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LaGuardia Arts
Weekly Bulletin
May 4 - 8, 2015
May
Students meet with GC regarding
Programming; Freshmen, Class of 2018
1
F
Fall
Happy Teacher Appreciation Week 2015!
Posse Scholarship Student Nominations
Due to GC
On behalf of the administration, students and their families,
I wish to extend a heartfelt ‘thank you’ for your hard work
and dedication. We recognize how much you do above
and beyond the call of duty to ensure each student’s
success. Late nights, weekends, and vacation time spent
at LaGuardia do not go unnoticed. You do this to support
our performances and exhibitions and assist students by
nurturing their talent and scholarship.
New Music Singers & Symphonic Band Concert;
7:30 PM
M
Conference Schedule
AP Exams
NEW OP After 8th; mandated Sports Survey
Final Day for 2015 - 2016 Program Request
Changes to Guidance Counselors
5
T
School Physical Exams; Last Day to Turn in
Paperwork for May 12 Appointment. See page 4
PA Meetings: General, 6:00 PM; Studio, 7:00 PM
W
While Teacher Appreciation Week is celebrated once a year,
we are thankful for your commitment to the LaGuardia Arts
community every day.
Dr. Mars
Interim Progress Reports (paper
based) due to Ms. van Keulen
AP Exams
6
Dear colleagues,
Seniors: National College Decision Day;
Also, enter your decision in Naviance
Last Day for Out of Class Field Trips
4
AP Exams
2015 AP Exam Schedule
Morning Exams
7:15 AM
Report for morning session, put items not permitted
in Testing Location into lockers, go directly to Testing
Location. (See Page 5)
SGO Candidate Statements Due for Weekly
Bulletin
7:30 AM
Arrive at Test Location (See Page 5)
7:45 AM
Begin pre-test paperwork, followed by exam
Prom Tickets Purchase Deadline; $200 per
person. (Cost increases to $220 after this date.)
12:45 PM
Test Finished
1:00 PM
The students are dismissed to either lunch or class.
AP Exams
7
Th
AP Exams
8
F
Hunter College Now Admissions Event; 7th Floor
Dining Hall; 10:30 AM - 12:00 PM
SGO Applications Due
10
Sun
Exploring College Options; 7:00 PM; Concert Hall;
RSVP suggested. See College & Career Section
11
M
AP Exams
12
T
15
F
Dr. Mars, Principal
Afternoon Exams
Students attend classes in the morning and have lunch at 11:30 AM.
At 12:15 PM, put items not permitted in Testing Location into
lockers, go directly to Testing Location. (See Page 5)
12:30 PM
Arrive at Test Location (See Page 5)
12:45 PM
Begin pre-test paperwork, followed by exam
4:45 PM
Test Finished
5:00 PM
The students are dismissed.
SGO Voting Begins on Daedalus; 8:00 AM
School Physical Exams; By appointment only
SGO Voting Closes on Daedalus; 4:00 PM
TOC
Schedule
Newsworthy
1
Building Community
2
4
M
Conference
Administrative
5
5
T
OP - After 8
Instructional
7
6
W
Regular
College & Careers
10
7
Th
Regular
Prom Contract
13
8
F
Regular
www.LaGuardiaHS.org
Morning
7:30 AM
Week 1
Afternoon
12:30 PM
Monday, May 4
Chemistry
Environmental Science
Psychology
Tuesday, May 5
Calculus AB
Calculus BC
Chinese
Wednesday, May 6
English Literature and Composition
Japanese
Physics 1
Thursday, May 7
Spanish
Art History
Friday, May 8
United States 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.
Those students receiving extended time will follow a separate
schedule, which will be provided to those affected.
The Li brar y may b e clos ed throu gho ut AP Ex ams
The L ib rar y may b e clos ed th rou g ho u t AP E x ams
U p d ated C l ub L ist, p age 4
Teacher Appreciation Week!
Building Community
Our Teachers Are Amazing!
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.
The Laramie Project
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
May 15; 7:30 PM
May 16; 2:00 PM & 7:30 PM
May 17; 5:00 PM
Tickets: $15/Student; $25/Adult
Your Spark Brightens Your School Community
Graduation Dance
Concer t
teacher appreciation.indd 1
4/14/15 12:25 PM
We celebrate all that you do for our
students this week and every week.
—Your Colleagues at DOE Central
May 29; 7:30 PM
May 30; 2:00 PM & 7:30 PM
Tickets:
Organizations across the City appreciate what you do.
Visit bit.ly/NYCTeacherAppreciation
Teacher Appreciation Week
teacher appreciation.indd
2
Prom Tickets Deadline
4/14/15
12:25 PM
Prom tickets are now on sale. Seniors may bring one guest. The
cost is $200 per person if purchased before May 7, and a Prom
Contract must be completed at the time of ticket purchase.
Science Honor Society
Welcome David Hyde Pierce!
$75 Standard Seating is now SOLD OUT.
CLICK HERE to be redirected to the Parents Association’s Gala Site
CLICK HERE to purchase tickets.
AP Environmental Science
students (left) test the pH levels
of various water sources as
part of the Frost Valley field
trip. The trip provided a realworld context for many of the
concepts that will appear on the
AP test this coming Monday.
Our girl India needs some help
on The Voice. She needs all of
our votes — and your friends’
and family’s. (See previous
emails on how to vote for her.)
If you’re savvy on multiple
platforms, vote through the
app, your computer, text, etc.
http://www.nbc.com/thevoice/vote
2
The following students were inducted into the LaGuardia
Arts Chapter of the Science Honor Society on April 29. We
wish to congratulate these students who are Juniors and
Sophomores. Students meeting the following criteria were
eligible for membership: minimum of 5 credits in Science; a
Science average of 95%; and an 85% or above in all other classes.
