8th GRADE PARENTS’ NIGHT
AGENDA
March 8, 2012
Welcome Alyson Geary, Principal
Introductions
Ashoke Ghosh Assistant Principal (A-L)
Cris Bright Library Media Specialist
Mike Donahue Team Chair – Special Education
Shannon Allberry History & Social Sciences
Evan Bishop Assistant Principal (L-Z): Co-Curricular Activities
Adelaide Greco Counseling Department Coordinator
Robert Berlo Director of Curriculum, Grades 6 – 12
Danielle Petrucci Wellness Coordinator, Grades K – 12, Unite Advisor
Valerie Lechtanski Academic Team Leader – Science
Elizabeth Manning Academic Team Leader – Foreign Languages
Carla Crisafulli Academic Team Leader – Mathematics
Jane Norton Academic Team Leader – English
Marian Strangfeld Coordinator of Fine Arts, Grades K – 12
Steve Yavarow Coordinator of Music/Drama, Grades K - 12
Scheduling Overview
Adelaide Greco
Elective Offerings
Marian Strangfeld
Steve Yavarow
Student Advisory Program &Unite
Danielle Petrucci & Kate Forsythe
Conclusion Alyson Geary
Academic Team Leaders will be available at tables in and around the field house following the presentations to answer any additional questions.
Tours of the building this evening will be provided by members of Unite.
Hopkinton High School Telephone (508) 497-9820
FAX (508) 497-9829
Guidance (508) 497-9840
Website www.hopkinton.k12.ma.us
Typical 9th Grade Course Requests
English 9
Math
Intro to Chemistry/Intro to Physics
World History
Foreign Language
Elective
Wellness
Freshman Guidance Seminar
Freshman Technology Seminar
For every course a student passes in high school, s/he earns credits.
A student must earn 113 credits over four years in order to graduate.
See HHS Program of Studies for details.
Credits are earned by passing courses.
Most courses meet 5 times a cycle (7 days) and award 2.5 credits per semester.
Credit for courses meeting more or less frequently during a cycle award pro-rated credit.
Failing Grades = No Credit = Summer School or Repeating Course
§ Students must take a minimum of SIX courses each semester.
§ Required courses in grade 9 are English, World History, Intro to Chemistry and Physics, Mathematics, and Wellness. Freshman Guidance Seminar is a required course, which meets during the first term in the same time block with Wellness. Freshman Technology Seminar is a required course which meets during second semester opposite Wellness.
What are the academic expectations of a course?
Below is an excerpt from the Hopkinton High School Program of Studies 2012-2013 that describes the academic expectations of courses.
Courses in Art, Music, Wellness, Drama, and Technical Education and some other electives without any designation are available to all students. Grades earned in these subjects are not included in the student’s GPA (Grade Point Average).
COURSE LEVELS
GENERAL: General courses include Art, Music, Wellness, Drama, and Technical
Education and other electives which are available to all students.
COLLEGE PREPARATORY: College Preparatory courses are designed for students who are preparing to continue their education beyond high school. The instructional methodologies and pace are designed to meet the individualized needs of the students. Outside work and/or research papers and projects may be required.
HONORS (H): Honors courses are designed to be rigorous, challenging, in-depth courses.
Extensive work outside the classroom, such as research papers or special projects, is assigned. A positive attitude and strong work ethic are important to succeed in Honors courses.
Expectations for Honors Courses
Both Honors and College Preparatory courses are designed to prepare students for college.
Honors courses require more independent reading and move at a faster pace than College Preparatory classes. While the patterns of behavior listed below are important at all levels of study, they are essential for students participating in an Honors course.
1. Actively engages in and takes responsibility for his/her own learning; is organized, prepared, and willing to ask for help
2. Asks questions to acquire understanding in class; seeks additional instruction outside of class when necessary to clarify understanding
3. Consistently and thoroughly completes homework assignments on time
4. Actively and voluntarily participates in daily classroom activities, remaining focused on the learning objectives
5. Takes a leadership role for assigned collaborative projects and works independently and enthusiastically on individual projects
6. Enjoys and participates in evaluative and analytical discussions
7. Pursues opportunities for revision or extra-credit, if presented
ACCELERATED (AC): Accelerated honors courses are as rigorous, challenging and in-depth courses in which significantly more content is delivered at a faster pace than in an honors course. In addition to having a strong work ethic, students are expected to have a solid academic background in the subject. Accelerated honors and honors courses will prepare students for future study at the advanced placement level.
