Scarsdale Middle School
Guide to
The Middle School
Guide to the Middle School Welcome to Early Adolescence The years known as early adolescence (ten to fourteen) are a complex period of personal growth, development and change that is more rapid than any other phase of life except infancy. Up to this point, parents and teachers have witnessed a steady pattern of development and growth, from infancy through childhood. In the middle school years, however, the pattern becomes more variable, resembling more the roller-coaster ride in an amusement park. Each child’s development is uniquely his or hers; no two children are on the same developmental timetable. Changes in attachment, autonomy, sexuality, intimacy, achievement and identity occur at this stage, and make it challenging for children as they attempt to navigate the twists and turns of this often turbulent period in their lives. Forgetfulness, irritability, power plays and the emerging influence of the peer group are other, common phenomena that challenge the most patient adults. These changes, however, also represent significant potential in young people as well as opportunities for them as they take the turn toward adulthood.
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Table of Contents Guide to the Middle School Welcome to Early Adolescence SMS: A Safe Place to Grow A Strong Support System Coordination of Services CHOICE: An Alternative Option How Middle School Differs from Elementary School What’s A Parent to Do? Home and School: A Vital Partnership in the Middle Years Non Sibi The Curriculum Curriculum Structure: How Teaming Works Acquiring the Habits of Maturity Core Curriculum English: Literature, Writing, Public Speaking Social Studies Math Science Extended Curriculum Art Family and Consumer Science Foreign Language Library Music Physical Education/Health Technology Ancillary Programs Special Education English as a Second Language Extra-Curriculular Clubs and Activities Modified Athletics Student Organization Important Telephone Numbers
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Scarsdale Middle School: A Safe Place to Grow During these years, school plays a critical role in helping shape a child’s identity and positive self-esteem. In the past, large, impersonal “junior high schools” exacerbated the difficulties of adolescents and often left them feeling disconnected from school and their teachers. Scarsdale Middle School is unique, and has been for many years, because its structure most closely reflects what research says is essential for middle schools to be safe, efficacious and responsive places in which early adolescents can grow and thrive. While today many middle schools have teams of teachers, most still do not have “houses,” “neighborhoods,” or similarly named smaller communities of students within the school. Scarsdale Middle School has five such smaller communities—Butler House, Cooper House, Fountain House, Popham House and CHOICE, a grades 7-8 alternative program. Students are equally divided among the four Houses, each of which is smaller in size (fewer than 300 students) than the elementary schools that our students previously attended. A student’s House is his or her “home away from home,” a base for all three years, from which their day begins and in which a student spends approximately half of his or her day. Students take their four core academic subjects—English, math, social studies and science -- in the House. They have a homeroom period to start the day in the House and also eat lunch in the House, a unique feature among middle schools nationally.
A Strong Support System
What is also unique about our Middle School is that each House is guided and supervised by a House Counselor, a certified guidance counselor who gets to know each student in that House personally, and tracks individual progress over the course of three years. House Counselors fill multiple roles for parents, students and staff, as conduits of information, resolvers of conflicts, intermediaries among constituent groups, and as the primary point of contact between home and school. The House Counselors exemplify the school’s commitment to maintaining a vital and human connection between adults and young adolescents. They serve as models of Scarsdale Public Schools
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4 professional and personal respect and dignity, extended to every student. They guide, counsel, re-direct and set limits for behavior, while helping students to channel their energies in productive and positive directions. The House Counselors understand that each year of middle school is unique, and that the changes from sixth to seventh to eighth grade are profound and must guide the nature of adult interactions with students. Counselors meet with students on an ongoing basis, individually, in small groups, and in formal classes or small assemblies in the House. Relevant topics such as cheating, academic responsibility, bullying, and organizational and study skills are discussed. The Youth Services Project, jointly funded by the Board of Education and the Village of Scarsdale, also provides crucial assistance to students. Currently three (two full-time and one part-time)Youth Counselors serve the Middle School. Youth Counselors meet individually with students and also in groups centered on specific themes such as friendship, divorce, family illness or behavioral management. The Middle School is also fortunate to have two school psychologists on staff who meet individually with students and parents, and also conduct testing for students under consideration for classification as special needs students. In addition, there are two full-time nurses on staff to address the many health-related issues that come up during this period of development, from the minor scrape to managing more serious conditions.
Coordination of Services
In order to provide a strong safety net for students here, one of the Assistant Principals chairs the Counseling Coordination Committee, which meets on a weekly basis. The Committee consists of the House Counselors, Youth Counselors, psychologists and nurses. They discuss individual students of concern and make certain that whatever services these students need are being provided on a consistent and timely basis.
CHOICE: An Alternative Option
In the spring of sixth grade, all sixth graders receive an introduction to the CHOICE program, a multi-grade alternative program consisting of approximately fifty students and three teachers. Students remain in the proScarsdale Public Schools
Scarsdale, New York
5 gram for two years with the same teachers. CHOICE offers a smaller environment in which to learn, and where the emphasis is on the development of community. Students take their core subjects within CHOICE but go to the main building for foreign language and specials. Other key features of CHOICE are that English and Social Studies are taught in combination as Humanities, and that throughout the curriculum there is a strong emphasis on problem-solving, on looking at topics through the lens of social action, and on the creative and innovative use of 21st century technology tools to further learning.
How Middle School Differs from Elementary School
It is necessary for middle school to be different from elementary school, because young adolescents have needs that are very different from their pre-adolescent years. It is a time for students to experiment and try on new identities to see which one fits them best. They have an emerging need for greater independence, albeit a need that must be tempered with continued adult guidance and support. That need also manifests itself in the form of testing limits and authority, which can be exasperating for teachers and parents alike. Students at this age, though, are also very idealistic about people and the world and are enthusiastic participants in community service projects. They are also hypersensitive to adult behavior and easily see the hypocrisy in what we do versus what we say. Providing them with positive adult role models becomes critical. Here are some essential differences in structure and expectations between elementary and middle school that students will experience: ■ ■ ■ ■ ■ ■
There is homework, usually every night There are formal quizzes, tests and grades They will have a different teacher for each subject, each year Beginning in grade seven, they will take final exams They will have a schedule which they must learn to follow They will have a locker, which will require them to organize their day
Parents experience these differences as well. For example, your child will be much less enthusiastic about your coming to school. If they pass you in Scarsdale Public Schools
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6 the hall they might very well pretend they don’t know you. They will seemingly become less communicative about school, usually greeting the daily question, “What did you do in school today?” with a resounding, “Nothing!” However, they will think you are invisible as you drive them to soccer practice because they will talk non-stop to their car mates about everything under the sun. Listening quietly at such times will probably tell you much more than direct questioning!