Calvin Schwartzberg
Katherine Paul
Esme Bleecker Adams
Ting Zeng
Kaira Mediratta
Silva Lleshi
Amy Chen
Kimberly Chan
Memphis Goodman
Chrislie Roselin
Kaylah Haye
Ruby Fine
Peter Kwitny
Michelle Lisboa
Dominique Rabuffo
Lauren Gatta
Lucy Fung
Ripley Lucas-Tagliani
Julia Mendyk
Declan Kearns
Nathaly De La Cruz
Michelle Tsang L
Ila Meretzky
Benjamin Sperling
Caleb Carman
Ewa Nowogorski
Lauren Cassidy
Christina Fidler
Allison Lee
Katelyn Weng
Georgia Patterson
Dona Zhang
Cristal Gonzalez Nunez
Erica Chow
Noah Berrie
Tess Abbot
Dario Natarelli
Madison Paredes
Mollie Leibow
Itz Rabin
Deborah Yanez
Lauren Schrempp
Jiawen Zeng
Georgia Hahn
Gjystina Lumaj
Victor Grossman
Julia Muallem
Daniel Eydlin
Kit Yee Kan
June Hamilton
Emma Bennett
Adam Bernstein
Emma Koelln
Arly Amaya
Yan Itza Lee
Tandrila Dutta
Jiayan Yuan
Sarah Chiariello
Audrey Seery
Emily Ruan
Dongyuan Ji
Haydon John
Nathaniel Cohen
Katja Stroke-Adolphe
Aashika Jikaria
Rebecca Supple
Nils Asmundsson
Samantha Blafford
Tatiyana Cespedes
Matthew Bradford
Austin Zambito-Valente
Kurumi Sasaki
Ruby Lowery
Ronald Paley
Delia Cunningham
John Colapinto
Sasha Novack
Zishun Lin
Aden Kahr
Charlotte Force
Allie Quan
Olivia Keane
Christian Kowalczuk
Sally Chen
Hui Ying Huang
Ivana Huang
Jamie Kim
Diego Luna
Evan Lee
Naomi Keusch Baker
Monisha Roychoudhury
Matthew
Leshchinsky
Leila Bershad
Marina Cantor
Benjamin Pearlstone
Matthew Crisson
Elizabeth Goncharova
Margaret Matthews
Saher Rahiel
Wolfe Edelman
SGO Applications for 2015 -2016 Now Available
Applications for the 2015 - 2016 Student Government
Officers (SGO) positions are now available by
completing the application in Daedalus by May
8. Eligible students may run for one position.
Applications and voting is done on line. The
following positions are available:
Dea
dl
May ine
8
Rules Regarding Posting of Materials
•
•
•
•
President (must be a rising Senior)
Vice President
Secretary
Club Liaison
•
Representative: Art
Representative: Dance
Representative: Drama
Representative: Instrumental
Representative: Technical Theater
Representative: Vocal
•
•
Junior Class President
Sophomore Class President
Senior Class President
Senior Class Vice President
Senior Class Secretary
Posters may only be put up in the following locations on the
applicable bulletin boards as room allows: at the entrance
to both cafeterias; Inside the cafeterias.; in escalator bays.
Posters placed anywhere else will be immediately removed.
Only masking or painters tape may be used to hang a poster.
Campaign materials using adhesives – whether posters or
campaign badges or stickers – are not allowed, with the
exception of masking or painters tape.
Posters must be taken down by 4:00 PM on May 27, 2015.
Please recycle your posters.
You may not move, remove, or deface another candidate’s
posters.
Posters are not allowed to be put up on the walls of the
school, including those in the stairwells.
All campaign materials, whether in school or on social media, and
whether intended to be humorous or not, must be appropriate
for school. There should be no derogatory or libelous references
to any other candidates or their positions either by yourself or
those involved with your campaign.
Eligibility Requirements
Thursday, May 7
Deadline to enter candidate statement
for Weekly Bulletin
A cumulative GPA of 80 or higher
Attendance of 95% or better
No significant Dean’s record
Ability to attend student meetings on a regular basis, typically
on Tuesday.
Friday, May 8
Deadline to apply on Daedalus; 4:00 PM
Tuesday, May 12
Voting on Daedalus opens; 8:00 AM
Friday, May 15
Voting on Daedalus closes; 4:00 PM
Thursday, May 21
Platform Speeches by Finalists
Friday, May 22
Run-Off Elections:
Voting on Daedalus opens; 8:00 AM.
Tuesday, May 26
Run-Off Elections:
Voting on Daedalus closes; 4:00 PM
Tuesday, May 26
All posters to be removed by 4:00 PM
Election Rules and Information
If 3 or more people are running for the same position, a
candidate must win 51% of the vote to be declared the winner.
In the event a candidate is not declared the winner, a run-off
election will be held between the top two vote-getters. In the
run-off election, the candidate with the highest number of votes
(simple majority) will be declared the winner.
The Softball Diaries
A p r i l 2 4 ’s game is when we defeated rival George Washington. Erin O’Brien led the team with a triple and 7 RBIs. Leadoff
batter and catcher, Kiara Almonte, went 3 for 3 at the plate driving in 4 runs and scoring 5 runs herself. First baseman, Sam Morse,
reached base safely 4 times and scored 4 runs. Rookie third baseman, Allie Biancoviso, had a solid day at the plate as well with a
triple, 2 RBI and reached base 5 times. Giuliana Asperti hit her first home run of the season with a 3 run shot in the 3rd. The final
score was 26-6 after 4 innings.
A p r i l 2 5 ’s
game was a suspenseful nail biter from start to finish against 2nd place Lab Museum United. Jamie Kurtzer stepped
in to pitch and was downright impressive. Despite first game pitching jitters, Jamie made it through one pitch at a time against a
very solid team. The defense played clean the whole game, highlighted by a diving catch by game hero, Lisbeth Villarreal. The team
was disciplined at the plate as evidenced by Vivianna Martinez’s first at bat, which drove in her first career run. Halle McMahon
went 2 for 3 at the plate while also playing a perfect defensive game at 3rd base. Freshman sensation and Captain, Kiara Almonte,
tied the game at 6 in the bottom of the 7th with her blistering speed. Jamie Kurtzer reached safely with a hit and then did the rest
with her athleticism, stealing 2nd, 3rd and then home plate to win the game 7 to 6.
A p r i l 2 7 ’s game was close throughout, ultimately ending in a 9-8 victory over Manhattan Center. Kiara Almonte, Erin O’Brien,
Halle McMahon and Allie Biancoviso all had multi hit games. Rookie Vivianna Martinez, also recorded her first career hit.
A p r i l 2 8 ’s game. Congratulations to the Girls Softball Team on their 4 game winning streak! During these last few games, the
team was led by standout, rookie catcher and captain Kiara Almonte, Senior Captain Erin O’Brien, Halle McMahon and Jamie
Kurtzer. Rookie 3rd baseman Allie Biancoviso has 4 extra base hits over the past 5 days, while rookie Vivianna Martinez recorded
her first career hit and RBI. Lisbeth Villarreal made the play of the year with her appearance at Saturday’s game with a diving catch
that should have made SportCenter’s top 10. Jade Garcia picked up her 4th win of the season on the mound with yesterday’s
victory.
