Reorganization - Northeastern School District

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NORTHEASTERN SCHOOL DISTRICT

School Board Work Session

Board Reorganization

December 2, 2019

7:00 p.m.

Reorganization Meeting of the Board of School Directors

I. Call to Order (Ms. Walker)

II. Moment of Reflection and Pledge of Allegiance TBD

III. Roll Call (Board Secretary)

IV. Recognition of Outgoing Board Members (Ms. Walker)

Mr. Kevin Gebhart

WHEREAS: Mr. Kevin Gebhart, did serve as Director of the Northeastern York School District

from December 1995 to November 2019; and

WHEREAS: during that time he did serve as a member for 24 years; and

WHEREAS: during his tenure, he did serve as York County School of Technology

Representative; York County School of Technology Joint Operating Committee

member, and York County School of Technology Authority Chairperson; and

WHEREAS: he did provide dedicated service to the school district as a leader and advocate for

the youth of this community through his involvement with all aspects of the

operation of the district; and

WHEREAS: he did contribute significantly to the enrichment and educational growth of this

school district; and

WHEREAS: the Board of School Directors wishes to publicly acknowledge his dedication and

service on behalf of public education at Northeastern York School District;

NOW THEREFORE, BE IT RESOLVED, in recognition of his distinguished service, the Board

of School Directors of the Northeastern School District expresses its appreciation to Kevin

Gebhart, by presenting this resolution for the public record of the Official Minutes of the School

District.

Adopted by the Board of School Directors of the Northeastern School District, December 2,

2019.

Mr. Cory Nade

WHEREAS: Mr. Cory Nade, did serve as Director of the Northeastern York School District

from January 2014 to November 2019; and

WHEREAS: during that time he did serve as a member for 5 years; and

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WHEREAS: during his tenure, he did serve as Chairperson of the High School Renovations

Committee, Legislative/PSBA Representative and Lincoln Intermediate Unit #12

Representative; and

WHEREAS: he did provide dedicated service to the school district as a leader and advocate for

the youth of this community through his involvement with all aspects of the

operation of the district; and

WHEREAS: he did contribute significantly to the enrichment and educational growth of this

school district; and

WHEREAS: the Board of School Directors wishes to publicly acknowledge his dedication and

service on behalf of public education at Northeastern York School District;

NOW THEREFORE, BE IT RESOLVED, in recognition of his distinguished service, the Board

of School Directors of the Northeastern School District expresses its appreciation to Cory Nade,

by presenting this resolution for the public record of the Official Minutes of the School District.

Adopted by the Board of School Directors of the Northeastern School District, December 2,

2019.

V. Board Reorganization

A. Election of Temporary President (from holdover members)

B. Reading of the list of the incoming Board members, those who were

newly elected or reelected to seats on the Board in November (Board

Secretary)

1. Eric Hornberger

2. Christopher Leh

3. Mike Redding

4. Vanessa Snell

5. Kristin Stroup

6. Danielle Whitebread

C. Reading of Certificates of Election (Board Secretary)

D. Swearing in of Newly Elected Board Members (Temporary President)

E. Roll Call of all Board Members – Board Secretary

F. Election of President

G. Election of Vice-President

H. Board Seat Assignments

I. Establishing a Schedule of Board Meetings (attachment)

Motion is made to approve the schedule of board meetings as attached.

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J. Appointments to Committee Chairs (attachment)

Motion is made to approve the appointments to committee chairs.

K. Adjournment of the Reorganization Meeting

Motion is made to adjourn the Reorganization Meeting.

Members of the public are encouraged to stay for the School Board's regular December business

meeting, which will convene this evening after adjournment of the organization meeting.

Call to Order of the Business Meeting

Roll Call

Motion is made to approve the agenda as presented.

Motion is made to approve minutes of the Academic Affairs Committee meeting held on

November 18, 2019 and the Regular Session held on November 18, 2019.

Student Representatives to the Board

Carly Olmo

Travis Weaver

Northeastern Education Association

Superintendent’s Monthly Report

Committee Reports

Academic Affairs TBD

I. Report – Conferences and Visitations (attachment)

The superintendent reports the attached list of conferences and visitations were approved.

II. Report – Book Approvals

The superintendent recommends approving the following books:

A. For use at the Middle School: Hinton, S.E. That Was Then, This is Now. Penguin

Group, 1995.

B. For use at the High School: Earth & Space iScience, published by McGraw-Hill,

in both English and Spanish.

III. Report – CogAT Screening Tool

The superintendent recommends approving the CogAT screening tool for use in grade 2

and 6 as a universal screener for potential giftedness, and for use as needed as part of the

qualifying matrix for students in all grades who may qualify for gifted services.

IV. Report – Secondary Course Syllabi

The superintendent recommends approving the secondary course syllabi as presented.

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A. Art (attachment)

B. BCIT (attachment)

C. ELA (attachment)

D. FSC (attachment)

E. Library (attachment)

F. Mathematics (attachment)

G. Science (attachment)

H. Social Studies (attachment)

I. Tech Ed (attachment)

J. Wellness (attachment)

K. World Language (attachment)

V. Report – New High School Courses

The superintendent recommends approving the following new courses at the high school.

A. Website Design and Certification-Dreamweaver certification, .5 credit, elective

(attachment)

B. Ethical Hacking-Ethical Hacking certification (TestOut), 1 credit, elective,

independent study (attachment)

C. Video Production-splitting the multimedia course into two-nine week courses,

.5 credit, elective (attachment)

D. Animation-the other half of the current multimedia course, .5 credit, elective

(attachment)

E. Introduction to Computer Science-Replacing Digital Concepts to better suit the

course material, .5 credit, required for all students (attachment)

F. Microsoft Office Certification-renaming Microsoft Office Applications to more

accurately reflect the goal of the course, the addition of keyboarding certification,

.5 credit, elective (attachment)

G. Marketing-.5 credit, elective, replacing Marketing 1 credit course (attachment)

H. German IV-1 credit, elective (attachment)

I. Varsity Physical Education-.5 credit, elective, specifically for students who

play varsity sports to engage in weight lifting, flexibility, core strengthening,

endurance activities, and competitive games (attachment)

J. Cultural Practices, Products, and Perspectives-a level 3 world language

course for students earning a B or BB on their SRI, .5 credit, elective, could

eventually replace conversational courses (attachment)

Buildings and Grounds TBD

I. Report – Requests for Use of Facilities

The superintendent reports that the following Requests for Use of Facilities have been

approved according to Board policy:

A. Organization: Northeastern Boys Volleyball Boosters (attachment)

Activity: Bobcat Invitational Tournament

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Facility: High School Gym/Cafeteria/Kitchen

Dates: March 27, 2020 (2:00-10:30 pm)

March 28, 2020 (7:00 am-10:00 pm)

Insurance: Ok

Rental Cost: Group A

Friday-Kitchen $25.00 X 8.5 hrs = $212.50

Saturday-Custodian $25.00 X 15 hrs = $375.00

Saturday-Kitchen $25.00 X 15 hrs = $375.00

Total Fees - $962.50 approx.

B. Organization: Northeastern Boys Volleyball Boosters (attachment)


Facility: High School Annex Gym/Cafeteria

Dates: March 27, 2020 (2:30-8:15 pm)

March 28, 2020 (7:30 am-7:30 pm)

Insurance: Ok




C. Organization: Northeastern Boys Volleyball Boosters (attachment)


Facility: Middle School Gym/Cafeteria

Dates: March 27, 2020 (2:30-8:00 pm)

March 28, 2020 (7:30 am-7:30 pm)

Insurance: Ok




D. Organization: Northeastern Boys Volleyball Boosters (attachment)


Facility: Spring Forge Gym/Cafeteria

Dates: March 28, 2020

Time: 7:30 am-6:30 pm

Insurance: Ok




II. Report – Facility Management Express (attachment and motion)

The superintendent recommends approving the agreement with Facility Management

Express (FMX) to provide online maintenance management software. This software will

replace the current suite of programming provided by School Dude. The cost, including

startup and training for the 2019-20 school year will be $9,379.00, which represents a

saving of $5,209 from the renewal cost of School Dude for the current year. Moving

forward, the annual cost for FMXwill be $9,711.00 for an annual savings of $4,711.00

compared to School Dude.

High School Renovations TBD

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Finance and Personnel TBD

I. Report – General Fund Accounts Payable (attachment and motion)

The superintendent recommends approving the attached list of invoices for payment from

the General Fund.

II. Report – Child Nutrition Accounts Payable (attachment and motion)

The superintendent recommends approving the attached list of invoices for payment from

the Child Nutrition Department.

III. Report – Budget Transfers (attachment)

The superintendent recommends approving the attached list of budget transfers.

IV. Report – Approval of Substitutes and Guest Teachers (attachment and motion)

The superintendent recommends approving the list of substitutes and guest teachers as

listed in the attachment.

V. Report – Approval of Volunteers (attachment and motion)

The superintendent recommends approving the list of volunteers as listed in the

attachment.

VI. Report – Letters of Resignation/Retirement

The superintendent reports the following individuals submitted a letter of resignation or

retirement.

A. Kristen Artman, Playground/Cafeteria Aide, Conewago, resignation effective

December 20, 2019.

B. Angela Venable, Part-Time Cafeteria Helper, Shallow Brook, resignation

effective November 27, 2019.

C. Julie Schedin, Art Teacher, High School, retirement effective at the end of the

2019-2020 school year.

VII. Report – Appointment to Professional Position (motion)

The superintendent recommends approving the appointment of the following individual

to a professional position.

A. Cheyanne Ort (attachment)

Learning Support Teacher, York Haven (M. Pender)

Salary: $210.00/day

Effective: Tentatively, December 13, 2019, pending completion of new hire

paperwork

VIII. Report – Appointment to Classified Position (motion)

The superintendent recommends approving the appointment of the following individual

to a classified position.

A. Christina Girgenti (attachment)

Part-Time Cafeteria Helper, Middle School (T. Ferguson)

Salary: Range VI, Year 1: $10.00/hour

Effective: December 3, 2019

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IX. Report – Leaves of Absence

The superintendent recommends approving the following individuals’ requests for a leave

of absence:

A. Maureen Stephens, Emotional Support Teacher, Spring Forge, Family Medical

Leave not to exceed 12 weeks, to be used intermittently, starting November 13,

2019, utilizing sick days during this time. (motion)

B. Danielle Kipp, Grade 3 Teacher, Mount Wolf, Child Rearing Leave, tentatively

beginning May 11, 2020 through October 26, 2020. Prior to Child Rearing

Leave, utilizing sick and personal time, tentatively starting January 2, 2020.

C. Jay Kipp, Mathematics Teacher, High School, Family Medical Leave not to

exceed 12 weeks, tentatively beginning October 27, 2020 through January 18,

2021, utilizing sick days during this time.

X. Report – Transfer of Staff

The superintendent recommends approving the following staff transfer.

A. Colleen Walker, from Communication Art Teacher, Middle School, to Family

and Consumer Science Teacher, Middle School, effective January 21, 2020.