What’s A Parent to Do? Here are some tips from the National Middle School Association’s pamphlet “How to Enjoy Living with a Preadolescent.” ■ First, get ready for changes! Change is the one constant in adolescence. Accept these changes and behaviors as inevitable and necessary but not forever. ■ Be willing to listen, but don’t pry. Listen carefully but avoid lecturing. ■ Don’t give in to manipulation, but don’t use power unless it’s urgent. ■ When reprimanding, deal only with the presenting problem; don’t bring up other or past issues. ■ Don’t let your middle schooler's moods dictate your moods—keep your sense of equilibrium. ■ Understand that middle school often means turbulent times for friendships. All friendships have ups and downs, even with “best friends.” ■ If your child is in the midst of a longstanding friendship that is breaking apart, the best you can do is stand by and be a good listener. As difficult as it is to see our child hurting, taking sides or intervening is not appropriate nor will it help. ■ Understand that a part of dealing with their anxiety about themselves and whether or not they “belong,” is the adolescent’s need to take risks, like jumping off the garage roof or being aggressive in sports. As parents you need to be their safe haven, assuring them that you are there for them ■ Realize that there are some enjoyable moments during this time—actual conversations may occur, for example. You will be impressed with your child’s ability to handle more complex social interactions. Their ability to think and create and connect ideas will become more and more apparent. In short, you will see them begin to mature and that will delight you! Scarsdale Public Schools
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Home and School: A Vital Partnership in the Middle Years
While the relationship between parents and school changes in these middle years, the importance of a strong partnership between the two does not change. A child’s growth and development depends upon alignment of home and school so that students receive a consistent message from both. Consistent, positive contact among families, the teams of teachers and House Counselors helps to create a climate of trust between the most important adult influences on a child. Parents can assist the school by letting us know about family situations or personal issues that could impact a child’s functioning at school. All such communications are kept strictly confidential. Likewise, the school assumes responsibility for communicating with parents in a timely fashion so that parents know how their child is handling his or her academic workload, as well, informing parents about other issues that inevitably arise during the middle school years. Scarsdale Middle School continues to assess its home-school communications and develops new methods of keeping parents “in the loop.” The PTA listserv and eBoard are two easy and quick ways we communicate with parents about a variety of topics and issues. House and teacher eBoards are increasingly popular means of letting parents know what assignments and activities are occurring on a team or within the House. We
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8 are committed to helping parents stay on top of their child’s education and development.
Non Sibi Scarsdale Middle School has long offered a strong academic preparation that engages students in learning. A special priority is also to encourage young people to commit themselves to better the lives of others. One of the great rewards of teaching early adolescents is that they sincerely believe they can make a difference in the world, while the greatest challenge may be their proclivity to narcissism. For both reasons, the school emphasizes activities that pull students out of themselves and their world into the world of service. This approach is consistent with the district’s motto, Non Sibi—“not for one’s self alone.” Scarsdale Middle School makes a conscious and concerted effort to fulfill the district motto of Non Sibi. We express that motto in our oft-repeated phrase, “From Me to We.” Our annual Human Rights Day teaches students to “Think Globally; Act Locally” about a wide range of world, national and local issues. Our Student Organization places a strong emphasis on service to the school and community. They have participated in activities ranging from Habitat for Humanity to fundraising for a number of charitable causes. Each year, for example, they contribute almost 5,000 pounds of canned goods to the Westchester Food Patch. This year, we are piloting a new Earth’s Elders intergenerational project in which students will interview elderly citizens about the various phases and events of their lives and will produce podcasts of these interviews. The school community is also undertaking a “green school” initiative that will spread awareness of the urgency for sustaining our environment, locally and globally. A number of environmental activities will begin this initiative. Our approach here, as with all activities, is to help students “learn it by living it.” At this level, it is essential that adults do the work alongside students, not do it for them. Adults must serve as role models of work and service that lead to productive and fulfilling lives. In these ways and more, Scarsdale Middle School takes students beyond the world of academics and begins to prepare them in attitude and in action to be the responsible leaders and citizens of the future world community. Scarsdale Public Schools
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The Curriculum Curriculum Structure: How Teaming Works
The structure of teaching an elementary curriculum is a familiar one: one classroom teacher spends the school day with a class of about 20-25 students, and delivers most of the curriculum during the course of that day, with the exception of art, music and physical education. The structure of teaching a high school curriculum is also familiar: different teachers teach each subject and students go from class to class. Class assignments are determined by the needs and wishes of the student. The Middle School provides the bridge between elementary and high school teaching approaches. Middle School students are at an age where they are ready to study with teachers who have expertise in a particular subject matter, but still need the intimacy and comfort level provided by the environment of a self-contained elementary classroom. This is where the staff “teaming” structure fits in. Each of the three grade levels in the Middle School is divided among the four Houses, for a cohort of approximately 90-95 per House per grade level. Each of these cohorts has its own team of four core curriculum teachers, in English, math, science and social studies. These four teachers work together through the course of the year, keeping track of the progress of each child in the cohort, both academically and developmentally. With a full year and a limited number of students, the teachers get to know the individual students very well, creating a support system akin to that of an elementary classroom, while allowing for more in-depth teaching of the core subjects. The class schedule is set up to support this core curriculum approach. The teachers have common teaching and planning times, enabling them to meet as a team with the House Counselor, House special education teachers, the school psychologist and other colleagues as needed. Common teaching time also gives the teachers flexibility to accommodate special projects by combining classes or by “swapping” time blocks to create longer sessions. The core teaching team coordinates assignments so that work is evenly Scarsdale Public Schools
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10 distributed, and organizes special activities, community service projects, field trips and interdisciplinary programs for the entire student cohort. In addition to the double period option, the flexibility built into the class schedule also allows for re-organizing the entire cohort into groups based on interest or ability for special projects, or for bringing the whole team together for a special topic, and then breaking into homeroom groups for further discussion of the topic. The core teachers are also available to meet as a group with parents, if needed, to discuss a child’s progress. This can be arranged through the House Counselor. Throughout students’ Middle School years, the House Counselor provides continuity, following each student’s transitions between grades and teaching teams. Parents familiar with the elementary model of transitions between grades sometimes ask if a child’s personality is taken into account in “matching” the student to a particular cohort. The answer highlights the transitional approach of Middle School: the core curriculum teams are chosen to be balanced in their approach and style, enabling students to learn how to work with a variety of adults.