3
2014 - 2015 Club List
Activity
Location
Advisor
M
T
W
R
F
Animal Conservation Club
623
Weiler
False
True
False
False
True
Arts in Action
411
Hamilton
False
False
False
True
False
Asian Dance Association
623
Weiler M
False
False
False
True
False
Asian Dance Association
708
Hatlen
False
True
False
False
False
Black Student Union
427
Turner
True
False
False
True
False
Ceramics Club
747
Stehle
True
False
False
True
False
Chess Club
761
Lasky
False
False
False
True
False
Contentious Objectors: War and Environmental Atrocities
617
Hawrylczak
False
False
True
False
False
Dance Improv/Choreography Club
840
Mathesius
False
False
True
False
False
Disney VoluntEars Mentoring Program
353
Shern
False
False
False
True
False
Falkove
False
True
True
False
False
Fencing Club
Mezz
GLI (Girls Learn International)
609
Blom
False
False
True
False
False
Incoming Sophomore Club
427
Gala
True
False
False
False
False
Italian Student Union
357
Costa
False
False
False
False
True
Japanese National Honors Society
619
Rochkind
False
False
False
False
True
Junior Statesmen of America
659
Marrero
False
False
False
False
False
Key Club
708
Chang
False
False
True
False
False
LaG Gymnastics Club
Gym
Gibson
False
False
False
False
False
LGBT+ LaG
507
Rutberg
False
True
False
False
False
Literary Alliance Club
601
Bar Lev
True
False
False
False
False
Manga Club
711
Ross
False
False
False
False
True
Model UN
—
627
False
True
False
False
False
Modern Matters, LaGs Science Magazine
525
Lonegan
False
False
True
True
False
Perfect Harmony
449
Sefaj
True
False
False
False
False
Photography Club
559
Dubossi
False
False
True
False
False
Pokémon Club
507
Rutberg
True
False
False
False
False
Pre-College Prep
431
Nguyendon
False
False
False
True
False
Relay for Life
508
Hawrylczak
False
False
True
False
False
Runway to Charity
819
Ross
False
False
True
False
False
School Newspaper
659
Abate
False
False
True
False
False
Seiyuu Club
701
Ross
False
False
False
False
True
Sign Language Club
609
Bar Lev
True
False
False
False
False
Step Team
508
Turner
False
True
False
True
False
Sustainable Activism
617
Hawrylczak
False
False
True
False
False
TEDxLaguardiaHighSchool
321
Falkove
False
False
False
False
True
The Literary Alliance
661
Bar Lev
True
False
False
False
False
World Feminist club
801
Mulvihill
False
False
False
True
False
YWJ Jewish Student Union
559
Bodha
True
False
False
True
False
Drama Studio Highlights
Revised 4.30.15
This has been an exciting week for current Senior Drama
majors. The 4 Young Arts Musical Theater winners, Ciaran
Bowling, Charlotte Williams, Kate Marshall, and Javier
Spivey, have been in workshops all this week with Mikhail
Barishnikov, Jonathan Groff, Neil Patrick Harris, Tony
Yasbeck and Santino Fontana. They have a final performance
at the Barishnikov Arts Center directed by Barishnikov.
Chris Vega has been in Young Arts film workshops, and Sophie
Hoyt is rehearsing for a Saturday performance of Peter Pan.
Drama Grad Emily Skeggs (City of Angels and Ragtime) received
a Tony Nomination this week for Best Supporting Actress in Fun
Home (written by LaGuardia parent Jeanine Tesori.)
4
Administrative
Programming Time Line
Activity
Time Line
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
Regents Registration Graduation
Any student who is not in a Regentsterminating class but does need to take Ceremony Eligibility
the Regents should see a Guidance
Counselor before Friday, May 8, to register.
Doctor to Visit La!
for Athletics & for
Working Papers
The next Doctor’s Visit is scheduled for
Tuesday, May 12. All La! students who wish
to receive a physical exam should HAVE
THE NECESSARY FORMS COMPLETED
AND SIGN UP IN THE MEDICAL ROOM
BY MAY 5. Students who may need an
exam are:
•
•
Athletes (Interscholastic Sports
Examination) — Fall Sports Teams,
especially.
Students needing Working Papers
(Physical Fitness for Employment
Certification)
Common Reasons Physical Cannot be
Completed
Incomplete forms is the main reason a
physical cannot be completed. When
filling out the paperwork by May 5, please
ensure:
•
•
•
“Medical History” section filled out
thoroughly by both parent and
student.
Student’s name is correct (as well
as the school’s name) and in the
appropriate spaces.
Signature of parent/guardian (Sports
Examination.)
If you have questions or concerns about
the process, the Medical Room Staff may
be reached at ext. 2247.
Per NYCDOE policy, high school students
must meet graduation requirements to
participate in their school’s graduation
ceremony.
Graduation
Tickets [reprint]
There are not enough graduation tickets
for each student to receive 3, which is
why each graduate receives 2. Graduates
who pay dues by the deadline [February
13] will receive one additional ticket.
Any remaining tickets will be distributed
randomly via a lottery to those students
who have completed their Graduation
Clearance by June 16. Please follow the
instructions and deadlines that will be
distributed later in the year. Extra tickets
are distributed at the Senior Luncheon,
and a student must be present in order
to receive the ticket. We have found this
process to be the fairest way to distribute
extra tickets, so we do not entertain
special requests that circumvent this
process.
Sports Survey to be
Administered May 5
In accordance with federal law, schools
serving students in grades 8–12 will be
required to administer the NYCDOE’s
Student Sports Survey. This survey will
gauge students’ interest in participating
in sports offered by the Public Schools
Athletic League (PSAL) and will help PSAL
plan for and administer athletic activities
for students. PSAL will use the results to
inform decisions about athletic offerings
for students.
5
Locker Storage
Upon arrival to school, students are asked
store large items such as skateboards and
sports equipment (such as basketballs,
gloves, etc.,) in their lockers. Carrying
these items throughout the day may pose
a safety risk.
ADVANCED
PLACEMENT
Items That May Be Brought Into
Test Rooms, and other AP News
Similar to the Regents Exams, students should
allow time to leave items in their lockers before
reporting to the AP Test Location. You may not
visit your locker again until the completion of
the exam.
Week 1 Test Locations
Test
Report
Time
Date
Monday, 4-May
7:30
Library
Environmental
Monday, 4-May
7:30
Concert Hall
Psychology
Monday, 4-May
12:30
Concert Hall
Calculus AB
Tuesday, 5-May
7:30
Concert Hall
7:30
427
7:30
429
•
•
•
•
•
Calculus BC
Period 4 students
Tuesday, 5-May
Calculus BC
Period 6 students
Tuesday, 5-May
Chinese
Tuesday, 5-May
12:30
4th FL Computer Lab
English Literature
Wednesday, 6-May
7:30
Concert Hall
Physics 1
Wednesday, 6-May
12:30
Library
Japanese
Wednesday, 6-May
12:30
4th FL Computer Lab
Spanish
Thursday, 7-May
7:30
Library
Art History
Thursday, 7-May
12:30
Concert Hall
US History A-Rips
Friday, 8-May
7:30
Concert Hall
US History Ro-Z
Friday, 8-May
7:30
Library
Date
Time
Allowed Items
As with Regents Exams, only the following items will be allowed
to be brought into the AP testing location by students:
Tuesdays
4:15 PM - 5:30 PM
417
AP Language and
Composition
May 4, 5, 6, 7
4:15 PM - 6:15 PM
611
AP Literature
May 5
4:15 PM - 6:15 PM
609
May 5
4:15 PM - 6:15 PM
May 6, 8
May 5
AP U.S. History
Large Items
• Calculator, as applicable
• A plastic (no glass) bottle of water
• A wrist watch (no smart watches or iWatches)
Rm
AP Statistics
AP World History
Smaller items in a clear Ziploc-type plastic bag
• ID Card
• Compass
• Eraser
• Pen (blue or black only)
• Pencil
• Ruler
• Tissues
• Snacks in a clear Ziploc-type plastic bag
Lib
457
624
May 6
Cell Phones
Book bags or hand bags
Electronics, including smart-watches and iWatches
Outerwear
Books, Study Guides, notes, etc.
Electronics
Any electronics including cell phones, whether on or off, are
strictly prohibited Having such an item in your possession
during an AP exam, including during any breaks, or while in the
bathroom, whether on or off, will result in disciplinary action
as well as the forfeiture of your AP exam results by the College
Board. As such, you are strongly advised not to bring such items
to school on these days.