ADVANCED PLACEMENT (A):
These courses are college level courses, for which students may receive college credit from some institutions upon successful completion of the Advanced Placement Examination. AP courses are available in a variety of disciplines; descriptions of these courses can be found listed by discipline.
Expectations for AP and Accelerated Courses
AP courses are taught at the college level and are designed to address a broader content, at a deeper level, at a faster pace than required by the Massachusetts curriculum frameworks. A great amount of outside reading is required. While the patterns of behavior and demonstrable skills listed below are important at all levels of study, they are essential for students participating in an AP course.
Patterns of behavior consistent with AP Courses:
1. Meets all honors criteria (see above)
2. Displays an enthusiastic disposition to think critically and analytically, and enjoys engaging in discussions of abstract concepts and ideas
3. Demonstrates a strong interest and passion for the subject matter
4. Shows both willingness and ability to commit the time and effort necessary to handle a rigorous course load
Demonstrable skills that support successful participation in an AP level course:
5. Reads independently and readily recalls essential knowledge
6. Organizes and synthesizes large amounts of material
7. Writes organized, sophisticated essays
Freshmen Guidance Seminar
All 9th graders are assigned to a Freshmen Guidance Seminar as part of their curriculum. Students are scheduled in small groups to meet with a counselor during these seminars. The purpose of these seminars is to help students with their adjustment to the high school and to establish strong student-counselor relationships that will continue through the four years of high school. The focus of the seminars will be on: advancing self-knowledge, goal-setting, study skills, coping strategies for academic and social situations, and decision-making. Sessions are held for one period in every seven-day cycle, throughout the first term, and are scheduled opposite Wellness. Attendance is mandatory. Grades are given on a pass/fail basis and a quarter credit is earned.
High School Counseling Staff
Adelaide Riordan Greco Kristen Wurster
Counseling Department Coordinator School Counselor
508-497-9840 x1138 508-497-9840 x1141
Deirdre King Kirsten Gleason
School Counselor Adjustment Counselor
508-497-9840 x1011 508-497-9840 x1145
Cheryl Elder Jane Gomes
School Counselor Adjustment Counselor
508-497-9840 x1137 508-497-9840 x1139
Kiely Murray Nadine Hoagland
School Counselor Counseling Department Support Staff
508-497-9840 x1140 508-497-9840 x1256
Michael Flanagan Constance O’Loughlin School Counselor Counseling Department Support Staff
508-497-9840 x1119 508-497-9840 x1257
COCURRICULAR ACTIVITIES
Cocurricular activities are an important part of a student’s high school program. They are designed to broaden the educational and social experience of the student and are essential ingredients to individual and school pride. Some of the activities offered at Hopkinton High School are:
ATHLETIC CLUBS/ACTIVITIES
FALL SEASON Art Club
Cheerleading ArtReach
Cross Country Track- Band
Girls & Boys Best Buddies
Field Hockey Book Club
Football Chorus
Golf Clay Club
Soccer- Girls & Boys Community Service
Volleyball- Girls Dance Club
DECA
WINTER SEASON Diversity Club
Basketball-Girls & Boys Drama Club
Cheerleading Environmental Club
Ice Hockey French Club
Swimming-Girls &Boys Gay/Straight Alliance (GSA)
Track-Girls & Boys Guitar Club
Wrestling Italian Club
Junior Statesman of America (JSA)
SPRING SEASON Literary Magazine Voices
Baseball Math Competition Team
Lacrosse- Girls & Boys Mock Trial
Softball Model United Nations
Tennis-Girls & Boys National Honor Society
Track- Girls & Boys Newspaper
Peer Leaders
Peer Tutors
Photography Club
Philosophy Club
Robotics Club
Rugby Club
SADD
School Council
Spanish Club
Stagecraft
Student Advisory Council
Student Council
TV Production
Ultimate Frisbee
Unite
Yearbook
Youth Commission Club
Colleges look for applicants who are not only solid students but who are also involved in co-curricular activities. Participation in athletics and/or school organizations increases the potential for college acceptance. More importantly, however, participation broadens interests, friendships, develops a sense of community, and makes high school fun! Students who get involved have a better high school experience overall.
