40th Annual
Scholarship honoring outstanding high
school seniors in the public schools.
ABENY offers six $1,000 scholarships. To
apply for an ABENY scholarship, please
visit http://www.abeny.org
High Schools: 2015 Milton Fisher
Scholarships for Innovation and
Creativity
Deadline: April 30
High school juniors, seniors and
college freshmen from New York City or
Connecticut can apply to receive a fouryear college scholarship of up to $20,000.
The 2015 Milton Fisher Scholarships
for Innovation and Creativity is open
to those who have done a project:
1. solving an artistic, scientific, or
technical problem in a new or unusual
way; 2: created a distinctive solution
to problems faced by your school,
community or family; or 3. created a
new group, organization, or institution
that serves an important need. Visit
our website for online application and
details. http://www.rbffoundation.org
GenCyber Computer Science for Cyber
Security (CS4CS) Summer Program for
High School Women
Deadline: April 30; 5:00 PM
NYU Polytechnic School of Engineering
is proud to announce a free, two-week
program: GenCyber Computer Science
for Cyber Security (CS4CS) Summer
Program for High School Women. A
two week full-day program, GenCyber
CS4CS is one of several national
summer programs supported by the
National Science Foundation and
National Security Agency providing an
introduction on the fundamentals of
cyber security and computer science.
No background or experience in cyber
security or computer programming
is needed in order to apply. We are
looking for young women currently in
high school who can commute daily
to our downtown Brooklyn campus.
NYU’s Information Systems and Internet
Security Lab is a national leader in
cyber security research and education.
With mentorship by women, GenCyber
CS4CS provides a unique opportunity
for high school women to be introduced
to concepts and career opportunities in
the exciting field of Cyber Security. To
register: http://engineering.nyu.edu/
k12stem/cs4cs/
Opportunity for High School Students
to Explore Literature through the
Arts at Teachers College, Columbia
University
Application Deadline: April 24, 2015
Event: July 6–July 18, 2015
Following a thrilling inaugural institute
last summer, the Center for the
Professional Education of Teachers
(CPET) at Teachers College will again
host the two week program (July 6-17;
9:00a.m.-4:00p.m.) Performance at The
Center. This year, the program will bring
together 12 high school students and 12
teachers from around the city to create
an original multimodal performance
piece inspired by a reading of Franz
Kafka’s Metamorphosis. Perfect for this
program is any student interested in
performing, writing, and/or the arts in
general. The deadline to apply is Friday,
April 24, 2015 at midnight. For more
information and to apply, http://www.
performanceatthecenter.org.
Brandeis University Summer Service
Corps
Brandeis University proudly assembles
the Brandeis Service Corps from July
5-16, 2015. It is my pleasure to give you
the opportunity to nominate one or two
outstanding student leaders to represent
your high school at our 2015 program.
Please submit your candidates by the
nomination deadline of May 1st.
The Brandeis Service Corps is one of
the only residential summer programs
for high school students to combine
hands-on community service projects
with deep intellectual exploration while
experiencing life on an active college
campus. Our unique approach to service
allows teens to make meaningful
10
personal connections with diverse
populations whose lives are affected by
homelessness, developmental disability,
poverty, refugee status and other forms
of need.
Service Corps embodies the best
characteristics of a Brandeis education.
As a means of developing their own civic
identity, admitted students can expect
to explore principles of social justice and
advocacy with student leaders here on
campus and professionals in the field.
They will investigate concepts of nonprofit management, activism and public
policy while developing leadership skills
that can be taken back to their schools
and communities to be applied in
meaningful and exciting ways.
Realizing program cost is not within
reach for all qualified students and
consistent with Brandeis University’s
historical commitment to educational
access, we have set aside a small pool of
scholarship funds for qualified students
with demonstrated financial need. Lastly,
recognizing the talent of the participants,
Brandeis University has committed to
offering the full cost of our program
as a scholarship to Brandeis for any
participants who are admitted and enroll
as degree-seeking undergraduates.
Scholarship for Students who
Attended District 21 Elementary and/
or Middle Schools
Deadline: May 1
The Eileen E. Zaglin Scholarship Fund
provides scholarship assistance to
graduating high school seniors who have
shown exceptional promise in the arts,
including literature, fine arts, music, and
the performance, or in a specific academic
field. Candidates must demonstrate
good character, an interest in serving the
community, and a strong academic record.
Applicants MUST have graduated from
a District 21 elementary and/or middle
school. Preference will be given to
applicants who have graduated from PS
225, the Eileen E. Zaglin School where Ms.
Zaglin was a teacher. Scholarships, based
on a combination of merit and need,
are awarded once a year and average
$2500. The scholarships supplement
post-secondary education to further the
development of the recipient’s talent.
http://www.eileenzaglinscholarship.
com/index-5.html
Walter A. Hunt, Jr. Scholarship for
Architecture
Deadline: May 15; 5:00 PM
Award: Single award in the amount of
$7,500 per year for two years.