Tutoring Schedule
Examination
n
Students will be required to lock these and other non-testing
related items in their hallway locker before being allowed to
enter the testing location to begin their exam:
Location
Chemistry
Act
io
4:15 PM - 6:15 PM
623/
643
AP Comparative
Government and
Politics
May 8, 11, 13
4:15 PM - 6:15 PM
643
AP Spanish
Tuesdays/Thursdays
4:15 PM - 5:15 PM
361
AP French
May 4
4:30 PM - 5:30 PM
359
AP Italian
May 7, 14
4:15 PM - 6:15 PM
347
No other items are allowed in the testing room.
AP Music Theory
May 4, 5, 6, 7, and 8.
Period 10 &
4:15 PM - 6:15 PM
461
AP Art History
May 5
4:15 PM - 6:15 PM
737
AP Chemistry
Saturday, May 2
11:00 PM - 3:00 PM
511
AP Physics
Tuesdays
4:15 PM - 6:30 PM
507
Breaks
Students are allowed a 10 minute, monitored break at a
prescribed time. During the break, you may not consult
textbooks, notes, teachers, or other students regarding the exam
materials. You may not access any electronic or communication
devices, which includes making phone calls, reading/sending
e-mails or text messages or accessing the internet. You cannot
discuss the exam with anyone. You can use the bathroom and
have a snack as per the proctors’ directions.
You should bring 2 snacks, one to be consumed during the
exam break, and the other after the completion of the test while
waiting for the exams to be counted, etc. prior to dismissal.
2015 AP Exam Schedule
Week 2
Morning
7:30 AM
Monday, May 11
Biology
Music Theory
Tuesday, May 12
Dismissal
Students may not leave the testing area prior to the indicated
dismissal time, regardless of the time they complete their exam,
and until such time that they are officially dismissed. As per
the College Board, “all students must be dismissed from the
exam room at the same time.” “No one may leave early (and)
if a student finishes before the end of the testing time, he or
she must sit quietly until all students are dismissed.” Students
may have their second snack/lunch at this time. Students are
responsible for returning all associated test materials, lap desks,
and disposing of any refuse before being dismissed.
Afternoon
12:30 PM
Physics C:
Mechanics
French
Wednesday, May 13
English Language and Composition
Thursday, May 14
Comparative Government and Politics Italian
World History
Statistics
Students are expected to follow their regular class schedule, either
before or after their exam.
Friday, May 15
6
Instructional
Looking Ahead
MAY 2015 Sunday Monday Tuesday Wednesday Thursday 3 4 Conference schedule AP exams a.m. Chemistry, Environmental Science p.m. Psychology 10 7:00 pm – Exploring College Options Concert Hall 11 AP exams a.m. Biology., Music Theory 5 AP exams a.m. Calculus AB/BC p.m. AP Seminar, Chinese 4:30 – 5:30 SLT meeting 6:00 PA General & Studio meetings Musical Cast due Last day for Fall 2015 program changes 12 AP exams p.m. French 6 AP exams a.m. Eng. Lit. & Comp. p.m. Japanese Lang. and Culture, Physics 1: Algebra Based 7 AP exams a.m. Spanish Lang. and Culture p.m. Art History, Physics 2: Algebra Based 13 14 AP exams a.m. English Language and Composition p.m. Statistics Blackout – Sr. Art & Drama – Laramie Project Friday Saturday 1 2 Guidance Programming meetings LAST DAY FOR FIELD TRIPS 7:30 pm -­‐New Music Singers/Symphonic Band LAST DAY TO ORDER FOR ARTS COMPREHENSIVES 8 AP exams a.m. US History Attendance meeting – th
5 pd. School safety meeting – th
6 pd. AP exams: a.m. World History/Comparative Govt & Politics p.m. Italian Blackout – drama Preview – 7 & 9 9 15 7:30 -­‐ SDF3 – Theater “The Laramie Project” AP exams Previews – Laramie Pds. 3 & 4 16 2:00 & 7:30 – SDF3 – Theater – “The Laramie Project” Regent Exam Invitation Blackout – Laramie Project Last day for outside th
th
performances – 9 & 10 graders Art Show #5 st
1 pd. blackout drama sophomores begins thru 6/5 PA Gala 24 25 Memorial Day observed 31 26 st
1 pd. blackout drama sophomores In Class Finals – LOTE Drama & Dance grouping due 20 17 18 19 Conference Schedule 5PM – SDF3 “The Laramie Build Master/programming Project” 21 Science Fair 22 4:10 – 5:10 Asian Club – Dance performance –
Student Dining Hall In Class Geometry Finals Academic Forum – Library – Writing a College Essay 27 28 5 floor student Dining Hall -­‐ Athletics Awards Runway to Charity Fashion Club – fashion show th
6:00 -­‐ Jr. Drama Shakespeare scenes th
(blackout 6 pd) In Class Finals –English 1 pd. sophomores In Class Finals – Science, Studios st
7:30 Graduation dance concert – concert Hall In Class Finals – SS 30 2:00 & 7:30 Graduation dance concert – Concert Hall Jr. Drama Shakespeare scenes – afternoon & evening FINALS -­‐ MAKE UP DAY 1 7 8 Book Collection – SS and Foreign Language 9 6:00 Spring Musicale #1 – Concert Hall Book Collection: Science & English Regent Exam Invitation 10 15 8:30 – Grade corrections due 1:00 Drama/Tech Awards Ceremony -­‐theater 2:00 Dance Awards Ceremony– theater 4:15 Music Awards Ceremony (Concert Hall) 16 REGENTS: AM -­‐ U.S. History PM–Living Environment; ARTS Comprehensives 17 REGENTS: 22 23 4:15 Art Awards Ceremony (Theater) 6:30 Drama Agent Showcase (theater) 14 21 10 – 4 pm -­‐Graduation rehearsal #2 (caps & gowns, graduation tickets , Sr. Luncheon) Final Make up 4 Semi-­‐Annual Art Show Build Master/programming ends 12 2:30 – 4:30 Jr. Dance Project – Faculty -­‐LFT 13 18 REGENTS: AM – Global AM-­‐ Integrated PM – Physics, Algebra Algebra 1 (common core) PM – Comp. English 19 REGENTS: AM – Algebra 2/Trig; Earth Science PM-­‐ Geometry (2005 standards) 20 Senior Prom 2015 REGENTS: AM -­‐ Chemistry 24 RCTs Graduation – 1PM Avery Fisher Hall 25 RATING DAY 26 TEACHER TIME: 8:00 – 2:50 27 29 30 Last day for A.P.s, Secretaries, Guidance Counselors 2:30 – 6:00 Jr. Dance Project rehearsals 6:00 Spring Musicale #2 – Concert Hall Book Collection: Math, Music, Art & Health End Marking Pd. 2 10 – 1 Graduation rehearsal #1 (Prom tickets) 7:30 – Drama dept. -­‐ Sweet Beginnings (black box) 28 Friday Saturday 6 Book Collection – All A.P. Semi Annual Choral & Books Orchestra Concert Blackout & Previews for Chorus & Orchestra (Pds. 2 A&F reunion 4/23/15 – 5) 5 PA/Studio Meetings 29 JUNE 2015 Sunday Monday Tuesday Wednesday Thursday 2 3 1 4 NO REGULAR CLASSES NOCTI – Drama & Tech Professional Black out Chorus & development In Class Finals – Regents in English Orchestra , Sr. Art Health/PE (Common Core) & No Students Geometry (Common Finals Make-­‐up 2 6:30 Drama – Spring Core) Sing (theater) Math Finals 4:15pm – SLT Meeting Final Make up 3 6pm – General 23 No Dance Rehearsal 6:00 -­‐ Jr. Drama Shakespeare scenes th
(blackout 6 pd) 7
11 6:00 Spring Musicale #3 –Concert Hall 4:30 & 7:30 Jr. Dance Projects (theater) 4:30 Academic Awards Ceremony – Concert Hall Science – Final Lab Tallies due by 3pm 8:30 Grades due Last day for students and teachers 8:00 – 10:00 O.P. report cards , Student tentative schedules 11:00 – 12:00 Diploma distribution 4/23/15 Getting Students to Mastery:
How Good is Good Enough?