Acquiring the Habits of Maturity Middle School teachers attempt to impart not only academic knowledge, but also academic skills and habits. For example, the subject matter of a book provides the educational content – the knowledge. However, the ability to read critically, to absorb and to think about the subject, is an essential academic skill. A student who begins to make time to read reguScarsdale Public Schools
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11 larly creates the foundation of a lifelong habit. These habits and skills are part of the maturing process that is nurtured in the Middle School environment. For another example, there are skills that may be learned to help students organize themselves to get their homework done. There are also a set of habits to learn, such as recognizing when help is needed, and being open to asking for help from an appropriate source. Homeroom time is a comfortable setting in which the teachers encourage and support these efforts. The homeroom sessions are scheduled concurrently, overseen by each of the four core teachers. A student in the social studies teacher homeroom who is struggling with math homework will be encouraged to go across the hall to the math teacher’s homeroom and ask for help. Teachers are also available after school and at other times, and welcome students’ requests for assistance. The Middle School faculty understands the importance of seeing the whole child -- the developmental as well as the academic picture -- and of building one-on-one relationships, to help students navigate the rocky shoals of adolescence while attending to their studies. Acquiring perseverance is an example of the interplay of academic and developmental progress. The first time a student encounters a challenging academic task and is initially discouraged, the Middle School teacher knows that there are two learning opportunities at hand – both the academic piece, and the satisfaction of learning to stick to the task itself. At the conclusion of three nurturing, intellectually rich years of study, Middle School graduates emerge prepared and confident for the challenges and opportunities that lie ahead in high school.
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Core Curriculum English: Literature, Writing, Public Speaking
The Scarsdale Middle School English Program encompasses literature, composition, critical thinking and speech. The teaching of these components is integrated across the curriculum. The objectives of the Literature Program are to encourage a love of reading, to develop vocabulary, comprehension and analytical skills, and to expose students to a wide variety of good literature. The Intensive Reading Unit focuses on exploring thematic connections among works selected from a range of reading levels. From this group of titles, each student reads three titles over three weeks; they also engage in a variety of activities where they explore and discuss the connections among their books. Independent Reading Assignments (where students are required to read books of their own choice outside of class) and use of the library support this objective. Class study of major literary works provides guided practice in analysis through discussion and writing. The reading list includes such titles as The Pearl, Johnny Tremain, Tom Sawyer, and Romeo and Juliet, as well as more contemporary works, plus short stories, poetry, and nonfiction. The Writing Program offers students a variety of writing experiences growing out of the study of literature such as letters, journals and both creative and analytical writing. As students move through the grades, greater emphasis on expository writing prepares them for the High School. The department makes full use of the school’s computer and library resources in the writing process. The teaching of grammar and its application to the mechanics of writing is sequentially organized; concepts taught in sixth and seventh grade are reinforced in eighth grade. Instruction on spelling, sentence structure, punctuation, and parts of speech is applied to editing and revising skills. The aim of the Public Speaking Program is to provide students with experience in expressing themselves confidently in front of an audience. Through three-week units in each of the three grades, a sequence of speeches from one to five minutes in length emphasizes an informal delivery style to a class-size audience. In addition, students in grades 7 and 8
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13 participate in an integrated Speech Contest unit, which includes research, organization, and writing skills, and culminates in a more formal speech given by each student to the class. These students may then choose to enter the annual Speech Contest, a school-wide competition. The Middle School Speech Contest, held each year, includes five speech categories: ■ Personal Experience: An important event that has happened to the speaker ■ Poetic Interpretation: A memorized recitation and analysis of a poem ■ Original Oratory: A formal speech on an issue or topic important to the speaker ■ Dramatic Interpretation: A memorized recitation and analysis of a scene from a play, book, or short story; ■ Humor: A speech with a humorous theme, not simply a series of jokes. Emphasis is placed on the structure and content of the piece as well as the manner in which it is delivered. Many students choose to use the constructive criticism garnered from class to improve their speeches for the speech contest.
Curriculum by Grade Level: Grade 6 The sixth grade English curriculum immerses students in a rich and rewarding celebration of the English language, designed to spark students’ interest in reading, writing, listening, and speaking, and to create a strong literary community. Students make connections, take ownership in individual and team projects, and become actively engaged in their own learning. Higher order thinking skills are stimulated as students learn to analyze literature and to discuss their findings. Interdisciplinary connections are made with other subject areas, bringing their world and their lives into play with their study of literature. Texts: We encourage students to be analytical readers, responding to what they read with journal entries or specific assignments. Literary analysis begins with learning and applying key literary elements such as characterization, point of view, theme, symbol, conflict, setting, and foreshadowing. The school year begins with a character sketch related to a required summer reading book, and culminates with a benchmark essay on a specific Scarsdale Public Schools
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14 short story. Literature circles, discovery stations, and project-based learning are key components of the program. Poems examined include “I’m Nobody,” “Baby Song,” “My Papa’s Waltz,” “Night Journey,” “The Road Not Taken,” and “Unfolding Bud.” Students read and discuss classic short stories such as “The Tell-Tale Heart,” “The Monkey’s Paw,” “The Necklace,” “The Legend of Sleepy Hollow,” “The Celebrated Jumping Frog of Calaveras County,” “The Moustache” and “All Summer in a Day.” Core novels include A Day No Pigs Would Die, The Outsiders, and Corner of the Universe. The Intensive Reading unit focuses on theme and other literary elements; students are encouraged to read as many books as possible. Reading class gives students time to read independently almost every day. Intensive reading books include Among the Hidden, Banner in the Sky, Dave at Night, Homeless Bird, Jacob Have I Loved, One Fat Summer, Roll of Thunder Hear My Cry, A Single Shard, Stargirl, and Where the Red Fern Grows. Grammar and Writing Skills: Students learn the mechanics of formal, written English and polish their editing skills throughout the year. Work begins with expository paragraph writing. Students learn the stages of producing finished copy: prewriting (where students explore ideas for writing), drafting, revising, conferencing, editing, final copy, and finally publication of their papers and projects. Essential grammar and mechanics lessons include parts of speech, sentence fragments, sentence errors, homophones, punctuation, and spelling. As part of learning writing structure, students examine a variety of genres such as memoirs, poetry, essays,