To promote and encourage the study
of architecture by New York City public
high school students through a two-year
scholarship to supplement tuition and
related costs during their freshman and
sophomore years at a NAAB-accredited
school of architecture in New York State:
•
•
•
Alfred State University
City College of New York
Cooper Union
•
•
Eligibility: Applicants must be
current New York City public
high school seniors who have
been accepted to a 5-year
Bachelor of Architecture
program at a New York State
NAAB-accredited School
of Architecture. http://
cfafoundation.org/index.
php?section=walter-huntscholarship
Summer Teen Trails Crew
Internship- Now Hiring!
Deadline: May 22
The Friends of Van Cortlandt
Park are accepting
applications for our Summer
Trail Crew Internship.
Interns contribute to the
maintenance of the trails of
Van Cortlandt Park through
supervisor led activities. All
interns are required to do
physical trail work outdoors
in various conditions
throughout the summer.
Projects are primarily related
to trail maintenance, habitat
restoration, and invasive
species removal. Training
in trail work and plant
identification will be provided
for all interns. Job readiness
training will also be provided
during the internship.
Schedule for all interns is
Monday through Thursday
from 9:00 AM to 4:00 PM.
Open to applicants 14-18
years old.
International Bioethics
Summer School
Deadline: May 25
Global Bioethics Initiative (GBI)
is dedicated to fostering public
awareness and understanding
of bioethical issues, and
to exploring solutions to
bioethical challenges.
Dorothy and Lewis B. Cullman
Center for Scholars and Writers
The Cullman Center Institute for Teachers
SUMMER SEMINARS 2015
h
•
•
Cornell University
New York Institute of
Technology
Pratt Institute
Rensselaer Polytechnic
Institute
Syracuse University
University at Buffalo
h
•
•
July 13 – July 17, 2015
Deconstructing Voice: A Creative Writing Workshop
Ayana Mathis, Instructor
Through its events and
activities, GBI seeks to keep
the international community,
policy
decision-makers,
the media, and the general
public informed and aware of
important bioethical issues.
Such awareness is essential
for making informed decisions
and fostering public debate.
It is through such debate that
old practices and beliefs are
challenged, and new social
norms are formed. Using
various platforms, we at GBI
are able to promote our motto
“Doing bioethics in real life!”
GBI is associated with the
United Nations Department of
Public Information (DPI), since
December 2014. DPI aims
at facilitating the exchange
of information and the
development of partnerships
within the UN as well as with
nonprofit
organizations
around the world. Many of
the issues addressed by GBI,
including reproductive rights,
human organ trafficking, and
the ethics of population aging,
are important to other UN and
UN-affiliated organizations.
July 20 – July 24, 2015
Tolstoy’s War and Peace and Its Historical Context
Peter Holquist, Instructor
July 27 – July 31, 2015
Writing about Victims: A Journalism Workshop
Carlos Dada, Instructor
Now in its twelfth year, the Summer Seminars program at the Cullman Center Institute for Teachers offers
teachers a chance to spend a week enriching their understanding of the humanities and research in one
of the world’s great libraries.
Led by writers, literary scholars, and historians who are former Fellows of the Cullman Center, these
weeklong seminars take place in The New York Public Library’s landmark building on Fifth Avenue and
42nd Street. Participants receive a $300 stipend, all required books and materials, a private office with
networked computer at the Cullman Center, and breakfast and lunch each day.
“…at the Cullman Center, I have been nourished intellectually by the challenging coursework, socially by the amazing company, and physically by all the delicious food. It’s been like a spa for my
brain and my soul, and I thank you so much for this once-in-a-lifetime opportunity.”
Rachel Bello Urban Assembly School of Design and Construction, Brooklyn, NY
Space is limited. All educators are welcome to apply, but we give priority to English teachers, history
teachers, librarians, and administrators from New York City public middle and high schools.
To apply online, visit: www.nypl.org/cullmanteachers
The application deadline is Sunday, April 12, 2015
Summer Youth Employment Program (SYEP)
Deadline Extended: May 16.
The Summer Youth Employment Program (SYEP)
provides New York City youth between the ages of 14
and 24 with paid summer employment for up to six
weeks in July and August. Participants work in a variety
of entry-level jobs including:
Government Agencies
Hospitals
Summer Camps
Non-Profits
Small Businesses
Law Firms
Museums
Sports Enterprises
Retail Organizations
SYEP also provides workshops on job readiness, career
exploration, financial literacy and opportunities to
continue education and social growth.