by Grant Wiggins
To help all students reach high
standards, we need to ask what level of
performance is required to be a master.
MASTERY: An action demonstrating
or involving great skill or power
… to perform a notable deed or
wonderful feat. Consummate skill,
ability, or accomplishment.
MASTER: To make oneself master of,
attain expertise in (an art, science,
skill, etc.); to acquire complete
knowledge or understanding of
(a fact, subject, etc.); to attain
complete facility in using (an
instrument, etc.).
—Oxford English Dictionary, online
edition
Who wouldn’t consider mastery a key
aim of education? We don’t want barely
capable learners graduating from our
schools. We want students who have
high-level “understanding” and “facility”
in terms of key goals.
But what, precisely, is such mastery?
“Great skill or power” in what, exactly?
And, assuming we can agree on the goal,
we face a second issue: What level of
performance is high enough for us to say
that a goal has been mastered? These
are the two questions at the heart of
mastery.
What level of performance is
high enough for us to say that
a goal has been mastered?
Alas, few educators have thought this
through precisely and sufficiently, and
the results have been unfortunate.
Mastery has been reduced to a high
score on any old quiz.
It’s time to better master the idea of
mastery.
Question 1: What Is Mastery?
“Consummate skill” would seem to
require a complex and challenging task
or two. How, then, should we define
mastery—to avoid rushing into schemes
that dumb down the idea?
Surprisingly, Benjamin Bloom, the
founder of modern mastery learning,
finessed the question. Bloom nowhere
defined mastery; he only proposed
that we set “absolute,” criterionreferenced standards at the local level.
Because Bloom offered no practical
advice beyond looking to past local
results to set valid standards, few
schools have tried to define mastery
of those standards—with unfortunate
consequences. Numerous writers on
and practitioners of mastery learning,
for example, propose that mastery be
set locally as a percentage score on any
test. Thus, if you achieved 85 percent or
90 percent on any test of content, you
would be deemed to have demonstrated
mastery—no matter how picayune or
low-level the test questions.
If experts in “mastery learning”
cannot provide explicit, objective
benchmarks in performance criteria
that signal adeptness, who can? …
When teachers, districts, or even states
set subjective performance standards
for mastery, knowledge of effective
teaching practices and student learning
diminishes.
And that’s where it stands today.
Many schools that call themselves
mastery-based (or proficiency-based or
competency-based) are using invalid
and unjustified schemes for giving scores
and accolades. Rather than designing
backward by establishing complex,
worthy, and valid tasks on which
students must demonstrate high-level
ability, schools too often reduce mastery
to a high grade on a simplistic and
nonvalidated assessment.
The Hazards of Teaching Bit by Bit
Perhaps as a result of the lack of an
overall vision for what constitutes
mastery, education has a long-standing
practice of turning worthy learning
goals into lists of bits. One might even
say that this practice is the original sin
in curriculum design: Take a complex
whole, divide it into small pieces, string
those together in a rigid sequence
of instruction and testing, and call
completion of this sequence “mastery.”
Although well-intentioned, this practice
leads to needlessly fractured, boring, and
ultimately in effective learning that never
prepares students to be fluent and skilled
in authentic work.
Authors of and consultants to the
Common Core State Standards share
my concern. The recently released K–8
Publishers’ Criteria for the Common
Core State Standards for Mathematics
cautions,
A drive to break the Standards down
into “microstandards” risks making the
checklist mentality even worse than it is
today. Microstandards would also make
it easier for microtasks and microlessons
to drive out extended tasks and deep
learning. Finally, microstandards could
allow for micromanagement: Picture
teachers and students being held
8
accountable for ever-more-discrete
performances. … If the Standards are
like a tree, then microstandards are like
twigs. You can’t build a tree out of twigs,
but you can use twigs as kindling to burn
down a tree.
Tom Guskey was one of Bloom’s students
and is a strong advocate of mastery
learning. Guskey noted that his mentor
would never have approved of what is
now being done in the name of mastery:
Some early attempts to
implement mastery learning were
based on narrow and inaccurate
interpretations of Bloom’s ideas.
These programs focused on lowlevel cognitive skills, attempted
to break learning down into small
segments, and insisted students
“master” each segment before
being permitted to move on. …
Nowhere in Bloom’s writing can
the suggestion of this kind of
narrowness and rigidity be found.
This concern about carving up complex
work into low-level bits is actually far
older—it was a focus of John Dewey’s
critique of curriculums 100 years ago. As
Dewey notes, a frequent harmful effect
of this approach is to overstress technical
vocabulary in initial learning:
Technical concepts and their
definitions are introduced at
the outset. Laws are introduced
at an early stage, with at best
a few indications of the way in
which they were arrived at. …
The pupil learns symbols without
the key to their meaning. He
acquires a technical body of
information without ability to
trace its connections [to what]
is familiar—often he acquires
simply a vocabulary.
In other words, once we decide on
breaking a complex performance
into bits, we end up wrongly defining
mastery as recall of vocabulary terms and
isolated facts instead of any “facility or
power,” to return to the Oxford English
Dictionary definition.
Here is a revealing modern example
of what Dewey feared, from a current
middle school science book titled Sound
and Light. By page 12, the following
terms have been introduced to discuss
waves—without any prior observations
or experiments, just graphics: transverse,
mechanical, troughs, longitudinal,
compressions, rarefactions, amplitude,
wavelength, frequency. The chapter ends
with three formulas out of context. The
chapter assessment? Recall the terms
and plug some data into the formulas, of
course!
Sadly, lessons and tests like this are
ubiquitous in schools generally, and in
so-called mastery programs in particular.
Indeed, many modern software solutions
now exist to help educators track endless
small objectives, in the name of “mastery,”
“proficiency,” or “competency.” In some
units, students cannot advance to the
next level until they test out on interim
assessments of such bits of knowledge.
That’s not only unwise pedagogically,
but also immoral. Lots of great achievers
might have been either unable or
unwilling to first master a long list of
words and worksheets, in isolation,
before doing something more worthy.