(L. Marx)

XI. Report – Right to Know Information (attachment)

The superintendent reports the attached list of right to know requests and district

responses.

Athletics and Activities TBD

I. Report– Appointment to Extracurricular/Co-Curricular Positions (motion)

The superintendent recommends appointing the following individuals to

extracurricular/co-curricular positions:

A. Kirstin Kann

Junior Class Advisor

Salary: $14.54/hour

Effective: 2019-2020 school year

B. Megan Coleman

Cheerleading Assistant – Basketball

Salary: $1630.00


C. Rosanna Lee

Volunteer Cats That Care Advisor


D. Adam Ellis

Volunteer Swim Assistant


E. Dan Wilson

Volunteer Wrestling Assistant


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Transportation TBD

I. Report – Approval of Bus Changes (attachment)

The superintendent recommends approval of the attached changes to the bus schedule.

II. Report – Approval of New Bus Drivers

The superintendent reports there are no new drivers to approve.

Legislative/PSBA Representative TBD

York County School of Technology TBD

York Adams Academy TBD

Northeastern Foundation TBD

Lincoln Intermediate #12 TBD

Comments from Delegations or Citizens

Action Items

I. Motion is made to approve the agreement with Facility Management Express (FMX) to

provide online maintenance management software. This software will replace the current

suite of programming provided by School Dude. The cost, including startup and training

for the 2019-20 school year will be $9,379.00, which represents a saving of $5,209 from

the renewal cost of School Dude for the current year. Moving forward, the annual cost for

FMX will be $9,711.00 for an annual savings of $4,711.00 compared to School Dude.

II. Motion is made to approve the attached list of invoices for payment from the General

Fund.

III. Motion is made to approve the attached list of invoices for payment from the Child

Nutrition Department.

IV. Motion is made to approve the list of substitutes and guest teachers as listed in the

attachment.

V. Motion is made to approve the list of volunteers as listed in the attachment.

VI. Motion is made to approve the appointment of the following individual to a professional

position.

A. Cheyanne Ort

Learning Support Teacher, York Haven (M. Pender)

Salary: $210.00/day

Effective: Tentatively, December 13, 2019, pending completion of new hire

paperwork

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VII. Motion is made to approve the appointment of the following individual to a classified

position.

A. Christina Girgenti

Part-Time Cafeteria Helper, Middle School (T. Ferguson)


Effective: December 3, 2019

VIII. Motion is made to approve the following individual’s request for a leave of absence:

A. Maureen Stephens, Emotional Support Teacher, Spring Forge, Family Medical

Leave not to exceed 12 weeks, to be used intermittently, starting November 13,

2019, utilizing sick days during this time.

IX. Motion is made to approve the appointments the following individuals to

extracurricular/co-curricular positions:

A. Kirstin Kann

Junior Class Advisor

Salary: $14.54/hour


B. Megan Coleman

Cheerleading Assistant – Basketball

Salary: $1630.00


C. Rosanna Lee

Volunteer Cats That Care Advisor


D. Adam Ellis

Volunteer Swim Assistant


E. Dan Wilson

Volunteer Wrestling Assistant


Old Business

New Business

Miscellaneous Items of Interest

I. York Adams Academy, Meeting Agenda – November 2019

II. York Adams Academy, Treasurer's Report - October 2019

III. York Adams Academy, Proposed Budget Report - 2020-2021

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Meeting/Event Schedule

I. December 2, 2019 Holiday, Offices Open

Transportation Committee, 6 pm

School Board meeting, 7 pm

York Haven Holiday Concert, 7 pm

II. December 4, 2019 Turf pre-bid meeting, 10 am

Early Dismissal

III. December 9, 2019 Finance & Personnel Committee meeting, 6 pm

5th & 6th Grade Holiday Concert, NHS, 7pm

IV. December 10, 2019 Orendorf Holiday Concert, NHS, 6:30 pm

V. December 11, 2019 Conewago Holiday Concert, NHS, 6:30 pm

VI. December 12, 2019 Mount Wolf Holiday Concert, NHS, 6:30 pm

VII. December 15, 2019 High School Holiday Concert, 2 pm

VIII. December 16, 2019 No Committee meeting


IX. December 17, 2019 Middle School Holiday Concert, 7 pm

X. December 18, 2019 Receive Turf bids, 1 pm

XI. December 20, 2019 Early Dismissal

XII. Dec 23 – Jan 1 Holiday Break

Adjournment

Northeastern School District

Board of School Directors

Meeting Dates for the Year 2020

Work Sessions of the Board Regular Meetings of the Board

January 6, 2020 January 20, 2020

Martin Luther King Jr. Day

February 3, 2020 February 17, 2020

President’s Day

March 2, 2020 March 16, 2020

April 6, 2020 April 20, 2020

May 4, 2020 May 18, 2020

June 1, 2020 June 15, 2020

August 3, 2020 August 17, 2020

September 8, 2020 September 21, 2020

(Tuesday)

October 5, 2020 October 19, 2020

November 2, 2020 November 16, 2020

December 7, 2020 December 21, 2020

There will be no scheduled meetings during the month of July.

NORTHEASTERN SCHOOL DISTRICT BOARD OF DIRECTORS/ADMINISTRATORS - 2020

BOARD MEMBERS Mrs. Margie Walker

Ms. Constance Koerner

Ms. Vanessa Snell (Treasurer)

Mr. William Gingerich

Mr. Eric Hornberger

Mr. Christopher Leh

Mr. K. Mike Redding

Mrs. Kristin Stroup

Mrs. Danielle Whitebread

Solicitor: Mr. William Zee

Recording Sec: Mrs. Lisa Giuffrida

Board Sec & Dir of Ops: Mr. Brian Geller

ADMINISTRATORS Mrs. Kimberly Alessandroni (Director Child Nutrition)

Mr. Michael Alessandroni (Middle School Principal)

Mrs. Kimberly Bell (HS Asst Principal)

Dr. Melissa Bream (SFI Principal)

Mr. Jeff Clifton (MW Principal)

Mr. Scott D’Orazio (SB Principal)

Mr. Mathew Gay (HS Principal)

Mr. Brian Iezzi (HS Asst Principal)

Mr. Dale Knepper (Director of Physical Plant)

Mr. Ray March (YH Principal)

Mr. Devin Moyer (Orendorf Principal)

Dr. Randi Payne (Asst Superintendent)

Mrs. Leah Pritchett (Business Manager)

Mrs. Beth Ann Radanovic (Director of Special Ed)

Mrs. Christine Rine (MS Asst Principal)

Mrs. Melinda O’Brien (Conewago Principal)

Dr. Stacey Sidle (Superintendent)

Mr. Dan Soderberg (Questeq IT Director)

COMMITTEE CHAIR

ASSIGNMENTS

All committee meetings are held

at 6 pm prior to the scheduled

board meetings on a rotating

schedule, or as needed.

Finance & Personnel

Chair:

Buildings and Grounds

Chair:

High School Renovations

Chair:

Academic Affairs

Chair:

Transportation

Chair:

Athletics and Activities

Chair:

LIAISONS/

REPRESENTATIVES

Legislative/PSBA

Chair:

Alt:

Northeastern Foundation

Chair:

York/Adams Academy

Chair:

Alt:

York Co School of Tech

Chair:

Alt:

Lincoln Intermediate Unit 12

Chair:

Alt:

Bus Contractor

F & S Transportation

James Weire

Athletic Director

Bryan Stephens

The Bobcat Way: A Strategic Direction for Northeastern School District100% of our students will graduate and be fully prepared for a post-secondary

education.

Northeastern York School District

Academic Affairs Committee Meeting Minutes

November 18, 2019, beginning at 6:18 PM

Location: Administrative Center

In Attendance: Ms. Constance Koerner, Mr. Kevin Gebhart, Mr. William Gingerich, Mr. Eric Hornberger, Mr. Cory Nade, Mr. K. Mike Redding, Ms. Vanessa Snell, Ms. Kristen Stroup, Ms. Margaret Walker, Dr. Stacey, Sidle, Ms. Beth Ann Radanovic, Mr. Mathew Gay, Mr. Brian Iezzi, Mr. Jeff Clifton, Mr. Bob Frankhouser, Dr. Randi Payne

1. Presentations: Comprehensive Planning Update/Approval/Submission-Dr. Randi Payne

presented the final draft of the Comprehensive Plan. It has been reviewed by the Board and been on the website and in the schools for the 30-day public review.

November 5, 2019 Staff Development Day Report-Dr. Randi Payne provided an overview of the recent November 5th Staff Development day.

Course Selection Guide at NHS-Mr. Brian Iezzi presented the draft of NHS’s 2020-2021 Course Selection Guide and walked the committee meeting attendees through the guide, highlighting the sections and how to utilize this resource.

Secondary Course Syllabus Process and Approval-Dr. Randi Payne provided information about the process to create the common syllabus format and the organization of the presented syllabi, as well as how they support the information found in the Course Selection Guide.

2. Book Approvals: Hinton, S.E. That Was Then, This is Now. Penguin Group, 1995 for use at the

Middle School

3. Public Comment (limit 5 minutes per resident): None

4. Old Academic Affairs Committee Business: Gifted Screener: A core team of staff members were trained on the CogAT

over the last few weeks. We plan to implement it with all students in grades 2 and 6, and isolated students with requests for gifted evaluations, during this school year. A small committee of teachers and administrators evaluated instruments and developed a plan for staff development and implementation. This instrument is available for use on the chrome books that are in use by our students.

Earth & Environmental Science textbook pilot for Level 3 classes: One class set costs approximately $1400.00 and includes 10 English textbooks and 4 Spanish textbooks. The textbook is Earth & Space iScience, published by

The Bobcat Way: A Strategic Direction for Northeastern School District100% of our students will graduate and be fully prepared for a post-secondary

education.

McGraw-Hill. The purchase comes with a six-year subscription to the online e-textbook, as well.

5. New Academic Affairs Committee Business: There are ten new courses being requested at the High School. The New

Course Requests will be presented at the next Board meeting.

6. Committee Recommendation(s) to the Board of School Directors: Approval of the following book for use at the Middle School: Hinton,

S.E. That Was Then, This is Now. Penguin Group, 1995. Approval of the following book for use at the High School: Earth & Space

iScience, published by McGraw-Hill, in both English and Spanish. Approval of the CogAT screening tool for use in grades 2 and 6 as a universal

screener for potential giftedness, and for use as need as part of the qualifying matrix for students in all grade who may qualify for gifted services.

Approval of the secondary course syllabi as presented.

7. Item(s) for Distribution: Comprehensive Plan, final Syllabus attachments

8. Next meeting date: March 2, 2020

9. Adjournment, 7:00 PM

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Northeastern School District

November 18, 2019, 7:00 p.m.