New York State Science,
Technology, Engineering
and Mathematics (STEM)
Incentive Program
The New York State Science,
Technology, Engineering
and Mathematics (STEM)
Incentive Program, which
will encourage the best
and brightest high school
students to pursue highdemand, high-tech careers
and build their future in
New York is available to this
year’s graduating seniors. The
program provides a full SUNY
or CUNY tuition scholarship
to the top 10% of students in
every New York high school if
they major in a STEM field and
work in a STEM job in New
York State for five years after
graduation. CLICK HERE for
more information.
Programs are located in community-based organizations
in all five boroughs of New York City. Youth can apply
for the program online or at a community-based
organization during the application period. Participants
are selected by lottery for the program.
Specialized programming for disabled, foster care,
runaway/homeless and court-involved youth are also
available.
https://application.nycsyep.com/
The Weekly Bulletin is a collection of
original material and collected/adapted
information intended to keep the
LaGuardia Community informed.
Dr. Mars, Principal
Mr. Moore, Teacher
Mr. Sommers, AP
Dr. Stricklin-Witherspoon, AP
Ms. van Keulen, AP
11
Rochester Institute of
Technology Identifies Career
and Employment Trends
This on-line resource represents RIT’s continued commitment to
providing concise and relevant career guidance and outcome
information to students, families, members of the guidance and
counseling communities, and any interested individuals who wish to
explore the relationship between career opportunities and collegelevel academic preparation. Assembled and organized by RIT’s Office
of Career Services and Cooperative Education, the site includes both
Job Outlook 2022 and a summary of career outcomes for each’s year
graduating class from RIT.
Job Outlook to 2022
Information and helpful links are provided here for 70 occupational
areas based on national data and analysis provided by the U.S
Department of Labor and relevant professional associations. This
information is updated on a regular basis as new information becomes
available. http://www.rit.edu/emcs/oce/joboutlook
THE COOPER UNION Summer Writing Program
Expectations
for
writing
change
significantly in college, with an increased
emphasis on close reading, analysis, and
developing an argument. This means that
even strong writers can find college-level
writing challenging; reluctant writers
or students focused on other subjects
may be overwhelmed. Our program
offers stronger writers a chance to get a
head start on college-level writing and
provides an opportunity for less confident
writers to learn new skills in a rigorous
but supportive environment, without the
distraction of a full course load.
rule, not the exception. Summer Writing
Program instructors draw on their years
of classroom experience and one-onone work with Cooper students to help
students understand what college-level
writing requires. We provide concrete
techniques and approaches that help
students meet expectations, building
confidence and mastery by breaking
writing into manageable pieces, making
writing more visual, and helping students
see that analytical writing draws on some
of the same skills as their science courses
do.
Prospective art, architecture, music, and
theater majors can be apprehensive
about the demands of college writing. At
the Cooper Union, such students are the
The SWP’s classes can be taken either
live on Cooper’s East Village campus or
online, in a real-time virtual class format.
Class time in both is divided between
THE COOPER UNION
SUMMER WRITING PROGRAM
College
writing
is different
from
high school
wrıting
This summer, The Cooper Union is offering a unique
opportunity to get a head start on one of the most
important aspects of your college career: writing and
thinking at the college level.
discussion and hands-on-writing that lets
students practice new skills. Classes are
kept small (12 students in the live class;
10 in the online class) so that students
receive extensive individual attention and
ongoing feedback.
Further information and registration
materials can be found at http://www.
cooper.edu/academics/outreach-andpre-college/summer-writing. Interested
students or parents should also feel free
to get in touch at [email protected].
Sincerely,
Martha Schulman
Director, Cooper Union Summer Writing
Program
THE COOPER UNION SUMMER WRITING PROGRAM
is a three-week course that prepares students for
college-level writing by giving them the writing and
thinking tools they need. It’s designed for students
attending college in the fall or entering their senior
year of high school. The course is offered in two
formats: live on the Cooper Union campus, or online.
Why a Summer Writing Program?
When you move from high school to college,
expectations change. That’s what makes college
exciting and challenging, but it can also be
intimidating. In college writing courses, the old
formulas no longer apply, and it isn’t enough to show
that you understand the basic events or ideas in a text.
Instead, you’re expected to write analytically, develop
an argument, support it with specific details from the
text, and come to a conclusion that moves past the
opening argument. Even the most accomplished high
school writers can struggle when asked to write
in a new way, and less confident writers may feel
overwhelmed. But when you have the necessary skills
and approaches, college-level writing can be
exhilarating rather than daunting. The Summer
Writing Program at Cooper Union offers an expert
approach to writing and thinking that provides the
tools you need.
How It Works The only way to learn to write more
effectively is to learn new approaches, practice them,
and receive feedback. Our classes provide a rigorous
and supportive environment that makes this
possible: both the live and online classes utilize a
workshop format that features a mix of lecture,
discussion, and hands-on reading and writing work.