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15 research papers, news articles, and letters. Research skills are taught in the classroom, library, and computer lab; students are taught how to organize the information they gather into essays. Individual progress in writing is evaluated with assessments such as scoring sheets and rubrics. Public Speaking: Students complete a four-week speech unit as part of the English curriculum, which introduces them to the basics of public speaking, including pitch/tone, gesture/poise, voice/volume and eye contact. Students practice these characteristics using speech formats such as an announcement, an introduction and the description of a pet peeve. Grade 7 Texts: At the end of sixth grade, students choose at least three books from a list compiled by seventh grade English teachers for summer reading. The school year in seventh grade English literature begins with discussion and an introductory writing exercise based on the students’ summer reading. All seventh graders read two classics of English literature: Johnny Tremain and The Adventures of Tom Sawyer. In addition, students also read selections from Insight & Outlook, a collection of short stories; Reflections on a Gift of Watermelon Pickle, a collection of poetry that includes works by Phyllis McGinley, Ezra Pound, Edna St.Vincent Millay, Lawrence Ferlinghetti and Carl Sandburg; and Standing Room Only, a collection of plays. Eighteen books for the Intensive Reading unit are selected by theme. Students choose three titles from the list that must be read during a three to four week period. Students respond to the thematic elements related to the idea of survival in these books in a variety of ways, including small group discussion, journals, and short comparative essays. Some of the required books are Treasure Island, Z For Zachariah, Goodnight Mr. Tom, Homecoming, and Call of The Wild. Students are also expected to read books of their own choosing in addition to the ones covered in class. Sometimes teachers will assign a genre, in order to vary the type of book read. Students reflect on their reading through oral and written presentations. Grammar and Writing Skills: Seventh graders write a benchmark essay at the conclusion of the Tom Sawyer unit. The teachers have a common set of expectations for the assignment in content, grammar and mechanics; this works not only as an assessment of student writing, but also as an indicator as to specific instruction needs of individual students. Scarsdale Public Schools
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16 During the school year, students study the parts of speech, punctuation, quote usage, subject/verb agreement, capitalization, and fragment/runon/compound sentences. The seventh grade English final contains a grammar section which assesses these skills. Public Speaking: Seventh graders take a six-week Public Speaking unit as part of their Related Arts rotation, which focuses on how to write and deliver longer speeches. Students also learn how to give speeches alongside computer programs, as well as live demonstrations before a classroom audience. In addition, students fine-tune their listening skills by studying the strengths of historical and modern speakers, including Sojourner Truth, Winston Churchill and Barack Obama. Grade 8 The eighth grade program is the final year in a sequential study of literature, composition, critical thinking, analytical writing, creative writing, and public speaking. It is intended to prepare students for high school, while maintaining the middle school philosophy of teaming and interdisciplinary teaching. Texts: The Intensive Reading Unit addresses some common themes: identity, character-building, moral courage, and decision-making. All students read Chernowitz as a summer reading assignment. Interdisciplinary connections with twentieth century American History includes such titles as All Quiet on the Western Front, The Diary of Anne Frank, Farewell to Manzanar, No Promises in the Wind, Out of the Dust, Inherit the Wind, and Warriors Don’t Cry. Selected poetry and short stories are also read. Additionally, the classic drama unit includes an in-depth study of Romeo and Juliet, beginning with an introduction to Shakespeare and the Elizabethan era. Classroom drama productions are a highlight of the unit. Grammar and Writing Skills: The writing program offers a variety of writing experiences growing out of the study of literature, with a greater emphasis in eighth grade on expository writing. Thesis statement refinement, outlining, writing clear introductions and conclusions, and applying quotes for support are staple lessons. At the end of the year, all students are expected to write a benchmark essay to assess mastery of writing skills.
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17 Grammar and writing mechanics continue as a sequential study in each house setting. Reinforcement of parts of speech and punctuation is taught both in isolation and through writing assignments. All students are given The Grammar Indicator (a grammar test) at the start of the year to assess basic grammar skills. Each student is given The English Workshop textbook to reinforce key instruction. Students are expected to master elements on the Middle School’s Ten Mistake List (a list of common writing errors). However, a greater emphasis is placed on identifying writing errors and becoming familiar with usage terminology. Public Speaking: As in seventh grade, eighth graders take a Public Speaking unit as part of their Related Arts rotation. In this four-week session, students move away from traditional speeches and focus more deeply on public speaking arenas in their daily lives. They start by learning the proper format for debating, and study the history of debate. They also study presentations of television news anchors, radio commentators and Internet sound bytes. They then try their hand at formal and group debates, simulated press conferences, broadcast journalism and “poetry slams.”
Social Studies
The goal of the Middle School Social Studies program is to build upon the curiosity and enthusiasm that characterizes middle school students as learners. The curriculum provides opportunities for students to develop the intellectual, technological, social and participatory skills needed to excel in society. Equipped with these skills and a solid base of knowledge that come with a careful examination of the values and decisions made by those who came before us, we believe that students will be prepared to deal with the critical issues of their time. In addition to the unit outlines that follow, special emphasis is given throughout the middle school social studies experience to current events. This attention is vital not only as an aid to students’ content learning, but as a tool that fosters their reasoning and citizenship skills, enhances their character development, and enables them to become productive citizens in a democratic society.
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18 Sixth Grade Overview The sixth grade social studies program focuses on exploring geography, and immersing students in the rich history, achievements and contributions of past cultures. The study of world history requires students to examine the historical components that have shaped the world as they know it, and to analyze the solutions human beings have devised to the problems they have faced in their efforts to survive and build a society. Looking at these choices, students examine ways in which cultures are unique in the shaping of a people and what people in other cultures share in common with us and with each other. They will be able to understand their roots, and see how they are connected to the past. Students learn to think critically, and value the dignity and diversity of all cultures. They use a full range of communication skills and technologies to solve problems and make decisions. This inclusive study of past cultures incorporates an emphasis on social history, encouraging students to appreciate not only the famous figures of the past, but also the everyday lives of ordinary people. The goal is to provide an historical investigation of cultures while encouraging students to view the past through a variety of perspectives. Grade 6 Geography: Geography offers the opportunity to view global issues such as child labor, global warming, and deforestation from a variety of perspectives. Guiding questions include: how does geography influence the way people live and adapt to a particular place on Earth? How can geography help us to understand change, and our role as global citizens of the past, present and future? Prehistory: students examine the beginning of civilization by focusing on questions such as: What is the difference between history and prehistory? What tools and methods do scientists use to uncover clues about the past? What is culture? How does geography affect civilization? River Valley Civilizations: the study of early river valley civilizations allows us to use the social sciences to develop and draw relationships about the social, cultural, economic, political, technological and historic importance of these first civilizations.