Administration Center

Manchester, PA 17345

Regular Meeting

Mrs. Walker, Board President, called the meeting to order at 7:08 p.m. Board Members in attendance

were Mr. Gebhart, Mr. Gingerich, Mr. Hornberger, Ms. Koerner, Mr. Nade, Mr. Redding, Ms. Snell,

Mrs. Stroup, and Mrs. Walker. Also in attendance were Dr. Sidle, Dr. Payne, Mr. Geller, Mrs.

Radanovic, Mr. Gay, Mr. Knepper, Mr. Clifton, Mrs. Alessandroni, Mr. Iezzi, and Dr. Bream. Mr. Bob

Frankhouser was present as District Solicitor.

Mrs. Giuffrida read the roll call of Board members.

Moment of Reflection and Pledge of Allegiance – Mr. Gebhart

Motion was made by Mrs. Walker, seconded by Mr. Gebhart, to approve the agenda including

the addendum as presented.

The motion carried by the following vote: Mr. Gebhart – yes; Mr. Gingerich – yes; Mr. Hornberger –

yes; Ms. Koerner – yes; Mr. Nade – yes; Mr. Redding – yes; Ms. Snell – yes; Mrs. Stroup – yes; Mrs.

Walker – yes. 9 – yes; 0 – no

There was an executive session at 5:30 pm to discuss personnel matters.

Motion was made by Mrs. Walker, seconded by Mr. Gebhart, to approve the minutes of the

Athletics & Activities Committee meeting held on November 4, 2019, the Work Session of the

Board of School Directors held on November 4, 2019, and the High School Renovations

Committee held on November 11, 2019.



Walker – yes. 9 – yes; 0 - no

COMMENTS FROM DELEGATIONS OR CITIZENS IN ATTENDANCE

THAT RELATES TO AN AGENDA ITEM

None

PETITIONS AND COMMUNICATIONS

Mrs. Giuffrida

None

STUDENT REPRESENTATIVES TO THE BOARD

Travis Weaver and Carly Olmo reported on the upperclassmen play, sporting events, and various student

activities including Veterans Day Assembly, Honor Bus, and Quiz Bowl.

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NORTHEASTERN EDUCATION ASSOCIATION

Mr. Leiphart reported on activities at Conewago Elementary including a luncheon to thank Dr. Payne for

filling in as Principal and to welcome Mrs. O’Brien.

SUPERINTENDENT’S MONTHLY REPORT

Director of Child Nutrition Services

Building Level Reports (attachment)

Guidance Reports (attachment)

Department of Student Support Services Report

Enrollment Report (attachment)

Dr. Sidle introduced Autumn Alleman from PSBA. She reviewed some of the services that PSBA offers

and reviewed School Board Director training. Lynn Kohler, fellow school director, encouraged directors

to become involved with state legislators. Ms. Alleman presented service awards to Mr. Gebhart (24

years), Mr. Gingerich (8 years), Ms. Snell (12 years), and Mr. Redding (8 years).

Mr. Hornberger and Mr. Gebhart were thanked for their service for Veterans Day. Dr. Sidle informed the

board we received approval for Flexible Instructional Days. She asked for permission to send out a

survey to community and staff to find out concerns, level of support, and ideas they might have about

FID.

Two of our teachers were recognized at Shippensburg University. Ms. Nikki Davis and Mr. Michael

Garrigan received Outstanding Teacher Awards. Northeastern participated in Quiz Bowl, it will air on

December 29, 2019 at 1:00 pm.

Mr. Izzo gave an update on the flip house.

ACADEMIC AFFAIRS

Ms. Koerner made the following report:

1. Report – Comprehensive Plan (attachment and motion)

The superintendent recommends approving the Northeastern York School District

Comprehensive Plan for submission to Pennsylvania Department of Education. This

Comprehensive Plan will be in effect from 2020-2023.

BUILDINGS AND GROUNDS

Mr. Redding made the following report:

1. Report – Director of Physical Plant (attachment)

2. Report - Requests for Use of Facilities

The superintendent reports that the following Requests for Use of Facilities have been approved

according to Board policy:

a. Organization: Northeastern Youth Wrestling Club (attachment)

Activity: Wrestling Practice

Facility: High School Annex Wrestling Room

Dates: Nov 13, 2019 thru Feb 26, 2020 (Weds)

Time: 5:45 – 8:15 pm

Insurance: Ok

Rental Cost: Group B

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Wrestling Room $33.90 X 2.5 hrs = $84.75

Discount $25.00 X 2.5 hrs = -(62.50)

Total Fees: $22.25 per day

b. Organization: NEYSA Basketball (attachment)

Activity: Basketball games

Facility: Middle School Gym

Dates: Dec 7, 2019 thru Feb 29, 2020 (Sat)

Time: 11:15 am – 6:15 pm

Insurance: Ok


Gym $33.90 X 7 hrs = $237.30


c. Organization: NEYSA Basketball (attachment)


Facility: Spring Forge Gym

Dates: Dec 7, 2019 thru Mar 14, 2020 (Sat)

Time: 7:15 am – 5:15 pm

Insurance: Ok


Gym $33.90 X 10 hrs = $339.00


d. Organization: NEYSA Basketball (attachment)


Facility: Spring Forge Gym

Dates: Dec 8, 2019 thru Mar 15, 2020 (Sun)

Time: 11:15 am – 5:15 pm

Insurance: Ok


Gym $33.90 X 6 hrs = $203.40


e. Organization: NEYSA Basketball (attachment)


Facility: Middle School Gym

Dates: Dec 8, 2019 thru Mar 1, 2020 (Sun)

Time: 12:15 pm – 6:15 pm

Insurance: Ok


Gym $33.90 X 6 hrs = $203.40


f. Organization: Northeastern Girls Volleyball Boosters (attachment)

Activity: Volleyball tournament

Facility: High School Gym/Cafeteria

Dates: April 4, 2020

Time: 7:00 am – 7:00 pm

Insurance: Ok


Custodian $25.00 X 12 hrs = $300.00

Total Fees: $300.00

g. Organization: Northeastern Girls Volleyball Boosters (attachment)


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Facility: High School Annex Gym


Time: 7:00 am – 5:00 pm

Insurance: Ok


Custodian $25.00 X 10 hrs = $250.00

Total Fees: $250.00

h. Organization: Northeastern Girls Volleyball Boosters (attachment)


Facility: Middle School Gym/Cafeteria


Time: 7:00 am – 5:00 pm

Insurance: Ok


Custodian $25.00 X 10 hrs = $250.00

Total Fees: $250.00

i. Organization: NEYSA Cheerleading (attachment)

Activity: Cheerleading practice

Facility: Conewago Multi-Purpose Room

Dates: December 3 and 5, 2019

Time: 6:30 – 8:15 pm

Insurance: Ok


MP Room $31.70 X 1.75 hrs = $55.48

Discount $25.00 X 1.75 hrs = -(43.75)


HIGH SCHOOL RENOVATIONS

Mr. Nade made the following report:

1. Report – Permission to Move to Design Development (motion)

The superintendent recommends moving from the schematic design stage to the design

development stage of the High School Project.

Mr. Knepper gave an update on the project and Ms. Snell thanked Kautter and Kelley for emailing the

details of the meeting.

FINANCE AND PERSONNEL

Ms. Snell made the following report:

1. Report – General Fund Accounts Payable (attachment and motion)

The superintendent recommends approving the attached list of invoices for payment from the

General Fund.

2. Report – Child Nutrition Accounts Payable (attachment and motion)

The superintendent recommends approving the attached list of invoices for payment from the

Child Nutrition Fund.

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3. Report – 2020-2021 Budget Calendar (attachment)

The superintendent presents the 2020-2021 budget calendar to provide a timeline of what tasks

and decisions need to be made regarding the general fund budget for 2020-21. Note that the

budget allocations listed are the same amounts as the 2019-20 budget.

There was a discussion about the budget allocations and the budget process. There was concern

with the different per pupil costs by building. Mr. Geller offered to share his calculations with

the board.

Ms. Snell reported the Finance & Personnel Committee meeting scheduled for November 25,

2019 will be rescheduled for December 9, 2019.

4. Report – Century Link Agreement (attachment and motion)

The superintendent recommends renewing the attached agreement between Northeastern York

School District and Century Link (previously Level 3) to provide phone service. The cost is

$798.00/month for 36 months.

5. Report – Approval of Substitutes and Guest Teachers (attachment and motion)

The superintendent recommends approving the list of substitutes and guest teachers as listed in

the attachment.

6. Report – Approval of Volunteers (attachment and motion)

The superintendent recommends approving the list of volunteers as listed in the attachment.

7. Report – Acceptance of Resignations

The superintendent reports the following individuals submitted letters of resignation:

a. Candice Throne, Playground/Cafeteria Aide, Orendorf, resignation effective November

27, 2019.

b. Wanda Shivery, Cafeteria Helper, High School, resignation effective October 25, 2019.

From the addendum:

c. Cinda Donaghy, School Nurse, Spring Forge, resignation effective November 14,

2019.

d. Pamela Trapanotto, School Health Assistant, Shallow Brook, resignation effective

November 14, 2019.

8. Report – Appointments to Classified Positions (motion)

The superintendent recommends approving the following individuals’ appointments to classified

positions:

a. Sheila Parker (attachment), Cafeteria Helper, Part-Time, High School (S. Manar),

Salary: Range VI, Year 1: $10.00/hour, Effective: November 19, 2019

b. Linda Wasko (attachment), Cafeteria Helper, Part-Time, Orendorf (A. Harry), Salary:

Range VI, Year 1: $10.00/hour, Effective: November 19, 2019

c. Perrye Martin (attachment), Custodian, Full-Time, Middle School (T. Kolchuk),

Salary: Range V, Year 5: $12.07/hour, Effective: November 19, 2019

9. Report – Act 93 Agreement (motion – roll call vote)

Move to approve the Act 93 Agreement between the Northeastern York School District and the

Administrative Personnel effective July 1, 2019 until June 30, 2024.

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10. Report – Appointment of Superintendent (motion – roll call vote)

Pursuant to Section 1073 of the Public School Code, the Board of School Directors motion to

reappoint Dr. Stacey Sidle, as the Superintendent of Schools, for a five-year term to commence

July 1, 2020 and end June 30, 2025. It is further recommended that the Board of School

Directors approve the Employment Contract between the District and Dr. Sidle in the form

presented.

11. Report – Appointment of Assistant Superintendent (motion – roll call vote)

Upon the recommendation of the District Superintendent and pursuant to Section 1076 of the

Public School Code, motion to renew the Employment Contract between the District and Dr.

Randi Payne, Assistant Superintendent, and reappoint Dr. Payne as Assistant Superintendent for

a five-year term to commence July 1, 2020 and end June 30, 2025. It is further recommended

that the Board of School Directors approve the Employment Contract between the District and

Dr. Payne in the form presented.