It’s as foolish and harmful as not allowing
a young would-be basketball player to
actually play games until he or she scores
90 percent or better on 20 paper-andpencil quizzes on the sport.
The practice of reducing mastery to
accurate recall of discrete facts and skills
is tempting, common, and harmful.
Yet, without a sound definition and set
of criteria for mastery, it’s unlikely that
schools can move beyond such practices.
A Proposed Definition of Mastery
So, how might we better define mastery
in education in a way that’s helpful and
that avoids the reductionism of earlier
efforts? Kubina and Morrison propose
fluency and frequency of correct
performance as key components. Yet,
although these criteria are useful, they,
too, avoid the key question: fluency and
frequency at what tasks? So I propose
the following definition to advance the
discussion:
Mastery is effective transfer
of learning in authentic and
worthy performance. Students
have mastered a subject when
they are fluent, even creative,
in using their knowledge, skills,
and understanding in key
performance challenges and
contexts at the heart of that
subject, as measured against valid
and high standards.
Mastery must be tested
using authentic tasks and
scenarios...and instruction
for mastery must be designed
backwards from these corner
stone tasks.
Thus, effective transfer of learning, done
with creativity, polish, and grace, is the
essence of mastery. Mastery is not just
technical knowledge. (Even in music,
the term virtuoso is typically pejorative,
implying mere speed with no soul.) You
haven’t mastered a subject if you only
possess skills and facts in isolation and
can only produce them on demand in
response to prompts. Mastery must
be tested using authentic tasks and
scenarios at the heart of “doing” the
subject. And instruction for mastery must
be designed backward from these corner
stone tasks.
The Common Core anchor standards in
writing present good examples of such
performance:
1. Write arguments to support claims
in an analysis of substantive topics
or texts, using valid reasoning and
relevant and sufficient evidence.
2. Write informative/explanatory texts
to examine and convey complex
ideas and information clearly and
accurately through the effective
selection, organization, and analysis
of content.
3. Write narratives to develop real or
imagined experiences or events
using effective technique, wellchosen details, and well-structured
event sequences.
The anchor standards remind us not
to fixate on the individual grade-level
standards. Indeed, all coaches know that
ability in skill exercises or drills does not
necessarily yield masterful performance.
Masterful performance means, as the
three writing standards above suggest,
that you can draw on a repertoire of skills
and knowledge effectively, in context,
with understanding of what you’re
doing and why. Mastery requires dealing
effectively with varied and sometimes
novel challenges of purpose, audience,
and context.
An Example: The Mastery Master
This understanding of mastery was at
the heart of the extraordinary record of
John Wooden, the legendary University
of California–Los Angeles (UCLA) basket
ball coach. As one of his former players,
Sven Nater, recalls, “Coach Wooden’s goal
was to teach the underlying concepts
of offensive and defensive basketball,
so that when opponents surprised us
with new and different challenges we in
turn surprised our coach and the other
team with creative and effective solution
methods. “
Wooden’s methods offer a beautiful
example of backward design: shifting
from a focus on practicing isolated skills
to a focus on applying these skills with
mastery in the game itself. Each year,
Wooden would use the off season to
take a close look at one of his team’s
weaknesses. One year he studied freethrow shooting. When he discovered
that some successful coaches had made
their free-throw shooting drills more like
playing in an actual game, he changed
his own team’s practice sessions. Rather
than shooting when completely rested
and getting unlimited tries, players
would scrimmage hard, do sprints, and
then have only two shots within 30
seconds, just as they would in a game.
The next year, UCLA led the league in
free-throw shooting
Wooden described his overall method
9
like this: “I tried to teach according to the
whole–part method. I would show them
the whole thing to begin with. Then I’m
going to break it down into the parts and
work on the individual parts and then
eventually bring them together” . The
constant process of bringing the parts
back together in complex performance is
what’s routinely missing from many socalled mastery learning programs.
Question 2: How Good Is Good
Enough?
Ensuring that students can perform
authentic tasks is necessary for mastery,
but not sufficient. We also need to
ensure that we’re assessing work on
those tasks against valid, high standards.
The Common Core anchor standards in
writing state that a student must write
analyses “clearly and accurately”—but
just how clearly and accurately?
So that’s our second key question: Given
the tasks at the heart of mastery, how
good is good enough? Even if we ask
students to work with difficult texts and
content, we might score the work too
generously—setting the bar low, to use
a phrase borrowed from the high jump.
Yes, they can jump quickly and fluently!
But how high do they need to jump to be
deemed masterful?
The recent hullabaloo over New York’s
cut scores illustrates how important
and contentious this question is. To
better align state tests with Common
Core standards, the state asked more
higher-order questions and made the
cut scores for proficiency harder to
attain. A score that used to be “good” was
thus no longer “good.” In other words,
state policymakers raised the bar; they
ratcheted up the official answer to the
question, How good is good enough to
indicate mastery?
I believe that such recalibration is
needed. We have long known that state
passing rates have often been way
out of line with those of the National
Assessment of Educational Progress
(NAEP); the ACT; and international
assessments. Hull found that on average,
there was nearly a 40 percentage point
difference between state and NAEP
assessments of 4th graders’ reading
proficiency. And remediation rates in
college average 40 percent of incoming
students. As a result, it’s hard to feel
confident about local performance
standards.
So this is hardly a new challenge or
debate. Setting levels or cut scores has
been a knotty technical and political
problem since the advent of K–12
schooling. And that’s true at least in part
because we haven’t reached agreement
on how high the bar needs to be to
establish mastery.
The Need to Face Local Grading
Customs Squarely
Every teacher who grades students
makes decisions about what level of
performance is “good enough.” Yet, in
my work over decades, I have found that
most teachers merely come up with an
algorithm for calculating grades rather
than ensuring that their grades link to
larger, defensible standards. The fact that
such norm-referenced, individualistic
grading is a time-honored education
custom fails to justify it.
To see the harm of the current approach
to grading, imagine a teacher who, like
most teachers, gives As or Bs to her
better students. But suppose that the
school is one of the weakest schools
regionally. She is thus giving grades
determined by familiar local norms and
low expectations, not measured against
standards. Although the teacher is well
intentioned, she is unwittingly setting
up her students for heartbreak. They’ll
find out too late—through external
tests and through their need to take
remedial courses in college—that their
performance is not good enough.
I’m not saying we should hold kids to
absurdly high standards or give them
only endless bad news. I am saying that
we must provide valid feedback early
and often. Knowing that you’re a novice
who’s a long way from true mastery is not
inherently debilitating. On the contrary,
having a worthy, far-off goal and tracking
your progress in closing the gap are key
to mastery in all walks of life.
Ideally, then, students will know
where they stand vis-à-vis widerworld standards long before they take
any external test. In such a system,
tests should simply confirm what the
student and teacher already know—as
now typically happens in sports and
performance arts.
My Standard on Setting Standards
In a world of national standards, we must
now face the issue that Bloom avoided.
Regardless of what particular solution
we come up with for linking local grades
to wider-world standards, this must
be our motto: No surprises; complete
transparency as to where the student
stands in terms of performance.
We owe each student the facts as to
where he or she fits in terms of widerworld standards. That’s why arguably
the most important and overlooked text
in the Common Core English Language
Arts standards is the appendix, where
we find sample performance tasks and
exemplars of student work.