Frequently Asked Questions
General Policies:
How do you know what course or level placement a student should choose?
Generally, teachers presently working with a student in a subject area will recommend the course and level placement. A description of the demands on students at the various levels can be found in the HHS Program of Studies, available on the HHS website.
What if you disagree with the teacher recommendation for course or level placement for your child?
If you have concerns about the teacher recommendation for your child’s placement, the best place to start is with a conversation with the recommending teacher. Teacher and parent should share their perspective and concerns regarding the placement recommendation. Changes in course selections from what the teacher recommended must go through the appeal process. Request for Appeal forms must be obtained at the Middle School Guidance Office. All Appeal forms must be filled out and returned to the Middle School Guidance Office by May 7th, at which time all forms will be transferred to the high school. A high school representative will contact you to schedule an appeals meeting in May.
Can a student change levels in a class after the year begins?
Yes. Level changes can occur during the first half of a semester, when warranted. Changes in levels are best made at the start of a new semester. The deadline for any first semester level change is the Friday after the release of the November Progress Report. Always, the driving concern is what placement is in the best interest of the student.
Can a student move up a level in a class if he/she finds the work too easy?
Yes. This kind of schedule change can be made, but should be made early on, before the year progresses too far and before the November deadline. Upper level classes move at a faster pace and could involve some catch-up work, if a change were recommended.
Once courses are selected, can schedule changes be made?
Students should consider carefully before electing courses because schedule changes may not be possible. Staffing, class offerings and class sizes are all gauged on student requests, and changes after the schedule is built negatively affect these components for all students. Of course, scheduling errors or recommended level changes are accommodated.
Will there be an independent reading list for the summer?
Yes. The same as for HMS, there will be a certain book that students are required to read over the summer. There will be a test on that book when school begins in September. Additionally, there is an opportunity for students to read more books from a recommended list and have this extra independent reading noted on his/her transcript. There will be more information about this at the end of the year.
Will students be provided with a list of school supplies to bring on the first day of school?
No. All ninth grade students are encouraged to use a homework agenda. Students should bring something to write in, and something to write with, to their first class meetings. At those first meetings, teachers will tell students what they will need in terms of school supplies for that class. It is best to wait to buy school supplies until after the teacher has met with the students; for some classes a spiral notebook is required, for others a 3-ring notebook, and some classes have no special requirements.
Mathematics:
What is the sequence of math courses at the high school?
Students take Algebra I first. A majority of students take Algebra I either in 8th grade or 9th grade. The next courses in sequence are Geometry and then Algebra II. Precalculus is the next math course in the sequence. After successful completion of Precalculus, students may elect to study Statistics, Calculus, or Financial Literacy and Applied Mathematics. Students who are in Precalculus as a senior will always have the option to study Calculus or Statistics in their freshman year of college, if they find they need it for their career path.
If my child is in Pre-Algebra now and going into Algebra I in ninth grade, will they be behind in their math curriculum?
No. They are moving at the appropriate pace for their skill level. A strong and solid foundation in Pre Algebra and Algebra I is necessary to be successful in a more advanced math curriculum. What is learned in these foundation courses will resurface again and again. Mastery at this level will ensure continued success.
Can a student double up in math if s/he chooses?
Yes, it is possible but not recommended very often. That is a conversation that you should have with your child’s high school counselor and math teacher, if it is a consideration.
Foreign Language:
How many years of world language are required for college admissions?
Most colleges require a minimum of two years of the same foreign language taken during high school. In order to be attractive to a competitive college, a student should have more than the minimum of two years study. The Massachusetts State College System will accept the 8th grade full-year of French I or Spanish I as part of the minimum 2 year requirement.
History and Social Sciences:
Will World History in the 9th grade be a continuation of World History from the 8th grade?
Yes. The course at HHS covers the period from the French Revolution through modern day.
Athletics:
When will fall athletic try-outs begin?
Fall try-outs will begin as early as August 23, 2012 for all high school sports with the exception of Football. Football will begin on August 20, 2012 with non-contact/conditioning practices per MIAA Rule 35.1.
What materials will my son or daughter need in order to be declared eligible for athletic try-outs?