ATHLETICS AND ACTIVITIES

Mr. Gingerich made the following report:

1. Report – Appointment to Extracurricular/Co-Curricular Positions (motion)

The superintendent recommends appointing the following individuals to extracurricular/co

curricular positions:

a. Erik Kuntz, Wrestling Coach, Salary: $5037.00, Effective: 2019-2020 school year

b. Eric Gimbi, Wrestling Assistant, Salary: $3351.00, Effective: 2019-2020 school year

c. Jeremy Herring, Wrestling Assistant, Salary: $3351.00, Effective: 2019-2020 school

year

d. Robert Pace, Girls Basketball Assistant, Salary: $3351.00, Effective: 2019-2020 school

year

e. John Hall, Girls Basketball Assistant, Salary: $3551.00, Effective: 2019-2020 school

year

f. Donald Kauffman, Boys Basketball Assistant, Salary: $3351.00, Effective: 2019-2020

school year

g. Joseph Sinkovitz, Boys Basketball Assistant, Salary: $3351.00, Effective: 2019-2020

school year

h. Michael Drenchko, Boys Basketball Assistant, Salary: $3351.00, Effective: 2019-2020

school year

i. Charles Maxfield, Girls Basketball Coach, Salary: $5037.00, Effective: 2019-2020

school year

j. Jonathan Eyster, Boys Basketball Coach, Salary: $6537.00, Effective: 2019-2020

school year

k. Lisa Rentzel, Basketball & Competition Cheerleading Coach, Salary: $5454.00,


l. Tiffany Rohrer, Cheerleading Assistant – Basketball, Salary: $1730.00, Effective:

2019-2020 school year

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m. Lyndsay Schaeberle, Aquatics Supervisor – Spring, Salary: $3551.00, Effective: 2019-

2020 school year

n. Daniel Schaeberle, Swimming Coach, Salary: $5937.00, Effective: 2019-2020 school

year

o. Charles McCollum, Swimming Assistant, Salary: $3211.00, Effective: 2019-2020

school year

p. Makenna Fitzsimmons, Swim Instructor/Lifeguard, Salary: $9.00/$8.00, respectively,


q. Jody Myers, Boys Basketball Volunteer, Effective: 2019-2020 school year,

r. Troy McClane, Boys Basketball Volunteer, Effective: 2019-2020 school year

s. Joseph Enriquez, Girls Basketball Volunteer, Effective: 2019-2020 school year

t. Ryan Haugh, Wrestling Volunteer, Effective: 2019-2020 school year

2. Report – Correction of Salary (motion)

The superintendent recommends approving the correction of salary for the following individual.

The individual was previously board approved without the 5-year longevity increment of $100.

a. Justine Bollinger, Winter Guard – High School, Salary: $1398.00, Effective: 2019-

2020 school year

Mr. Gingerinch reported the York Haven Holiday concert is December 2, 2019.

TRANSPORTATION

Mrs. Stroup made the following report:

1. Report – Transportation Administrator (attachment)

There will be a Transportation Committee meeting on December 2, 2019. There was a brief discussion

about busing for a district area daycare.

LEGISLATIVE/PSBA REPRESENTATIVE

Mr. Nade had no report.

YORK COUNTY SCHOOL OF TECHNOLOGY

Mr. Gebhart reported there will be a meeting November 26, 2019.

YORK/ADAMS ACADEMY

Mr. Redding reported there will be a meeting on November 26, 2019

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NORTHEASTERN FOUNDATION

Mrs. Walker reported there will be a meeting November 19, 2019.

LINCOLN INTERMEDIATE UNIT #12

Mr. Nade reported there will be a meeting on November 26, 2019. The IU transportation issue has been

resolved and the district will be receiving funds since the error was corrected. An update was given on

Lincoln Edge, the IU’s cyber school. There will be 5 board seats available, ballots will be coming soon.

Dr. Sidle reported Northeastern shares a seat on the IU board with Dover. Dover does not have anyone

interested on filling Mr. Nade’s vacancy. There was a discussion on filling the IU board seat.

Dr. Sidle reported Gov. Wolf has proposed charter school reform. If this legislation goes through, our

district could save $505,000.

ACTION ITEMS

A. Motion is made to approve the request of Jodi Albin to attend the 64th Annual Pennsylvania

School Counselors Association Conference, “The Point of It All: Student Success” offered by

the PA School Counselors Association, from November 21- 22, 2019, in Pittsburgh, PA. The

approximate cost of the conference is $592.00 plus mileage and will be paid from Title IIA.

B. Motion is made to approve the attached list of budget transfers. (attachment)

C. Motion is made to approve the requested leaves of absence for the following individuals:

1. Lydia Stayer, Learning Support Teacher, York Haven, Family Medical Leave not to

exceed 12 weeks, tentatively effective October 29, 2019 through November 12, 2019,

utilizing sick days during this time.

2. Maria Pender, Learning Support Teacher, York Haven, Family Medical Leave not to

exceed 12 weeks, tentatively effective December 3, 2019 through January 20, 2020,

utilizing sick days during this time.

3. Lauren Worthington, Kindergarten Teacher, Mount Wolf, Family Medical Leave not to

exceed 12 weeks, tentatively effective April 29, 2020 through the end of the 2019-2020

school year, utilizing personal and sick time prior to FMLA, staring January 20, 2020.

4. Amanda Monelli, School Psychologist, High School, Family Medical Leave not to

exceed 12 weeks, effective April 7, 2020 through the last student day of the 2019-2020

school year, utilizing 5 personal days, 48 sick days, and 4 trade days prior to FMLA

tentatively starting January 16, 2020.

E. Motion is made to approve the attached changes to the bus schedule. (attachment)

F. Motion is made to approve the attached list of new bus drivers. (attachment)

G. Motion is made to approve the Northeastern York School District Comprehensive Plan for

submission to Pennsylvania Department of Education. This Comprehensive Plan will be in

effect from 2020-2023.

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I. Motion is made to approve the attached list of invoices for payment.

J. Motion is made to approve the attached list of invoices for payment from the Child Nutrition

Fund.

K. Motion is made to approve the attached agreement between Northeastern York School District

and Century Link (previously Level 3) to provide phone service. The cost is $798.00/month for

36 months.

L. Motion is made to approve the list of substitutes and guest teachers as listed in the attachment.

M. Motion is made to approve the list of volunteers as listed in the attachment.

N. Motion is made to approve the following individuals’ appointments to classified

positions:

1. Sheila Parker (attachment), Cafeteria Helper, Part-Time, High School (S. Manar),

Salary: Range VI, Year 1: $10.00/hour, Effective: November 19, 2019

2. Linda Wasko (attachment), Cafeteria Helper, Part-Time, Orendorf (A. Harry), Salary:

Range VI, Year 1: $10.00/hour, Effective: November 19, 2019

3. Perrye Martin (attachment), Custodian, Full-Time, Middle School (T. Kolchuk),

Salary: Range V, Year 5: $12.07/hour, Effective: November 19, 2019

R. Motion is made to approve the following individuals’ appointment to extracurricular/co-

curricular positions:

1. Erik Kuntz, Wrestling Coach, Salary: $5037.00, Effective: 2019-2020 school year

2. Eric Gimbi, Wrestling Assistant, Salary: $3351.00, Effective: 2019-2020 school year

3. Jeremy Herring, Wrestling Assistant, Salary: $3351.00, Effective: 2019-2020 school

year

4. Robert Pace, Girls Basketball Assistant, Salary: $3351.00, Effective: 2019-2020 school

year

5. John Hall, Girls Basketball Assistant, Salary: $3551.00, Effective: 2019-2020 school

year

6. Donald Kauffman, Boys Basketball Assistant, Salary: $3351.00, Effective: 2019-2020

school year

7. Joseph Sinkovitz, Boys Basketball Assistant, Salary: $3351.00, Effective: 2019-2020

school year

8. Michael Drenchko, Boys Basketball Assistant, Salary: $3351.00, Effective: 2019-2020

school year

9. Charles Maxfield, Girls Basketball Coach, Salary: $5037.00, Effective: 2019-2020

school year

10. Jonathan Eyster, Boys Basketball Coach, Salary: $6537.00, Effective: 2019-2020

school year

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11. Lisa Rentzel, Basketball & Competition Cheerleading Coach, Salary: $5454.00,


12. Tiffany Rohrer, Cheerleading Assistant – Basketball, Salary: $1730.00, Effective:

2019-2020 school year

13. Lyndsay Schaeberle, Aquatics Supervisor – Spring, Salary: $3551.00, Effective: 2019-

2020 school year

14. Daniel Schaeberle, Swimming Coach, Salary: $5937.00, Effective: 2019-2020 school

year

15. Charles McCollum, Swimming Assistant, Salary: $3211.00, Effective: 2019-2020

school year

16. Makenna Fitzsimmons, Swim Instructor/Lifeguard, Salary: $9.00/$8.00, respectively,


17. Jody Myers, Boys Basketball Volunteer, Effective: 2019-2020 school year,

18. Troy McClane, Boys Basketball Volunteer, Effective: 2019-2020 school year

19. Joseph Enriquez, Girls Basketball Volunteer, Effective: 2019-2020 school year

20. Ryan Haugh, Wrestling Volunteer, Effective: 2019-2020 school year

S. Motion is made to approve the correction of salary for the following individual. The individual

was previously board approved without the 5-year longevity increment of $100.

1. Justine Bollinger, Winter Guard – High School, Salary: $1398.00, Effective: 2019-

2020 school year

Motion was made by Mrs. Walker, and seconded by Mr. Gebhart, to approve the above action

items A-S, with the exception of Items D, H, O, P, and Q, as listed above.




ACTION ITEM D

D. Motion is made to approve the contract between Frontline Education and Northeastern York

School District for recruiting, hiring, maintaining employee paperwork and tracking

professional development. There is a one-time start-up fee of $20,000 and the prorated fee of

$17,068.77 for the 2019-2020 school year. Effective July 1, 2020, the annual fee is $38,700.

(attachment)

Motion was made by Mr. Redding, and seconded by Mr. Nade to approve Action Item D.

Discussion on whether this purchase was budgeted, a previous Frontline purchase, and if this purchase

should have waited to be discussed at the annual budget meeting.

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The motion carried by the following vote: Mr. Gebhart – yes; Mr. Gingerich – no; Mr. Hornberger – no;

Ms. Koerner – yes; Mr. Nade – yes; Mr. Redding – no; Ms. Snell – yes; Mrs. Stroup – yes; Mrs. Walker

– yes. 6 – yes; 3 – no

ACTION ITEM H

H. Motion is made to approve moving from the schematic design stage to the design development

stage of the High School Project.

Motion was made by Mr. Nade, and seconded by Mr. Gebhart to approve Action Item H.

Discussed lack of communication with teachers. There is a meeting planned with teachers to discuss

needs. Meetings have been publicized; opportunity to attend and voice concerns has been available.

Mr. Nade called for a roll call vote.

The motion carried by the following vote: Mr. Gebhart – no; Mr. Gingerich – yes; Mr. Hornberger – no;


– yes. 6 – yes; 3 - no

ACTION ITEM O

O. Motion is made to approve the Act 93 Agreement between the Northeastern York School

District and the Administrative Personnel effective July 1, 2019 until June 30, 2024. roll call

vote

Motion was made by Mrs. Walker, and seconded by Mr. Nade to approve Action Item O.