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19 Classical Age: Building on what students have learned from the river valley civilizations, study of the classical age traces the origin of the underlying foundations of modern western civilization. Europe in the Middle Ages: The Middle Ages provides a vivid contrast from the earlier study of classical civilizations. Students learn about feudalism, the rise of cities and a middle class, and events such as the Crusades, empire building and the Black Death. Skills: Development of research, writing, media, library and literacy skills is an integral part of the sixth grade social studies curriculum. All students complete an independent research project, which may be an independent study, newspaper article, essay, or formal paper. Students learn how to gather data from a variety of sources; the librarians teach how to use library resources, including reference materials, non-fiction books and the Internet. To develop writing skills, all sixth grade students learn how to organize an essay using guiding questions, how to take notes and compile a bibliography, and complete at least one Web Quest using the Internet. To supplement historical readings and documents, students read a minimum of two historical novels. They also prepare written, oral and media-based presentations. Benchmarks: ■ Give an oral presentation ■ Work in cooperative groups and on teams ■ Integrate technology in research and presentation ■ Demonstrate the ability to read and interpret different types of maps ■ Analyze, interpret and hypothesize when given various types of documents ■ Collect, organize, categorize and then synthesize various bodies of information ■ Develop strong organizational and study skills as well as test-taking strategies ■ Demonstrate the ability to move toward greater independence by effectively following written and oral directions to complete a task. Seventh and Eighth Grade Overview The seventh and eighth grade programs address social studies disciplines, themes and concepts that provide students with an appreciation and an Scarsdale Public Schools
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20 understanding of their American culture and society. The seventh grade curriculum begins with the study of our global heritage prior to 1500, and traces the emerging American culture topically from Colonization through the Civil War. The eighth grade starts from the Reconstruction, proceeds to the transformation of our nation to a world power, and concludes with an examination of issues facing us today. Although we follow a chronological approach, we do not view the teaching of social studies as a speedboat ride through history, where students’ success is measured by how much they have been exposed to in a classroom. Rather, we compare it to a canoe trip, where students and teachers have the time to explore specific areas or issues in detail. This encourages topics to be developed through an inquiry model that promotes a better understanding of the people, ideas, and controversies that surround critical issues in our history. It builds upon their sixth grade experience to provide a historical investigation of the past, while encouraging students to view events through a variety of perspectives. In addition to content, this curriculum provides opportunities for students to develop skills – intellectual, social, character, civic and participation – and strategies which can serve as life-long tools for their continued study of their past, their present and their future. Grade Seven: ■ Global Heritage of the American People Prior to 1500 ■ Exploration of Colonization ■ Revolutionary Period ■ Experiments in Government ■ Life in the New Nation ■ Division and Reunion Grade Eight: ■ Reconstruction ■ Industrialization ■ Immigration ■ The Progressive Era (1900-1920) ■ The West ■ Imperialism ■ World War I Scarsdale Public Schools
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21 ■ The Roaring Twenties ■ The Great Depression ■ World War II ■ The Cold War ■ Civil Rights Skills: Students work toward mastery of research, writing and reading skills; they analyze and interpret primary resources, continue to learn how to gather information from a variety of sources, answer a DBQ (document-based question) essay question, and prepare written, media-based and oral presentations. Benchmarks: ■ Integrate technology in research and presentations ■ Demonstrate the ability to read and interpret different types of documents ■ Demonstrate the ability to give an oral presentation ■ Demonstrate the ability to gather own materials and prepare for a test independently
Math
The three year mathematics sequence is intended to build a foundation which allows students to explore the subject in a diverse and engaging manner, while building skills and practices that ensure continued success in mathematics. The department strives to create classrooms where students of varied backgrounds and abilities work with their teacher to learn important math concepts and gain a solid understanding, in environments that are equitable, challenging, supportive, and technologically equipped for their learning experiences. All students are not alike; they exhibit different talents, abilities, achievements, needs, and interests in mathematics. Students with a deeper interest in pursuing mathematical and scientific careers must have their talents and interests engaged. Likewise, students with special educational needs must Scarsdale Public Schools
Scarsdale, New York
22 have the opportunity and support they need to attain a substantial understanding of and appreciation for mathematics. Curriculum: Grade level programs are oriented so as not to revisit every topic every year. Teachers incorporate instructional programs that develop progressively over the grades and that emphasize important mathematical areas specific to, and the intended focus of that, grade level curriculum. The curriculum encompasses a variety of teaching strategies, differentiated instruction methods, independent reading, cooperative and inter-disciplinary learning and teacher directed activities that often vary in scope and nature from grade level to grade level, and house to house. Content Areas: The course content for each grade level is aligned but not driven by the textbooks presently used as resources for instruction: the Prentice Hall Algebra (Grade 8) and Pre-Algebra (Grade 7) texts and the Holt Course Level One (Grade 6) text. Course Content by Grade Level: Grade 6 Measurement Systems Manipulation of Decimals & Fractions Ratio, Proportion, Percents Solving Word Problems Plane Geometry: Area and Perimeter Pre-Algebra: Introductory Concepts Graphing and Data Measurement Polynomials & Factoring Computer Technology Grade 7 Algebra and Integers Real Number System Problem Solving Strategies Solid & Coordinate Geometry Percents and Word Problems Spatial Visualization Computer Technology
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Scarsdale, New York
23 Grade 8 Logic and Truth Tables Algebraic Functions Geometry & Trigonometry Algebraic Word Problems Data Analysis & Statistics Probability & Discrete Math Measurements Computer Technology Program Placement: Early testing, ongoing assessment, differentiated instruction and teacher observations all serve in providing for the most suitable placement of students from mixed abilities to one of more flexible and compatible skills level placement beginning in seventh grade. Eighth grade placements provide for additional tiering by course levels in preparation for ninth grade high school placement: 1 (8th grade level math), 2 (9th grade regular level math) or 3 (9th grade advanced level math). Grade 8 Course Placement Criteria Level 3 Math: A one-year course in HS Mathematics The student with placement in Level 3 can handle a very fast-paced course with a high level of abstraction and can analyze complex problems without review or tutoring assistance. This student is keenly interested in intellectual risk-taking and the theoretical and practical dimensions of math. His/her math abilities are innate and very strong. The student has consistently received high math grades. The final grade in this course appears on the high school transcript as Course #413. Level 2 Math: A one-year course in HS Mathematics The student with placement at this level has a solid foundation of math skills, concepts and problem solving. The student is hardworking and persistent but often prefers to master a single concept at a time. The student may be able to handle some of the optional questions on tests and homework assignments with minimal revisions. The student at this level exhibits both strengths and weaknesses in math and varies in his or her ability to handle abstract mathematical concepts. The final grade in this course appears on the high school transcript as Course #412.