Too many people in our field
confuse content standards
with performance standards.
Why did I include the phrase in terms
of performance? Because far too many
people in our field confuse content
standards with performance standards.
The standards question is not so much
what to teach—the inputs—but rather
what level of performance counts as
mastery in local grading and scoring
of student work—the outputs. In the
workplace, when we say your work is
not up to standard, we’re referring to
the quality of your product, not just
whether you included the content.
Similarly, in track and field we don’t ask
that you merely “cover” the high jump,
and in French class we don’t say you
reached mastery just because you got
decent grades on quizzes. We expect a
performance output—a “good enough”
jump height or French conversation—
that meets a defensible standard.
This is the crux of the matter: how to set
school-level standards (and give grades,
scores, or judgments in relation to them)
in terms of valid external standards. If
local tests are less rigorous than state
and national tests, and if teachers’
scoring and grading of student work
reflect only local norms and not widerworld standards, then the school is not
standards-based.
What, then, can local schools do as a
practical solution to the challenge of
determining mastery? I propose that
rather than leaving this matter to local
10
educators who simply use prior local
assessments and results (as Bloom
proposed and as currently happens), we
let local educators make the call but ask
them to devise a valid way of reporting
out performance results against scoring
standards that are either equal to or
closely calibrated with the Common Core
standards.
To avoid fruitless battles, students could
continue to receive letter grades (which
would provide a holistic look at how
the student is doing as measured by
teacher goals and expectations, more or
less related to local norms). But at least
twice a year, they should also receive a
standards-based score, which would be
derived from schoolwide assessments
that reflect Common Core standards
and which would incorporate tasks like
those on the new Common Core–aligned
assessments. Because the Common Core
standards and their aligned assessments
only address English language arts and
math, teachers in other subjects could
draw on released test items from highperforming states or countries.
Local Mastery of High Standards
A march through facts and subskills,
dotted with numerous quizzes, is not
a path to true mastery. Mastery is
the effective and graceful transfer of
learning to meet authentic performance
challenges. The issue of getting students
to mastery must be addressed locally by
overhauling the quality of local grading
and testing to calibrate them with widerworld standards. It is way past time that
educators master the idea of genuine
mastery.
Educational Leadership; December 2013/
January 2014; Volume 71, Number 4;
Wiggins, Grant; How Good Is Good
Enough?
Have you entered your
College & Career
Exploring College Options
Seniors Gear Up for
National Decision Day
Redesigned SAT
Class of 2016
(Information provided by the College Board at https://
www.collegeboard.org/delivering-opportunity/sat/
redesign)
decisions in Naviance, yet?
Class of 2015
This year’s Yearbook them the is Epoch, and the next epoch for
our graduating Seniors will be May 1 — National College
Decision Day, where students must respond to a college’s
acceptance offer or risk losing their place (unless they are
bound by the Early Decision process.) Making a decision on
“Attending College” is often more complicated given a student’s
passion embodied by LaGuardia Arts dual mission of Arts &
Academics.
When students open their SAT test books in spring 2016,
they’ll encounter an SAT that is more focused and useful
than ever before. Below you’ll find descriptions of the major
changes, full test specifications, and extensive sample
questions for each section. Eight Key Changes
The redesigned SAT will test the few things that research
shows matter most for college readiness and success. The
SAT redesign is centered on eight key changes.
Juniors, make your College
Guidance Appointment
Relevant Words in Context
The redesigned SAT will focus on relevant words, the
meanings of which depend on how they’re used. Students
will be asked to interpret the meaning of words based
on the context of the passage in which they appear. This
is demanding but rewarding work. These are words that
students will use throughout their lives — in high school,
college, and beyond.
We are encouraged by the number of Juniors who have either
completed or are in progress with their All About Me ‘16 survey.
We ask that you also have 10 schools in your colleges I’m
thinking about section in Naviance. If you have completed
your survey and have schools listed, make an appointment now
with your Guidance Counselor for your first college guidance
appointment. If you haven’t set an appointment, yet, at least
set a goal: “By May 1, I will have made a college advisement
appointment with my Guidance Counselor either by email or in
person.”
Requiring students to master relevant vocabulary will
change the way they prepare for the exam. No longer will
students use flashcards to memorize obscure words, only to
forget them the minute they put their test pencils down. The
redesigned SAT will engage students in close reading and
honor the best work of the classroom.
If you are one of the 75.4% of Juniors who indicated they will
be applying either Early Decision or Early Action, it is to your
advantage to have a Junior advisement meeting so you will be
prepared for LaGuardia’s October 1 ED/EA Deadline. (This is
when you have to notify us that you have an early deadline so
that we can have all of your documents prepared in time.)
continued on page 10
Will you be in the Annual Musical,
the musical Pit, or a Tech student?
College Meetings for
Simmons/Levine’s Juniors
If your Guidance Counselor this year is Simmons/Levine,
your Junior meeting will take place with Ms. Scott in Room
323. Ms. Scott is here Tuesdays and Fridays, and her email is
[email protected].
Conservatory Advisement
Begins for Juniors
Ms. Grilikhes is taking initial appointments for Juniors who
are considering applying to conservatories. Please email
[email protected] or phone ext. 1206. Ms. Grilikhes is
available Mondays/Wednesday from 9:15 AM - 3:10 PM.
The best advice you may receive in high school is to have your
college application process complete before you return on the
first day of school in September.
Hunter College Now
Summer Science Institute
La! Visit: May 8
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:
•
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.
Earn college credits in Physics, Epidemiology, Chemistry,
Geology, OR Statistics. Further course descriptions are
below.
See Weekly Bulletin (4.20.15) for complete information.
The Hunter College Now representative, Mr. Mendez, will be
visiting LaGuardia on May 8 from 10:30 AM - noon in the 7th
Floor Dining Hall. Mr. Mendez will be able to answer your
questions about the program.
11
Command of Evidence
When students take the EvidenceBased Reading and Writing and Essay
sections of the redesigned SAT, they’ll
be asked to demonstrate their ability to
interpret, synthesize, and use evidence
found in a wide range of sources. These
include informational graphics and
multiparagraph passages excerpted
from literature and literary nonfiction;
texts in the humanities, science, history,
and social studies; and career-related
sources.
For every passage students read in
the SAT Reading Test, there will be
at least one question asking them to
select a quote from the text that best
supports the answer they have chosen
in response to the preceding question.
Some passages will be paired with
informational graphics, and students will
be asked to integrate the information
conveyed through each in order to find
the best answer.
Questions in the SAT Writing and
Language Test will also focus on
command of evidence. Students will
be asked to analyze sequences of
paragraphs to make sure they are
correct, grammatically and substantively.
In some questions, students will be
asked to interpret graphics and edit the
accompanying passages so that they
accurately convey the information in the
graphics.
The Essay will also require students to
demonstrate command of evidence.
Students will be asked to analyze a
provided source text to determine
how the author builds an argument to
persuade an audience through the use
of evidence, reasoning, and/or stylistic
and persuasive devices and then to write
a cogent and clear analysis supported by
critical reasoning and evidence drawn
from the source.