Support for the administrators was given, but concerns were voiced on the length of the contract and

terms within the contract.



– yes. 6 – yes; 3 – no

ACTION ITEM P

P. Pursuant to Section 1073 of the Public School Code, the Board of School Directors motion to

reappoint Dr. Stacey Sidle, as the Superintendent of Schools, for a five-year term to commence

July 1, 2020 and end June 30, 2025. It is further recommended that the Board of School

Directors approve the Employment Contract between the District and Dr. Sidle in the form

presented. roll call vote

Motion was made by Mrs. Walker, and seconded by Mr. Nade to approve Action Item P.

Support for the superintendent was given, but concerns were voiced on the length of the contract and

terms within the contract.



– yes. 6 – yes; 3 – no

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ACTION ITEM Q

Q. Upon the recommendation of the District Superintendent and pursuant to Section 1076 of the

Public School Code, motion to renew the Employment Contract between the District and Dr.

Randi Payne, Assistant Superintendent, and reappoint Dr. Payne as Assistant Superintendent for

a five-year term to commence July 1, 2020 and end June 30, 2025. It is further recommended

that the Board of School Directors approve the Employment Contract between the District and

Dr. Payne in the form presented. roll call vote

Motion was made by Mrs. Walker, and seconded by Mr. Nade to approve Action Item P.

Support for the assistant superintendent was given, but concerns were voiced on the length of the contract

and terms within the contract.



– yes. 6 – yes; 3 – no

TREASURER’S REPORT

A. Motion was made by Ms. Snell, seconded by Mr. Gebhart, to approve the Treasurer’s Report

items as written in the report (attachment):

1. Investment Holdings

2. General Fund & Payroll

3. Child Nutrition Fund

4. Capital Reserve Fund

5. Athletic Fund

6. Scoreboard Fund

7. Northeastern Foundation (if applicable)




OLD BUSINESS

None

NEW BUSINESS/PUBLIC COMMENT

There was a discussion on the proposal to leave School Dude and move to FMX at a cost savings. Mr.

Knepper explained the reasons for switching and the benefits. The agreement will be on the next board

agenda for a vote.

Mr. Nade gave farewell remarks as this was his last meeting as a board member. Mrs. Walker thanked

Mr. Gebhart and Mr. Nade for their service.

of 13

MEETING/ACTIVITY DATES

A. November 18, 2019 Academic Affairs, 6 pm


B. November 19, 2019 Foundation meeting, 5:45 pm

November 22, 2019 Upperclassmen Play

C. November 23, 2019 Upperclassmen Play

Honor Bus

D. November 27, 2019 Early Dismissal

F. November 28, 29, 2019 Holiday, District Closed

G. December 2, 2019 Holiday, Offices Open

Transportation Committee, 6 pm


York Haven Holiday Concert, 7 pm

H. December 4, 2019 Turf pre-bid meeting, 10 am

Early Dismissal

I. December 9, 2019 Finance & Personnel Committee meeting, 6 pm

5th & 6th Grade Holiday Concert, NHS, 7pm

J. December 10, 2019 Orendorf Holiday Concert, NHS, 6:30 pm

K. December 11, 2019 Conewago Holiday Concert, NHS, 6:30 pm

L. December 12, 2019 Mount Wolf Holiday Concert, NHS, 6:30 pm

M. December 15, 2019 High School Holiday Concert, 2 pm

N. December 16, 2019 No Committee meeting


O. December 17, 2019 Middle School Holiday Concert, 7 pm

P. December 18, 2019 Receive Turf bids, 1 pm

Q. December 20, 2019 Early Dismissal

R. Dec 23 – Jan 1 Holiday Break

ITEMS FOR DISTRIBUTION

A .…by Dawn’s Early Light, November 5, 2019

ADJOURNMENT

Mr. Gebhart moved for adjournment. Mr. Nade seconded the motion. The motion was carried by

unanimous vote. The meeting was adjourned at 8:28 p.m.

NEXT MEETING

The next Board of School Directors meeting is scheduled for December 2, 2019, which will be the

reorganization meeting and work session.

Mrs. Margaret Walker, President Mr. Brian Geller, Board Secretary

11/22/2019 https://www.aesoponline.com/navigator/rptview.asp?file=2019_11_22%5C18447_Conference+and+Training+Board+Report_230154749…

https://www.aesoponline.com/navigator/rptview.asp?file=2019_11_22%5C18447_Conference+and+Training+Board+Report_230154749_%2Ehtml 1/3

Conference and Training Board Report 11/22/2019SchoolName Name Employee Title Date Absence

Reason Notes to Administrator Replaced By CONF#

AdministrativeCenter SIDLE, STACEY SUPERINTENDENT

OF SCHOOLS 11/1/2019 ConferenceDay Superintendent Symposium 385561916

AdministrativeCenter SMITH, CRYSTAL BOOK KEEPER 11/1/2019 Conference

Day PDE FALL Tour 381492647

AdministrativeCenter

SPENCE,JENNIFER

SECRETARY TODIRECTOR OFCHILD

11/1/2019 ConferenceDay

PDE Fall Tour Harrisburg, PA - approved byL. Pritchett 381493953

ConewagoElementary

ALBRIGHT,AMANDA

ELEMENTARYREADINGSPECIALIST

11/1/2019 ConferenceDay KSLA conference - Hershey 387258121

ConewagoElementary BARE, SUZANNE


11/1/2019 ConferenceDay Attend KSLA Conference 387258918

Mount WolfElementary

PANDELARAS,DEMETRA



KSLA Conference: Hershey, PA-Dr. Payneapproved this literacy conference for the K-6 RS team to attend.

HAMILTON,AMY 376123032

OrendorfElementary

ALLOWAY,AMANDA


11/1/2019 ConferenceDay KSLA REED,

MADISYN 376109648

OrendorfElementary GUISE, CRISTI


11/1/2019 ConferenceDay KSLA Annual Conference - Hershey, PA LOYCH,

ANGELA 386388841

OrendorfElementary

ZECH,STEPHANIE

ELEMENTARYTEACHER 11/1/2019 Conference

Day KSLA Conference - Hershey, PA GODSHALL,KELLY 376109382

ShallowBrookIntermediate

HUDACEK,TRICIA


11/1/2019 Training KSLA conference in Hershey MANN,DONIELLE 376142733

Spring ForgeIntermediate STARNER, APRIL


11/1/2019 ConferenceDay KSLA Literacy Conference KROKOS,

KELLY 378619486

Spring ForgeIntermediate WHITE, STACEY


11/1/2019 Training KSLA Conference IEZZI, CARRIE 376110055

York HavenElementary

BAUMGARDNER,JAN


11/1/2019 ConferenceDay KSLA Conference in Hershey BOSSERMAN,

ELEANOR 382870370

York HavenElementary LEGORE, ANNE


11/1/2019 ConferenceDay KSLA Conference in Hershey BELL, TERRIE 376124604

NortheasternHigh School IEZZI, BRIAN

PRINCIPALASSISTANTSECONDARY

11/4/2019 ConferenceDay To attend PILS 386859991

NortheasternHigh School

SIMMONS, STCLAIR

SECONDARYMATHEMATICSTEACHER


Increasing Students' Learning andEngagement in MATH Using Edpuzzle,Quizizz, Nearpod, Escape Rooms andMore!Camo Hill, Pa

MARSHALL,KAREN 379969431

NortheasternMiddle School

O'NEILL,CHRISTINE



Increasing Students' Learning andEngagement in MATH using Edpuzzle,Quizizz, Nearpod, Escape Rooms, andMore! located at Radisson Camp Hill

PAYNE,MARANDA 377339206


TRIMBLE,CHRISTINE



Increasing Students Learning andEngagement conference in Harrisburg

NAYLOR,DONNA 377465242


ALESSANDRONI,KIMBERLY

DIRECTOR OFCHILD NUTRITIONSE


PASBO Food Service Conference-Radisoon Hotel Harrisburg 387133164



11/5/2019 ConferenceDay To attend PILS 386860046


CLEMENS,TRAVIS

SECONDARYBUSINESS EDTEACHER


CAREER READY BOOTCAMP - SCHOOLTO WORKFORCE CONNECTIONS - ACULTURAL SHIFT: PRINCIPAL ANDTEACHER TRAINING -Provider: LINCOLNINTERMEDIATE UNIT 12

SALVADIA,MELISSA 382014189



11/6/2019 ConferenceDay School To Workforce Connections at LIU 12 380737067


KOWALEWSKI,HOPE

SECONDARYHLTH/PHYS EDTEACHER


LIU School to Workforce ConnectionstrainingNew Oxford, PA

MARSHALL,KAREN 381617135


SMITH, SARAH SECONDARYSPECIALEDUCATION TE

11/6/2019 Training This is the School to WorkforceConnections - A cultural Shift: Principal andTeacher training: A Career Readiness

FANALE, DALE 381177105



Bootcamp put on through the LIU. I wasasked if I would attend by Mr. Gay. Thisfollows the Transition needs for studentswith IEP's.

NortheasternHigh School TATE, JUSTIN

SECONDARYTECHNOLOGYEDUCATION


This is the conference day with Missy at theIU

BITZER,CAROLE 387031128

NortheasternMiddle School GODFREY, DANA

SECONDARYGUIDANCECOUNSELOR

11/6/2019 ConferenceDay Career Bootcamp at IU12 388178772


HOOVER,DEBORAH

SECONDARYLIBRARIAN 11/6/2019 Conference

Day LIU12 workshop on 339 standards NAYLOR,DONNA 385430459


OLIVER,SHANNON

TECHNOLOGYCOACH 11/6/2019 Training

I have been asked by admin to attend theSchool to Workforce Connections bootcampat LIU 12.

379465681

Spring ForgeIntermediate

BREAM,MELISSA

PRINCIPALELEMENTARY 11/6/2019 Conference

DaySchool to workforce Connections Bootcampat the IU 386072831

ConewagoElementary

ALBRIGHT,AMANDA


11/12/2019 ConferenceDay Literacy Summit at York Tech ARENTZ, JODI 388951808

ConewagoElementary DAVIS, NICOLE ELEMENTARY

TEACHER 11/12/2019 Training This is not training, but for the Outstandingteacher luncheon. ??