Scarsdale Public Schools
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24 Level 1 Math: A one and half year program in HS Mathematics The student at this level has gaps in mathematics and needs more intensive review and reinforcement of basic algebraic skills. This student benefits from a less rigorous and slower paced curriculum, and will gain greater confidence from the course’s emphasis on reading and computational skills. This course continues at the High School in ninth grade; upon successful completion, the student earns one high school credit.
Science
A student-centered, inquiry-based approach is employed to teach science. Students learn to apply scientific concepts, principles and theories to understand the physical world and the living environment. Learning is achieved through investigations, which are enriched by appropriate use of technology as well as traditional laboratory apparatus. Students are challenged to think analytically, use judgments, search for new answers, and apply or transfer newly acquired knowledge to various related situations. Students are encouraged to make connections between classroom experiences and other academic disciplines, as well as to the world around them. Progressing from sixth to eighth grade, students become more systematic and sophisticated in conducting their investigations, developing an understanding of what constitutes a good experiment.
Scarsdale Public Schools
Scarsdale, New York
25 Although each grade has specific units of study, students at every grade level have experiences with scientific skills and processes. Students are exposed to the nature of science through units in the scientific method, measurement and safe and appropriate lab practices. This course of study, which is aligned with New York State learning standards for science, prepares students to explain, accurately and in appropriate depth, the most important ideas about our physical setting and our living environment. Grade 6 Simple Machines and Inventions; Earth’s Structure and Composition; Adaptations to Life in Various Biomes (Ecology); Weather and Climate Grade 7 Cell Structure and Function; Genetics and Heredity; Biodiversity; Plants; Body Systems Grade 8 Forces, Work and Energy; Structure and Interactions of Matter; Descriptive Astronomy; Topics in Meteorology
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26
Extended Curriculum Art
The art curriculum is designed to develop content knowledge and skills in the following areas: recognition of the role and importance of art and artists in society, culture, and history; critical assessment of art works from aesthetic and cultural perspectives; creative problem solving; technical processes; and personal expression through art production. Instruction in the visual arts provides an environment that offers challenges to all students, builds on individual differences, and provides means by which students may express themselves and develop positive self-concepts. Grade 6 Textile Design: Illustration and design, symmetry, color theory. Students explore functional art in our everyday lives. Gargoyles: Sculpture in celluclay, form, texture, medieval architecture. Students see art in the context of culture and purpose, art history and architecture. Landscape Painting: Analyze various American landscape artists, practice painting techniques to create illusion of depth, apply color theory to create mood and expression. Students consider how time, temperature, season, and artist’s mood influence art. Art History: Students research a particular artist of the 20th century, develop a presentation using Power Point/Keynote, and become the ‘experts’ on their artist. Students gain insight into how artists’ personal experiences influence their work. Grade 7 Drawing and Imagination: Line Expansion Drawing Color Theory and Symmetry: Mandalas painted in warm, cool, analogous, monochromatic or complementary colors Design and Symbology: Modern Art, self-portrait composition Ceramics: Scenes in clay or character bells Drawing and Painting: Grid drawings enlarged into paintings: Big Flower compositions (O’Keeffe), Exotic Animals (Warhol), Landscapes (Impressionism) Computer Graphics: Non-Objective designs in Photoshop Also: Parody of a famous artwork, Surrealism collage/composition
Scarsdale Public Schools
Scarsdale, New York
27 Grade 8 Ebony Abstraction: Students are introduced to objective and non-objective abstraction, shading techniques and the principles of unity variety and balance. Guernica by Pablo Picasso is discussed. Self-Portrait: Students practice observational drawing and learn facial proportion and shading. Self-portraits by Leonardo DaVinci, Rembrandt, Vincent Van Gogh, Frida Kahlo, and Chuck Close and the question “who am I” are discussed. Still Life: Students practice observational drawing, study composition and learn charcoal techniques. Works by various artists are introduced for a discussion about composition, mood and time. Digital Design: Student’s Photoshop skills are developed through the design of a cover for a CD case. The project teaches internet research, art history and understanding good design. Sculpture: Students sculpt a shoe to symbolize what lifts them up and moves them forward in life. Students seek to communicate meaning while considering the elements and principles of art. Perspective: Students create a whimsical, one-point perspective design. Interdisciplinary Projects: Students create process journals and alternative book designs in art and English. Students create a digitally designed stamp with a human rights theme. Information is researched in their social studies class
Family and Consumer Science The Family and Consumer Science curriculum offers a comprehensive, hands-on approach to teaching life skills. Through individual and group activities, students are challenged to organize their thoughts and plan and prepare themselves to meet their present and future responsibilities as family members, consumers, home managers and wage earners. Nutrition, Consumer Education, Food Safety and Preparation, Clothing and Textile Skills, Time Management, Early Career Planning and Child Development are some of the topics covered in grades 6 and 7. Some of the projects: Grade 6 Personal Development: Potato Game - introduction to characteristics; Coat of Arms -personal characteristics shield; goal setting; decision making Introduction to Basic Fabric Arts: Pillow Project - includes basic hand sewing techniques and stitches, safe use of equipment and introduction to the sewing machine. Scarsdale Public Schools
Scarsdale, New York
28 Child Development: Physical, social, intellectual and emotional development of children 0-5 years; basic care of children 0-5 years; babysitting - decisions and their consequences, toy evaluation, activities, responsibilities, qualities of a Super Sitter, resume writing of a Super Sitter Grade 7 Money Management: advertising; consumer rights and responsibilities (activity: students write and mail a consumer complaint letter); budgetingfixed and flexible expenses (activity: pizza on a budget) Careers: Career goals and values; Harrington O’Shea (self-scored) career decision- making system; career cruising – computer-generated career exploration Foods and Nutrition: Understanding the Food Guide Pyramid; basic techniques in food preparation (“nutritious and delicious”); understanding the six nutrients; Food Lab activities (oatmeal pancakes, oatmeal applesauce muffins, whole wheat blueberry muffins, pizza - white or whole wheat, spinach tortellini soup, marinara sauce, minestrone soup).