Essay Analyzing a Source
The focus of the Essay section on the
redesigned SAT will be very different
from the essay on the current SAT.
Students will read a passage and explain
how the author builds an argument to
persuade an audience. Students may
analyze such aspects of the passage as
the author’s use of evidence, reasoning,
and stylistic and persuasive elements.
This task more closely mirrors college
writing assignments.
The new Essay section is designed
to support high school students and
teachers as they cultivate close reading,
careful analysis, and clear writing. It will
promote the practice of reading a wide
variety of arguments and analyzing how
authors do their work as writers.
The essay prompt will be shared in
advance and remain consistent. Only the
source material (passage) will change.
The Essay will be an optional component
of the SAT, although some school
districts and colleges will require it.
Focus on Math that Matters Most
The exam will focus in depth on three
essential areas of math: Problem Solving
and Data Analysis, the Heart of Algebra,
and Passport to Advanced Math. Problem
Solving and Data Analysis is about being
quantitatively literate. It includes using
ratios, percentages, and proportional
reasoning to solve problems in science,
social science, and career contexts. The
Heart of Algebra focuses on the mastery
of linear equations and systems, which
helps students develop key powers
of abstraction. Passport to Advanced
Math focuses on the student’s familiarity
with more complex equations and the
manipulation they require.
Current research shows that these
areas most contribute to readiness for
college and career training. They’re used
disproportionately in a wide range of
majors and careers. In addition to these
areas, the exam will sample additional
topics in math, including the kinds of
geometric and trigonometric skills that
are most relevant to college and careers.
Problems Grounded in Real-World
Contexts
Throughout the redesigned SAT,
students will engage with questions
grounded in the real world, questions
directly related to the work performed in
college and career.
In the Evidence-Based Reading and
Writing section, reading questions will
include literature and literary nonfiction,
but also feature charts, graphs, and
passages like the ones students are likely
to encounter in science, social science,
and other majors and careers. Students
will be asked to do more than correct
errors; they’ll edit and revise to improve
texts from the humanities, history, social
science, and career contexts.
The Math section will feature multistep
applications to solve problems in
science, social science, career scenarios,
and other real-life contexts. Students
will be presented with a scenario and
then asked several questions about
it. This allows students to dig into a
situation and think about it, then model
it mathematically.
Analysis in Science and in History/
Social Studies
When students take the redesigned
SAT, they will be asked to apply their
reading, writing, language, and math
skills to answer questions in science,
history, and social studies contexts.
They will use these skills — in college, in
their jobs, and in their lives — to make
sense of recent discoveries, political
developments, global events, and health
and environmental issues.
Students will encounter challenging
texts and informational graphics that
pertain to issues and topics like these in
the Evidence-Based Reading and Writing
section and the Math section. Questions
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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:
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Alfred State University
City College of New York
Cooper Union
Cornell University
New York Institute of Technology
Pratt Institute
Rensselaer Polytechnic Institute
Syracuse University
University at Buffalo
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 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 entrylevel jobs including:
Government Agencies
Summer Camps
Small Businesses
Museums
Enterprises
Retail Organizations
Hospitals
Non-Profits
Law Firms
Sports
Programs are located in communitybased organizations in all five boroughs
of New York City. Youth can apply for
the program online or at a communitybased organization during the
application period. Participants are
selected by lottery for the program.
https://application.nycsyep.com/
Summer Teen Trails Crew InternshipNow 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. Schedule for all
interns is Monday through Thursday from
9:00 PM to 4:00 PM. Open to applicants
14-18 years old. http://vancortlandt.org
will require them to read and comprehend texts, revise texts
to be consistent with data presented in graphics, synthesize
information presented through texts and graphics, and solve
problems based in science and social science.
Founding Documents and Great Global Conversation
This Weekend!
The U.S. founding documents, including the Declaration of
Independence, the Bill of Rights, and the Federalist Papers,
have helped inspire a conversation that continues to this day
about the nature of civic life. While the founding documents
originated in the early American context, over time authors,
speakers, and thinkers from the United States and around
the world, including Edmund Burke, Mary Wollstonecraft,
and Mohandas Gandhi, have broadened and deepened the
conversation around such vital matters as freedom, justice,
and human dignity. Every time students take the redesigned
SAT, they will encounter a passage from one of the founding
documents or from a text from the global conversation.
In this way, we hope that the redesigned SAT will inspire a
close reading of these rich, meaningful, often profound texts,
not only as a way to develop valuable college and career
readiness skills but also as an opportunity to reflect on and
deeply engage with issues and concerns central to informed
citizenship.
No Penalty for Wrong Answers
The redesigned SAT will remove the penalty for
wrong answers. Students will earn points for the
questions they answer correctly. This move to
rights-only scoring encourages students to give
the best answer they have to every problem.
NYS STEM Incentive Program
The NYS STEM Incentive Program provides a full SUNY or CUNY
tuition scholarship for the top 10 percent of students in each
New York State high school if they pursue a STEM degree in an
associates or bachelor degree program and agree to work in a
STEM field in New York State for 5 years after graduation. CLICK
HERE for more information.
https://www.collegeboard.org/deliveringopportunity/sat/redesign
Teen Academy Summer 2015
Share your summer stories through black-and-white,
color, or digital photography!
REGISTRATION BEGINS APRIL 1, 2015
Exploring the Summer Landscape
© Phoebe Brewer, student
Photo I in Black-and-White
July 13 - August 5 | Mondays/Wednesdays 10 AM - 1 PM
July 14 - August 7 | Tuesdays 2 - 5 PM + Fridays 10 AM - 1 PM
July 14 - August 6 | Tuesdays/Thursdays 2 - 5 PM
Learn to use a 35mm manual camera, process film, and
create your own prints in the darkroom.
Photo II in Black-and-White
July 13 - August 5 | Mondays/Wednesdays 2 - 5 PM
Refine your technical and aesthetic skills in black-and-white
photography while strengthening your portfolio.
Photo I in Color
July 14 - August 6 | Tuesdays/Thursdays 2 - 5 PM
Discover the world of color photography through film and
darkroom printing.
Please note: There is a prerequisite of Photo I in Black-and-White for
both Photo I in Color and Photo II in Black-and-White.
© Noah Zimny, student
NYC in Focus: Summertime Stories
July 6 - July 17 | Monday-Friday | 10 AM - 4 PM
July 27 - August 7 | Monday-Friday | 10 AM - 4 PM
Learn to use a digital SLR camera, photo editing software, and
make your own digital prints in order to tell your summertime
story!
All digital classes are held at one of ICP's partnership sites, the High School
of Fashion Industries, located at 225 West 24th Street in Manhattan.
© Ashley Laird, student
Teen Academy Imagemakers 2015-2016 applications will be
available online in May!
Teen Academy classes are open to students in grades 9-12 and applications for scholarships are available online.
For more information or to register for classes, visit www.icp.org/school/teen-academy or call 212.857.0058.
1114 Avenue of the Americas at 43rd Street
New York NY 10036
T 212.857.0000
F 212.857.0090
www.icp.org
Download Darkroom Photography Scholarship Application
Download Digital Photography Scholarship Application
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
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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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