PAYNE,MARANDA 372991966


GARRIGAN,MICHAEL

SECONDARYENGLISHTEACHER


Shippensburg University SuperintendentStudy Council Outstanding Teacher Award FANALE, DALE 372944551


PRITCHETT,LEAH

BUSINESSMANAGER 11/13/2019 Conference

DayA/CAPA fall conference at the HersheyHotel 383702372


SHEARER,SHANNON

INSTRUCTIONALADVISOR 11/13/2019 Training LETRS 374825590

AdministrativeCenter SMITH, CRYSTAL BOOK KEEPER 11/13/2019 Conference

Day ACAPA - Hershey 382529608

AdministrativeCenter ZAYAS, NANCY RECEPTIONIST 11/13/2019 Conference

Day ACAPA GETNER,PAMELA 389238069

ConewagoElementary MCNEIL, ERIC ELEMENTARY

TEACHER 11/13/2019 Training Frontline as "Training" and add LETRS LOYCH,ANGELA 375090714

ConewagoElementary WIMER, JODIE ELEMENTARY

TEACHER 11/13/2019 Training LETRS BELL, TERRIE 374982980

ConewagoElementary

WOLFF,ELIZABETH

ELEMENTARYTEACHER 11/13/2019 Training LETRS Training @ admin PAYNE,

MARANDA 375608551


BJORKMAN,RACHEL ESL TEACHER 11/13/2019 Training LETRS training with ESL department 374123722


BURKHARDT,HEATHER ESL TEACHER 11/13/2019 Training LETRS Training per Dr. Payne 3 of 3 ARENTZ, JODI 373870554


GERBER,JENNIFER

SECONDARYREADINGTEACHER

11/13/2019 Training LETRS TRAINING PRELLER,KASEY 376564077


GRBICH,DEANNA

SECONDARYENGLISHTEACHER

11/13/2019 Training LETRS TRAINING NAYLOR,DONNA 376562049


RINE,CHRISTINE


11/13/2019 ConferenceDay PATTAN - Leadership in Literacy 383360909

OrendorfElementary

ALLOWAY,AMANDA


11/13/2019 Training LETRS DUKES,JYOTIKALA 376110509

OrendorfElementary DEVERE, ALIVIA ELEMENTARY

TEACHER 11/13/2019 Training LETRS 375127551

OrendorfElementary

DUNMIRE,KRYSTLE

ELEMENTARYTEACHER 11/13/2019 Training LETRS Training HAMILTON,

AMY 374918020

OrendorfElementary

KEEFER,BROOKE

ELEMENTARYTEACHER 11/13/2019 Training LETRS Training GODSHALL,

KELLY 378035486

OrendorfElementary

PETERS,MICHELLE

ELEMENTARYTEACHER 11/13/2019 Training LETRS training CONNOLLY,

NICOLE 377443330


D'ORAZIO,SCOTT

PRINCIPALELEMENTARY 11/13/2019 Training LETRS 375407105


FAHS, ELLIE ELEMENTARYTEACHER 11/13/2019 Training LETRS Training DATESMAN,

SANDRA 374877150


STARNER, APRILELEMENTARYREADINGSPECIALIST

11/13/2019 Training LETRS Training 376114438

Spring ForgeIntermediate WHITE, STACEY


11/13/2019 Training LETRS BITZER,CAROLE 376118452


NESTOR,VERONICA

ELEMENTARYTEACHER 11/13/2019 Training LETRS MANSBERGER,

MARY 375350604




SMITH, CRYSTAL BOOK KEEPER 11/14/2019 ConferenceDay

ACAPA - Hershey 382529698


D'ORAZIO,SCOTT


Day Court 385719308


SPIKER,ALLISON

SECRETARY TODIR OF BUSINESSO


Alio SummitCapital Area IU 55 MillerStreetSummerdale, PA 17093 390113066


CLIFTON,JEFFERSON


DayPAGE Conference in Harrisburg-2nd dayonly 378016747


MONELLI,AMANDA

PSYCHOLOGISTDISTRICT 11/15/2019 Conference

Day

Pennsylvania Association for GiftedEducation (PAGE)- "Gifted Inside and Out"Location: Central Hotel and ConferenceCenter- Harrisburg

375693874


OLIVER,SHANNON

TECHNOLOGYCOACH 11/15/2019 Conference

Day STEM Leadership Meeting at LIU 12 388272053


ZELINKA, EMILYGIFTEDEDUCATIONTEACHER ELEME


I have submitted for approval on LIU Act 48website for the PAGE conference inHarrisburg.

LOYCH,ANGELA 374415518


BREAM,MELISSA


Day STEM Leadership Meeting at the IU 389150698


ROWAN,KATHRYN

PSYCHOLOGISTDISTRICT 11/15/2019 Conference

Day

Gifted Inside & Out: Serving the Needs ofthe Whole Child held by PAGEHarrisburg,PA

375693884


RINE,CHRISTINE


11/19/2019 ConferenceDay York Tech - ELA Summit Day 389210162


LINKER,JENEFER

ELEMENTARYTEACHER 11/19/2019 Training Keystone Collaboration Summit ARENTZ, JODI 389187716


PLUMMER,JEFFREY


11/20/2019 ConferenceDay Literacy Mathematics Collaboration Summit NAYLOR,

DONNA 389179017

AdministrativeCenter PAYNE, RANDI

ASSISTANTSUPERINTENDENTOF SC


Maladaptive Adapating: TheNeurophsyiology of Trauma in Children,Shippensburg University

391194776

ConewagoElementary ALBIN, JODI

ELEMENTARYGUIDANCECOUNSELOR

11/21/2019 ConferenceDay PSCA Annual ConferencePittsburgh, PA 381669787

NortheasternHigh School BELL, KIMBERLY



PaTTAN Harrisburg Proactive Approachesto School Discipline 391371425


BREAM,MELISSA


Day Ship Study Council 391344318

ConewagoElementary ALBIN, JODI

ELEMENTARYGUIDANCECOUNSELOR

11/22/2019 ConferenceDay PSCA Annual ConferencePittsburgh, PA 381669787

NortheasternHigh School HACH, KRISTIAN

SECONDARYGUIDANCECOUNSELOR

11/22/2019 ConferenceDay Mental Health Conference in Camp Hill 391688338


7th Grade Art

Course Description/Course Objectives: Seventh grade art students will create two-dimensional and three-dimensional works of art using

the elements of art and the principles of design with an emphasis on creating the illusion of depth

on a two-dimensional surface. They will explore art history and cultural connections, art careers,

art vocabulary, aesthetics, and the process of art criticism. Current events may be discussed in

class as they become relevant to content or student achievement.

Materials May Include:

Pencil, Colored Pencil, Pastel, Oil Pastel, Watercolor, Paper, Ink

Instructional Time: 45 min per day for 6 weeks

Standards: PA.9.1. Arts and Humanities: Production, Performance and Exhibition of Visual Arts.

9.1.12. Pennsylvania's public schools shall teach, challenge and support every student to realize

his or her maximum potential and to acquire the knowledge and skills needed to:

9.1.12.A.1. Know and use the elements and principles of each art form to create works in the arts

and humanities. Elements: Dance: energy/force; space; time. Principles: Dance: choreography;

form; genre; improvisation; style; technique


and humanities. Elements: Visual Arts: color; form/shape; line; space; texture; value. Principles:

Visual Arts: balance; contrast; emphasis/focal point; movement/rhythm; proportion/scale;

repetition; unity/harmony

9.1.12.B.4. Recognize, know, use and demonstrate a variety of appropriate arts elements and

principles to produce, review and revise original works in the arts. Visual Arts: paint; draw;

craft; sculpt; print; design for environment, communication, multimedia

9.1.12.C. Integrate and apply advanced vocabulary to the arts forms.

9.1.12.D. Demonstrate specific styles in combination through the production or performance of a

unique work of art (e.g., a dance composition that combines jazz dance and African dance).

9.1.12.E. Delineate a unifying theme through the production of a work of art that reflects skills in

media processes and techniques.

9.1.12.F. Analyze works of arts influenced by experiences or historical and cultural events

through production, performance or exhibition.

9.1.12.G. Analyze the effect of rehearsal and practice sessions.

9.1.12.H.1. Incorporate the effective and safe use of materials, equipment and tools into the

production of works in the arts at work and performance spaces. Evaluate the use and

applications of materials.


production of works in the arts at work and performance spaces. Evaluate issues of cleanliness

related to the arts.



applications of mechanical/electrical equipment.


production of works in the arts at work and performance spaces. Evaluate differences among

selected physical space/environment.



applications of safe props/stage equipment.


production of works in the arts at work and performance spaces. Evaluate the use and apply safe

methods for storing materials in the arts.

9.1.12.I. Distinguish among a variety of regional arts events and resources and analyze methods

of selection and admission.

9.1.12.J.1. Analyze and evaluate the use of traditional and contemporary technologies for

producing, performing and exhibiting works in the arts or the works of others. Analyze

traditional technologies (e.g., acid printing, etching methods, musical instruments, costume

materials, eight track recording, super 8 movies).



contemporary technologies (e.g., virtual reality design, instrument enhancements, photographic

tools, broadcast equipment, film cameras, preservation tools, web graphics, computer generated

marching band designs).

9.1.12.K. Analyze and evaluate the use of traditional and contemporary technologies in

furthering knowledge and understanding in the humanities.

PA.9.2. Arts and Humanities: Historical and Cultural Contexts.


his or her maximum potential and to acquire the knowledge and skills needed to identify,

compare, contrast and analyze works in the arts in their historical and cultural context

appropriate for each grade level in concert with districts' social studies, literature and language

standards.

9.2.12.A. Explain the historical, cultural and social context of an individual work in the arts.

9.2.12.B. Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to

present).

9.2.12.C. Relate works in the arts to varying styles and genre and to the periods in which they

were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Postmodern,

Contemporary, Futuristic, others).

9.2.12.D. Analyze a work of art from its historical and cultural perspective.

9.2.12.E. Analyze how historical events and culture impact forms, techniques and purposes of

works in the arts (e.g., Gilbert and Sullivan operettas)

9.2.12.F. Know and apply appropriate vocabulary used between social studies and the arts and

humanities.

9.2.12.G. Relate works in the arts to geographic regions: Africa; Asia; Australia; Central

America; Europe; North America; South America.

9.2.12.H. Identify, describe and analyze the work of Pennsylvania Artists in dance, music,

theatre and visual arts.

9.2.12.I. Identify, explain and analyze philosophical beliefs as they relate to works in the arts

(e.g., classical architecture, rock music, Native American dance, contemporary American

musical theatre).

9.2.12.J. Identify, explain and analyze historical and cultural differences as they relate to works

in the arts (e.g., PLAYS BY Shakespeare, works by Michelangelo, ethnic dance and music).

9.2.12.K. Identify, explain and analyze traditions as they relate to works in the arts (e.g.,

storytelling - plays, oral histories- poetry, work songs- bluegrass).

9.2.12.L. Identify, explain and analyze common themes, forms and techniques from works in the

arts (e.g., Copland and Graham's Appalachian Spring and Millet's The Gleaners).

PA.9.3. Arts and Humanities: Critical Response.



9.3.12.A. Explain and apply the critical examination processes of works in the arts and

humanities: Compare and contrast; Analyze; Interpret; Form and test hypotheses; Evaluate/form

judgments

9.3.12.B. Determine and apply criteria to a person's work and works of others in the arts (e.g.,

use visual scanning techniques to critique the student's own use of sculptural space in

comparison to Julio Gonzalez' use of space in Woman Combing Her Hair).

9.3.12.C. Apply systems of classification for interpreting works in the arts and forming a critical

response.