Foreign Language Scarsdale Middle School offers two programs of study in French and Spanish: the regular five day a week course and the two day a week course in language and culture. Upon successful completion of the regular course at the end of eighth grade, the student receives one unit of credit and the final grade appears on the student’s high school transcript as Course #313. Upon completion of the language and culture course, the student receives one unit of study. The five-day a week course emphasizes listening, speaking, reading, and writing skills. In the beginning weeks of seventh grade, students are introduced to the sound system and the emphasis is aural/oral. Students become conversant in topics such as name, age, health, residence, use of the alphabet, calendar, classroom objects, colors, numbers 1-100, time, weather, and seasons. Students also understand the distinction between the informal and formal “you” and are aware of various social amenities with greetings and farewells. As students progress in the program, they are able to communicate effectively in a variety of situations. By the end of eighth grade, they are able
Scarsdale Public Schools
Scarsdale, New York
29 to discuss aspects of their school day, their favorite sports, pastimes, their home, their family, food, clothing, shopping, their town, and the movies. They can offer opinions, and make requests and suggestions. Grammatical structures are introduced and practiced as related to the various vocabulary themes and communicative topics. The culture of the French and Spanish speaking world is an integral part of the program. The language and culture course emphasizes oral skills and communication. Students become familiar with the spoken language and are introduced to the written language as their comfort level with the spoken language increases. The two-year sequence introduces the students to the alphabet, classroom objects, numbers, colors, clothing, calendar, weather, family, food, time, sports, the town, the market, and professions. Supplemental Activities The Foreign Language Department incorporates a variety of materials in the curriculum, such as cultural videos and feature length movies. Seventh grade students complete a country project that combines library and computer technology skills. Eighth grade students devise an imaginary trip to Madrid or Paris with the assistance of the library and computer center. Annual Activities Annual activities to which students look forward are the National Foreign Language Month in March, Spanish and French eighth grade lunch experience, and the French pique-nique. Foreign Language Month activities include a poster activity, student profile displays, the sixth grade orientation program, and a faculty breakfast.
Library
Librarians are an integral part of the Middle School teaching team, introducing students to the basics and intricacies of conducting successful research. Skills taught include launching a research project; internet searching; Web site evaluation; using a periodicals database; using the Middle School online catalog; note-taking, bibliography and paraphrasing skills; use of primary source documents; and use of online databases.
Scarsdale Public Schools
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30 In addition, Middle School librarians help organize and oversee the use of videoconferences, which have taken students all over the world, and back in time. The videoconference equipment is located in the library.
Music
Exploring Music Exploring Music studies the historical and cultural heritage of our nation and world cultures in this global society. The objective is to develop an appreciation for all types of music through listening, playing on classroom instruments, analyzing and evaluating music, and composing skills. Instructional materials are sequential. Units on playing the guitar, learning rhythm skills through World Drumming, reading melody through playing recorders and barred instruments, and learning basic piano skills are part of the program. The Grade 6 curriculum reviews major musical elements (rhythm, melody, form, tone color) through perceptive listening and hands-on activities. Music software programs used include Music Ace and Print Music for notation skills, and GarageBand for composition. This course is the foundation for the two grade levels that follow. Grade 7 materials are centered in the music of world cultures and pop/rock music, including musical theatre; in Grade 8, music literacy skills and American folk music, including the blues, are highlighted.
Scarsdale Public Schools
Scarsdale, New York
31 Band: Band is open to students who already play an instrument and have been recommended by the instrumental teacher. The groups rehearse every other day. The repertoire covers a broad spectrum of music ranging from Baroque to Contemporary, including marches, and transcriptions and arrangements of classical and popular standards and folk music. Band practice is also designed to further instrumental technique, and uses specific method materials. We do not offer beginning instrumental instruction to entering sixth grade students; therefore, students should select Band or Orchestra only if they already play an instrument in fifth grade. Both Band and Orchestra have either one full rehearsal or sectional per week that meets at 7:30 A.M. Chorus: Chorus classes study proper vocal production, and sing in unison, two and three part works. Principles of vocal technique and musicianship are covered as part of this class. The repertoire is drawn from American and world music, folk literature, and the choral classics. Sight-reading and eartraining are practiced in order to gain proficiency. The Chorus rehearses every other day. Students should elect Chorus if they (1) enjoy singing, (2) have demonstrated strong effort in their elementary chorus, (3) can differentiate between head voice and chest voice, and (4) have shown an appropriate level of proficiency in note reading and pitch accuracy. String Orchestra: String orchestra classes meet every other day to rehearse. Basic fundamentals in developing good string technique are part of this course. The repertoire is taken from the standard literature and ranges from the Baroque to Contemporary periods in music. The Orchestra uses National and State standards established for the various levels. Like the Band, the Orchestra rehearses one morning per week at 7:30 A.M. In addition to these courses, students may audition for Jazz Band, Show Choir, the Eighth Grade Musical, NYSSMA, WCSMA, ACDA, and All-District Ensembles.