Classes are kept small so every student receives
extensive individual attention. Online classes use
web conferencing technology to create a real-time
virtual classroom that gives students the opportunity
for hands-on work and immediate feedback.
What you’ll learn
• How to approach challenging texts with confidence
• How to use writing to generate and develop ideas
• How to move past the five-paragraph essay
• How to develop arguments and support them
with evidence
• How to write more clearly and effectively
Cooper Union’s Unique Approach
The Summer Writing Program is modeled on the
unique work we do at Cooper Union. Our approaches
are designed for students with diverse learning styles
and are effective both for students who don’t identify
as writers and those who enjoy writing. It is useful for
students across all interests and potential majors.
SCHEDULE
LOCATION
TUITION
Monday–Thursday
July 6–23, 2015
On-campus classes are held
at Cooper’s state-of-the-art
academic building at
41 Cooper Square near
Astor Place.
Subway (6, N, and R), with
easy connections from
Grand Central, Penn Station,
and PATH trains. On-line
classes meet in your living
room or any other
Wi-Fi equipped space.
On-campus $2500 | On-line $1400
On-campus
Section 1
10 am–12 noon;
1–3 pm
Section 2
11 am–1pm;
2–4 pm
On-line
2–4 pm EST
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REGISTRATION
Space is limited. A non-refundable deposit of $500
is due by June 1st. The balance is due by June 15th.
(10% discount if fully paid by June 1.)
PLEASE VISIT http://cooper.edu/academics/
outreach-and-pre-college/summer-writing
Email: [email protected]
Call 212.353.4018
LaGuardia Arts Prom Contract 2015
Parent Notification / Consent / Emergency Form
Each individual – student or guest – must submit a separate form.
Student Name:
Last,
First
(Please Print)
Guest Name: Last, First
(Please Print)
School:
Date: Trip Coordinator: Destination:
Mode of Transportation:
Fiorello H. LaGuardia High School of Music & Art and Performing Arts
Saturday, June 20, 2015
8:00 PM – Midnight
Mr. Neal Singh, COSA
Marriott Marquis Hotel, Times Square, 1535 Broadway, NY 10036
Students are responsible for their own transportation to and from the venue
Cost:
$200 per person on or before May 7; $220 after May 7, if available
Prom is a formal, all-inclusive Dinner/Dance. No person shall be admitted after 10:00 PM. There is no readmission once a person leaves. Students are responsible
for their own transportation. Smoking is not permitted at the facility. The student and his/her guest must enter together. All ticket holders must show picture ID
before entering the Marriott Marquis. There are no refunds.
Dr. Stricklin-Witherspoon must approve, in advance, any change in guest.
There are no school-sponsored post-prom events.
This trip will include the following physical and sports activities : Dancing
a) I understand that there are risks of injury associated with the above-listed physical and sports activities and I consent to my child’s participation in all these activities except for the following: b) Please indicate below any permanent or temporary medical or other condition, including special dietary and medication needs, or the need for visual or auditory aids, which should be known about your child:
c) I agree that in the event of an emergency injury or illness, the staff member(s) in charge of the trip may act on my
behalf and at my expense in obtaining medical treatment for my child.
d) I understand that my child is expected to behave responsibly and to follow the school’s discipline code and policies.
e) I agree and understand that I am responsible for the actions of my child. I release the school from all claims and
liability that arise in connection with the trip, except if due to the negligence of school officials.
f) I understand that I am responsible for getting my child to and from the departure and return sites identified above.
I understand that my child shall be accompanied by staff member(s) during the trip.
g) I understand that alcoholic beverages and/or illegal drugs are prohibited and have discussed this prohibition with
my child. I understand that if my child is found in possession of these substances, my child will be subject to school
disciplinary procedures and possible criminal prosecution. If your is found to be intoxicated, you will be contacted to
escort your child home. Disciplinary actions will be taken in accordance with the school’s disciplinary procedures.
h) I understand that students who violate the school’s discipline code may be excluded from participating
in the Graduation Ceremony or other school activities.
i) In an emergency, I can be reached at: Day: (___) ___________ Evening: (___) _____________
Additional Contact: Name: _____________________ Phone: (___) __________________
j) I give my permission for my child to participate in this school trip.
_____________________________________________________ (Signature of Parent/Guardian)
`
________________________
(Date)
STUDENT/GUEST DECLARATION
I have read this form and I understand that I am to act on this trip in the same responsible manner in which I am expected to
conduct myself in school. Guests 18 years of age or older do not need parent permission; however, emergency contact
information must be provided. ID verifying age must be presented prior to entering Prom.
_____________________________________________________ ________________________
(Signature of Student/Guest)(Date)
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