9.3.12.D. Analyze and interpret works in the arts and humanities from different societies using

culturally specific vocabulary of critical response.

9.3.12.E. Examine and evaluate various types of critical analysis of works in the arts and

humanities: Contextual criticism; Formal criticism; Intuitive criticism

9.3.12.F. Analyze the processes of criticism used to compare the meanings of a work in the arts

in both its own and present time.

9.3.12.G. Analyze works in the arts by referencing the judgments advanced by arts critics as well

as one's own analysis and critique.

PA.9.4. Arts and Humanities: Aesthetic Response.



9.4.12.A. Evaluate an individual's philosophical statement on a work in the arts and its

relationship to one's own life based on knowledge and experience.

9.4.12.B. Describe and analyze the effects that works in the arts have on groups, individuals and

the culture (e.g., Orson Welles' 1938 radio broadcast, War of the Worlds).

9.4.12.C. Compare and contrast the attributes of various audiences' environments as they

influence individual aesthetic response (e.g., viewing traditional Irish dance at county fair versus

the performance of Riverdance in a concert hall).

9.4.12.D. Analyze and interpret a philosophical position identified in works in the arts and

humanities

Assessment: Daily best practices are expected throughout this course. These include

maximizing studio work time, executing demonstrated skills, and proper use, care, and clean up

of all materials. Deadlines must be met and work must be completed in order to receive full

credit for this course. Each unit of study will be followed by practice worksheets and an art

project with a corresponding assessment.


8th Grade Art

Course Description/Course Objectives: Eighth grade art students will create two-dimensional and three-dimensional works of art using

the elements of art and the principles of design with an emphasis on creating the illusion of depth

on a two-dimensional surface. They will explore art history and cultural connections, art careers,

art vocabulary, aesthetics, and the process of art criticism.

Materials May Include: Pencil, Colored Pencil, Pastel, Oil Pastel, Watercolor, Paper, Ink

Instructional Time: 45 min per day for 6 weeks


























































standards.



present).








humanities.







musical theatre).












judgments





response.




















humanities

Assessment:

Student achievement will be measured through various methods. These may include tests,

quizzes, written assignments, classwork, homework, projects, presentations, labs, and

discussions. These include maximizing studio work time, executing demonstrated skills, and

proper use, care, and clean up of all materials. Deadlines must be met and work must be

completed in order to receive full credit for this course. Each unit of study will be followed by

practice worksheets and an art project with a corresponding assessment.


Art Portfolio

Course Description/Course Objectives: This class is designed for the serious art student who

wants to prepare a portfolio for art school or further develop themselves as an artist both in

concept and skill. There with an emphasis on the following when it comes to the development of

projects:

craft

creativity

content

composition

Students will compile a collection of their best work that shows quality, concentration, and

breadth as a artist. This collection will come from prior class projects and current work created in

this course. Students will work independently to create work in their own style with guidance

from their teacher. There will also be some teacher driven projects to help further develop skills

and bring the class together in solving the same visual problems.


Various drawing and painting materials along with other sculpting materials such as clay or wire.

Current events may be discussed in class as they become relevant to content or student

achievement.

Participants in this course will incur a $20 lab fee. This course is based on teacher

recommendation and success in at least two previous credit courses.

Instructional Time: Art Portfolio is a 1 credit course taught for 90 days (1 semester for 80

minutes daily).

Standards:

PA.9.1. Arts and Humanities: Production, Performance and Exhibition of Visual Arts.

























































standards.



present).








humanities.







musical theatre).












judgments





response.




















humanities

Assessment:



discussions. Assessments may follow criteria from:

https://www.theartofed.com/content/uploads/2016/01/Studio-Habits-Rubric.pdf



Painting 1

Course Description/Course Objectives:

This beginning painting class introduces:

painting materials,

color theory, and

various techniques used with watercolor and acrylics

Units involve experiences with:

Painting with historical context

Abstraction

Still life collage

Landscape and

Portraiture

Small works displayed in local galleries

Large scale murals and community projects


achievement.


Tempera, watercolor, gouache, acrylic, palette knives, oils, wood panel, canvas, and community

windows. Participants in this course will incur a $20 lab fee.

Instructional Time:

This is a 1 credit course taught for 90 days (1 semester) for 80 minute periods.


























































standards.



present).








humanities.







musical theatre).












judgments





response.




















humanities

Assessment: Student achievement will be measured through various methods. These may include tests,


discussions. Assessments follow criteria from this link and may be improved as needed until the

week before the end of the marking period.




Drawing 1

Course Description/Course Objectives

This introductory studio course focuses on:

Establishing patterns and skills for creative thinking

Building techniques with an emphasis on expressive, symbols/semiotics and

observational drawing including

o seeing edges,

o negative spaces,

o rendering form with values and

o proportions and angles.

o current events may be discussed in class as they become relevant to content or

student achievement.

This course is a prerequisite for Drawing 2 and Painting 1.


Graphite pencils, colored pencils, charcoals, pastels, and various drawing papers. Participants in

this course will incur a $20 lab fee.

Instructional Time:

This is a .5 credit course taught for 45 days (1 marking period) for 80 minute periods.


























































standards.



present).








humanities.







musical theatre).












judgments





response.




















humanities








Drawing 2


This advanced course is recommended for students who excelled in Drawing 1. Use of visual

resources and daily sketches is required. The course includes:

Daily sketchbook work

Use of visual references requiring thumbnail sketches

Emphasis on proportion, observation, and composition

Perspective knowledge and skills

Stylistic and personal choices in still life, figure, and portraiture units.


achievement.

This course is has a prerequisite of Drawing 1, with an 80% or higher achievement. Freshmen

are discouraged for enrolling in this course.


Personal sketchbook, graphite pencils, colored pencils, charcoals, pastels, various drawing

papers, and colored mural tape. Illustration board, scratchboard, inks, markers, and advanced

drawing tools are included. Adobe Illustrator CC is preferred electronic medium if

used. Participants in this course will incur a $20 lab fee.

Instructional Time:









media processes and techniques. For example, create a series of drawings related to the same

subject matter, all having a unique goal, style, or outcome.






traditional technologies (e.g., acid printing, etching methods, Illustrator software, crow quill

pens, scratchboard, tape murals).



contemporary technologies (e.g., virtual reality design, photographic tools, web graphics).








standards.



works in the arts (e.g., Illustrations of Americana/historic images from E. Hopper, NCWyeth,

Norman Rockwell, Howard Pyle )




in the arts (e.g., sketches and finished images by Michelangelo).


storytelling - illustrated books).


arts (e.g., self portraits, still life Vanitas).






judgments





response.









influence individual aesthetic response (e.g., viewing design illustration on line versus the

illustrations for a children’s book).


Drawing 3


This advanced course is recommended for students who excelled in Drawing 2. This course is

encouraged only for students who are applying to a post secondary path in visual arts with a

teacher recommendation. Students will continue building their personal drawing skills while

implementing more of their own choices in the work they produce such as content and theme.

Students will be expected to produce work outside of class. Since students will participate in an

exhibition, they will learn to mat and display work. Students will also need to be able to discuss

and analyze their own work and the work of others. Participants will incur a $20 lab fee.

Prerequisite: Drawing 1 and Drawing 2, with an 80% or higher achievement and teacher

recommendation.

Daily sketchbook work

Emphasis on proportion, observation, and composition

Perspective knowledge and skills continue development

Stylistic and personal choices used within a series.

Preparation and participation in a local art competition or show (by approval).


achievement.

Materials May Include: Personal sketchbook, graphite pencils, colored pencils, charcoals, pastels, various drawing

papers, digital platforms (Adobe Illustrator CC is preferred), mural medium (colored tape).

Instructional Time:

This is a .5 credit course taught for 45 days (1 marking period) for 80 minutes.








media processes and techniques. For example, create a series of drawings related to the same

subject matter, all having a unique goal, style, or outcome.






traditional technologies (e.g., acid printing, etching methods, Illustrator software, crow quill

pens, scratchboard, tape murals).



contemporary technologies (e.g., virtual reality design, photographic tools, web graphics).








standards.



works in the arts (e.g., Illustrations of Americana/historic images from E. Hopper, NCWyeth,

Norman Rockwell, Howard Pyle )




in the arts (e.g., sketches and finished images by Michelangelo).


storytelling - illustrated books).


arts (e.g., self portraits, still life Vanitas).






judgments





response.









influence individual aesthetic response (e.g., viewing design illustration on line versus the

illustrations for a children’s book).

Assessment: Student achievement will be measured through various methods. Assessments follow criteria

from this link and may be improved as needed until the week before the end of the marking

period. https://www.theartofed.com/content/uploads/2016/01/Studio-Habits-Rubric.pdf



Ceramics 1


This introductory course will teach the basics of hand-built ceramic techniques with an

emphasis on:

craft

creativity

content

composition

Students will engage in various units of study while using a variety of hand-building methods

such as:

hollowing

pinch pots

slabs

coils

drape molds

Each project teaches different skills while incorporating other forms of art such as:

bonsai

intaglio printing

glazing- exploring surface decoration techniques

painting- exploring color mixing, theory, and design


Various clay and sculpting medium, paints, glazes, linoleum stamps, plaster mold materials, and

various ceramic tools. Current events may be discussed in class as they become relevant to

content or student achievement.

Participants in this course will incur a $20 lab fee. This course is a prerequisite for Ceramics 2.

Instructional Time:

Ceramics 1 is a 1 credit course taught for 90 days (1 semester for 80 minutes daily).

Standards:


























































standards.



present).








humanities.







musical theatre).












judgments





response.




















humanities

Assessment:



discussions. Assessments may follow criteria from:




Ceramics 2


Students will use their experiences in Ceramics 1 to further develop and combine their skills in

hand-building while continuing to explore surface decoration techniques.

Students will learn additional skills such as how to:

wheel-throw

create a one-part plaster mold

make pieces through slip casting

incorporate mixed-media

create and share pottery with others in the community through a “Meal in a Bowl” project

Projects are a little more open-ended but will still have specific criteria which need to be met.

There will continue to be an emphasis on the following with completed projects:

craft

creativity

content

composition


Various clay and sculpting medium, paints, glazes, pottery wheels, plaster mold materials, and

advanced ceramic tools. Current events may be discussed in class as they become relevant to


Participants in this course will incur a $20 lab fee. This course’s prerequisite is Ceramics 1.

Instructional Time: Ceramics 2 is a 1 credit course taught for 90 days (1 semester for 80 minutes daily).

Standards:


























































standards.



present).








humanities.







musical theatre).












judgments





response.




















humanities

Assessment:



discussions. Assessments may use criteria from




Ceramics 3


Students will use their prior knowledge of hand-building and wheel-throwing to tackle proposed

“problems” in learning how to visually solve a task at hand while adding their own individuality

and style. Projects are more open-ended and will be structured around student interests and wants

as an individual (or class). Students will also learn additional skills such as how to create a two-

part plaster mold. There will still be specific criteria which need to be met for each project yet

various possible outcomes are to be expected. There will continue to be an emphasis on the

following with completed projects:

craft

creativity

content

composition


Various clay and sculpting medium, paints, glazes, pottery wheels, plaster mold materials, and

advanced ceramic tools. Current events may be discussed in class as they become relevant to


Participants in this course will incur a $20 lab fee. This course’s prerequisite is Ceramics 2.