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Physical Education/Health Physical Education
Physical education at the Middle School is an integral part of the total education program of each student. It contributes to the development of the individual in many ways: positive self-image, teamwork and cooperation, socialization, goal setting, problem solving, large and small muscle development, hand-eye and foot-eye coordination, patterning, spatial relationships physical fitness and the understanding of human motion. Each child has the ability to improve his/her level of competence, regardless of the rate of improvement. Each child is encouraged to seek that improvement based on his/her own abilities and current level of development. Grade 6 ■ Help students accommodate to their new school environment ■ Promote understanding of the importance of physical fitness ■ Development of hand-eye and foot-eye coordination ■ Development of spatial relationships ■ Positive decision-making habits Grade 7 ■ Development of positive social behaviors ■ Continuing to promote understanding of the importance of physical fitness ■ Development of kinesthetic awareness ■ Continuing development of spatial relationships ■ Continuing to promote positive decision-making habits Grade 8 ■ Continuing development of positive social behaviors ■ Continuing to promote physical fitness, especially in relation to quality of life ■ Understanding game construction and rule development ■ Opportunity to explore sports interests that might be continued at the high school level ■ Continuing to promote positive decision-making habits
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Health Education
These courses are designed to provide students with the necessary life skills and information that will enable them to make healthy decisions throughout their lives. Grade 6 Topics ■ Self-Esteem/Self-Image ■ Decision-Making ■ Substance Abuse Prevention ■ Stress and Anxiety ■ Communication and Assertiveness ■ Bullying ■ Internet Safety ■ Nutrition ■ Puberty ■ HIV/AIDS Awareness Grade 7 Topics ■ General Health ■ Personality Type ■ Character Development ■ First Aid ■ Human Rights and HIV/AIDS ■ Communicable and Non-Communicable Disease ■ Mental Health ■ Tobacco, Alcohol and Other Drugs ■ Puberty Grade 8 Topics ■ Emotional and Mental Health: self-concept, stress, depression, suicide, coping skills, death and grieving ■ Drug Use and Abuse: drug terms, role of FDA, alcohol, steroids, marijuana, analyzing the Scarsdale drug survey, avoiding harmful drugs, and natural ways to feel good. ■ Food Choices and Body Image: media influence, fad diets, body composition and eating disorders (anorexia and bulimia) ■ Social Health: Discussion of relationships, including online communications; defining sexual harassment; healthy vs. unhealthy relationships; date rape. Scarsdale Public Schools
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34 Personal Health: Human sexuality: male and female anatomy, menstrual cycle, fertilization and genetics, sexually transmitted infections, HIV/ AIDS, gender roles, sexual orientation
Technology
The technology education program introduces students to the tools, terms, methods and materials used in today’s everchanging society. At each grade level, students experience the unique aspects of designing, constructing, using and evaluating products and services, to satisfy human and environmental needs. Short lectures and hands-on experience provide students with the knowledge and skill to function.
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Ancillary Programs Special Education
The Middle School provides a cascade of special education programs to our students. The special class for children with developmental delays is called “Life Skills.” In addition to functional academic subjects, students are instructed in various skills required for day-to-day independent living, such as balancing a checkbook, answering the telephone properly, shopping for groceries and caring for themselves without assistance. The class is composed of eight students with one teacher and two aides. The second type of special class is called the “Parallel Curriculum.” Academic instruction is parallel to the regular curriculum, but subjects may be taught at a different pace or with a different emphasis. Classes are dispersed throughout the building based on a grade and house rotation. Academic core subjects are taught in two alternative formats. One model, the co-teaching program, allows for the general education teacher and the special education teacher to work collaboratively in the same classroom. At times, classes may be broken into smaller groups for re-teaching and skill reinforcement. The other model allows for special education teachers to remain in a closer teacher-to-student ratio of 12:1. Students may be assigned a combination of these classes depending on need. For example, a student may take Parallel Curriculum English and social studies and mainstream math and science. The student may receive additional assistance in the Resource Room for mainstreamed subjects. The third type of support program is called the “Resource Room.” This program is designed to assist the students by reinforcing basic study, reading, writing, and organizational skills. When appropriate, these skills are taught within the context of the curriculum. Other services, such as speech and language, counseling, etc., are given separately on an individual or group basis. Special education and general education teachers are available after school for additional help and review.
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English as a Second Language (ESL)
The English as a Second Language (ESL) program serves non-native speakers of English who have varied language abilities. The goal of the program is to help our English Language Learners acquire the academic English language skills needed to be successful in Middle School, high school and beyond. ESL students may take up to four periods of ESL per day, in lieu of core academic subjects (Science, Social Studies, English, and Foreign Language), plus an additional support class during their transition to mainstream English. While in ESL, students learn content area vocabulary and general themes that parallel each curriculum, to prepare them for a smooth transition to mainstream classes. Students in these content area ESL classes are graded on a Satisfactory or Unsatisfactory basis, while a letter grade is given for their efforts in acquiring English language skills.
Extra-Curricular Clubs and Activities
Extra-curricular clubs and activities are a vital component of the Middle School experience, enabling students to explore interests, practice social skills, benefit from additional staff mentoring, and develop self-confidence. Clubs The annual drama production (for seventh and eighth graders) takes place in early spring: recent productions have included Guys and Dolls, Into the Woods, and Fiddler on the Roof. Several annual publications are produced by students with the assistance of staff advisors and PTA liaisons. These include Nonpareil, the school yearbook; a video yearbook produced by the Scarsdale Public Schools
Scarsdale, New York
37 eighth grade; and A Look Inside, a literary magazine featuring student writing and art. Science Olympiad enables students to compete with middle school students throughout the state in events such as astronomy, bridge building, crime scene investigation and bottle rockets. The Ecology Club is dedicated to environmental studies, and includes field trips, local area clean-ups, and encounters with endangered species. Faculty advisors offer a variety of other clubs for students, including Art Club, Guitar Club, Debate, MathCounts, CARE club, Young Men and Young Women in Leadership, Drop-In Sewing club, SMS Show Choir, and Fitness and Project Adventure.
Modified Athletics The Modified Athletics program serves as an extension of the physical education curriculum, but is also part of a broad effort to promote community connections and individual growth. It provides a positive learning environment for the physical, social, emotional and educational development of students, and promotes valuable lessons in sportsmanship, teamwork, commitment and respect. Modified Sports follow a “no-cut� policy to encourage all students to participate. Student Organization (S.O.)
The Student Organization meets throughout the year with a faculty advisor. Officers are elected by a school-wide vote after campaigns are conducted; grade representatives are elected in homeroom voting. The S.O. sponsors school dances, talent shows, and other student activities. Some of these events are used to raise funds for various charities.
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Important Telephone Numbers Middle School Principal Michael McDermott Secretary, Susan Leach
721-2600
Assistant Principals Duncan Wilson (Popham and Cooper) 721-2603 Rochelle Hauge (Butler and Fountain) Secretary, Pam Danko Butler House Counselor Michele Beni Secretary, Phyllis Arenella
721-2620
Cooper House Counselor Marjorie Najac Secretary, Mrs. Joan DelGuercio
721-2630
Fountain House Counselor Dan Conley Secretary, Marty Thompson
721-2662
Popham House Counselor Deena Paradiso Secretary, Jami Barzelatto
721-2640
Choice Teacher-in-charge Cindy Seidel
721-2615
Nurse Judy Whelan and Marcia Koff Secretary, Louise Faneca
721-2611
Central Office Superintendent Of Schools Dr. Michael V. McGill
721-2410
Asst. Superintendent Of Instruction Dr. Paul Folkemer
721-2430
Director Of Special Education Dr. Michael Mendelson
721-2447
Scarsdale Public Schools
Scarsdale, New York
Scarsdale Public Schools
Scarsdale, New York
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Notes
Scarsdale Public Schools
Scarsdale, New York