Instructional Time: Ceramics 2 is a 1 credit course taught for 90 days (1 semester for 80 minutes daily).

Standards:


























































standards.



present).








humanities.







musical theatre).












judgments





response.




















humanities

Assessment:



discussions. Assessments may use criteria from




Art Fundamentals

Course Description/Course Objectives: This entry-level Visual Arts Design course is designed to provide students with a broad

background of art experiences. Students will haves studio experiences with each of the following

units:

Traditional-v-Contemporary Art

Formal Composition

Design Thinking Process

Line

Shape

Color

Space

Texture and Motion


achievement


The Visual Experience, by Salome and Hobbs; DSchool, Stanford Documents; Sketchbooks,

pencils, markers, inks, collage medium, wire, wood, found objects, paint, canvas, and simple

graphic software from Adobe CC.

Instructional Time:



























































standards.



present).








humanities.







musical theatre).












judgments





response.




















humanities








7th Grade Computer Technology


The content of the 7th grade computer course consists of learning the basics coding, digital

citizenship, graphic design, google sheets and google forms.

Students will use Nearpod to learn about Digital Life, Predators, and Cyberbullying

Students will learn the basics of coding.

Students will use google forms to gather and analyze data

Students will use google sheets to create formulas and graphs.

Students will use Canva to create graphic designs.


Nearpod, Computer Science First, Scratch, Code.org, Spero edu, google sheets, google forms,

Canva and current events may be discussed in class as they become relevant to content or student

achievement.

Instructional Time:

45 min per day for 30 days

Standards:

15.4.8.A Analyze the influence of emerging technologies on daily life.

15.4.8.B Interpret and apply appropriate social, legal, ethical, and safe behaviors of digital

citizenship.

15.4.8.K Create a multimedia project using student-created digital media.

15.4.8.G Create an advanced digital project using appropriate software/application for an

authentic task.

15.4.8.I Solve a problem with an algorithm.



discussions.


8th Grade Computer Technology


The content of the 8th grade computer course consists of digital citizenship, coding, animation,

3D printing and video making.

Students will learn about their digital footprint and what it conveys to others

Students will understand how digital media affects the brain.

Students will code using loops, variables, and conditionals

Students will use stop motion animation to explain an APP

Students will use 3D printing to design an object to solve a real world problem.

Students will create a video to advertise an APP

Materials May Include: Nearpod, Computer Science First, Scratch, Code.org, Spheroedu, Tinkercad, Flashprint, Movie

Maker, Stop Motion Animator and current events may be discussed in class as they become

relevant to content or student achievement.

Instructional Time:

45 min per day for 30 days

Standards:

15.4.8.A Analyze the influence of emerging technologies on daily life.

15.4.8.B Interpret and apply appropriate social, legal, ethical, and safe behaviors of digital

citizenship.

15.4.8.K Create a multimedia project using student-created digital media.

15.4.8.G Create an advanced digital project using appropriate software/application for an

authentic task.

15.4.8.I Solve a problem with an algorithm.



discussions.


News Media Production

Course Description/Objectives: Students with an interest in digital media publication will have the opportunity to learn how to

produce media for the High Street Morning News program. They will gain experience in live

news broadcasting and video creation, as well as web and social media publication. Students

enrolling in this course must be highly motivated to be successful, and have a solid academic

standing. Students who have failed a previous elective course are not recommended to enroll. A

decision to admit students into the course will be considered by department faculty. This course

will run in a blended model of online and classroom study.

Materials May Include: The Adobe Creative Cloud suite of applications will be used in this course, along with a

Windows notebook computer. Students will also use a tripod, tripod phone mount (both

provided) and their mobile phone. Students who do not own a mobile device will be provided

with a device for the course. Current events may be discussed in class as they become relevant to


Instructional Time: 80 minutes per day for one semester

Standards: PA Department of Education Academic Standards for Business, Computer and

Information Technology

Computer and Information Technology Standards

15.4.2.K. With help and support, identify similarities and differences between text, graphics,

audio, animation, and video.

15.4.5.K. Use digital media to enhance a content specific work product.

15.4.8.K. Create a multimedia project using student created digital media.

15.4.12.K. Evaluate advanced multimedia work products and make recommendations based on

the evaluation.

Source: http://static.pdesas.org/content/documents/BCIT_standards.pdf

PA Department of Education Academic Standards for Science and Technology

Computer Literacy Standards

3.7.7D

Identify software designed to meet specific needs (e.g., Computer Aided Drafting, design

software, tutorial, financial, presentation software).

Identify and solve basic software problems relevant to specific software applications.

3.7.10.D

Apply basic multimedia applications.

Describe and demonstrate how two or more software applications can be used to produce

an output.

Select and apply software designed to meet specific needs.

3.7.12.D

Design and apply advanced multimedia techniques.

Source: http://www.education.pa.gov/Documents/Teachers-

Administrators/Curriculum/Technology%20Education/ScienceandTechnologyStandards.pdf

Assessment: All project assessments are scored by checklist/rubric. These documents show the maximum

points possible for different aspects of each project.

ALL students, regardless of previous experience, are expected to have their work reviewed by

the instructor BEFORE turning it in for assessment.

All projects are completed within an assigned timeframe referred to in class as the Production

Cycle. Students completing assignments earlier in the production cycle have more opportunities

to have work reviewed and revised. This process allows students to receive individualized

instruction and training and allows for the highest caliber of work to be aired on High Street

Morning News as well as the HSMN website.

http://www.education.pa.gov/Documents/Teachers-Administrators/Curriculum/Technology%20Education/ScienceandTechnologyStandards.pdf



Multimedia

Course Description: This course involves a computer-based, interactive experience that incorporates text, graphics,

sound, animation, video, and web design. Students will use several different programs, including

Adobe Premiere Pro, Adobe Photoshop, Adobe Acrobat, Adobe Animation, and Adobe

Audition. In addition to learning software applications, students will learn how to operate

equipment in the television studio. This course runs in a blended model of online and classroom

study. Students must have completed the Introduction to Computer Science or have approval

from the instructor.

Course Objectives: Video Production

Video Editing

Audio Editing

Animation

Website Development

Materials May Include: The Adobe Creative Cloud suite of applications will be used in this course, along with a

Windows notebook computer. Students will also use a tripod, tripod phone mount (both

provided) and their mobile phone. Students who do not own a mobile device will be provided

with a device for the course. Current events may be discussed in class as they become relevant to


Instructional Time: One Semester, 80 minutes per day.

Standards: PA Department of Education Academic Standards for Business, Computer and Information

Technology

Computer and Information Technology Standards

15.4.2.K. With help and support, identify similarities and differences between text, graphics,

audio, animation, and video.

15.4.5.K. Use digital media to enhance a content specific work product.

15.4.8.K. Create a multimedia project using student created digital media.

15.4.12.K. Evaluate advanced multimedia work products and make recommendations based on

the evaluation.



Computer Literacy Standards

3.7.7D

Identify software designed to meet specific needs (e.g., Computer Aided Drafting, design

software, tutorial, financial, presentation software).

Identify and solve basic software problems relevant to specific software applications.

3.7.10.D

Apply basic multimedia applications.

Describe and demonstrate how two or more software applications can be used to produce

an output.

Select and apply software designed to meet specific needs.

3.7.12.D

Design and apply advanced multimedia techniques.





discussions.




Microsoft Office Applications Instructors: Travis Clemens, David Weikert

Course Description:

This course teaches students to use Microsoft Office applications including Word, Excel,

PowerPoint, and Access. Students who successfully complete this course will take the TestOut

Office Pro Certification Exam. This certification shows prospective employers and higher

education institutions that the student is proficient in using Microsoft Office. This class is

considered a Blended Course. This means most of the instruction takes place online, within the

TestOut program. While the students learn most of the information from TestOut, the class still

meets every day so the teacher can guide the students and answer any questions about the lesson.

To take this class, students must have passed Digital Concepts/Intro to Computer Science, or

received instructor approval.

Course Objectives: Have a basic understanding of the applications within Microsoft Office

Create and format documents using different themes, styles, and templates in

Microsoft Word

Organize data using advanced functions in Microsoft Excel

Manage presentations with imported media in Microsoft PowerPoint

Create simple databases in Microsoft Access

Units of Study: Microsoft Word - weeks 1-3

Microsoft Excel - weeks 4-5

Microsoft PowerPoint - weeks 6-7

Computer Essentials - week 8

Online Essentials - week 9


TestOut Office Pro online curriculum will be used in this course. Current events may be

discussed in class as they become relevant to content or student achievement.

Instructional Time:

1 Marking Period, 80 minutes per day or 1 Semester, 45 minutes a day

Standards:

Pennsylvania Department of Education Standards:

15.4.12.A. - Apply the creative and productive use of emerging technologies for educational and

personal success.

15.6.12.M. - Evaluate the impact of emerging technologies on various career paths and provide

examples of industry certifications within the field.

15.3.12.G - Employ appropriate presentation skills to lead discussions and team activities.

Reference English Language Arts CC.1.5.11-12.A

15.3.12.N - Demonstrate appropriate work ethic in the workplace, community, and classroom.

15.3.12.Q - Analyze communication channels and their effectiveness within the corporate

culture.

15.3.12.S - Evaluate electronic communication options based on need.

15.4.12.G - Create an advanced digital project using sophisticated design and appropriate

software/applications.

15.4.12.K - Evaluate advanced multimedia work products and make recommendations based on

the evaluation.

All of the Pennsylvania academic standards for business, computer and information technology

can be viewed here: http://static.pdesas.org/content/documents/BCIT_standards.pdf

Assessment & Grading: All grades will be kept in Schoology. Progress can be tracked through TestOut.com. The

following will be what each student is evaluated on:

TestOut Labs

Unit Tests (Word, Excel, PowerPoint)

TestOut Office Pro Certification Exam

http://static.pdesas.org/content/documents/BCIT_standards.pdf


Marketing

Course Description: This introductory course will provide the student with a basic understanding of marketing and its

importance in the success of any business venture. This course focuses on marketing concepts

such as distribution, ethics, pricing, product/service management, and human relations skills

necessary for success in business. The assessments are done on a chapter basis through tests,

quizzes, and various marketing projects.

Course Objectives: The following objectives will be met throughout the course:

What is marketing?

Purpose of marketing.

Responsibilities of marketing.

Benefits of marketing.

Planning a marketing strategy.

Target Markets and Competition

How to research and use the research information.

Relation of marketing and consumers.

Analyzing the target market.

Using marketing with electronics.

Using the marketing mix.

Marketing a new product.

Marketing a service.

Distribution and marketing.

Pricing and marketing.

Promotional Planning.

Creating an advertising plan.


Chromebook, Desktop, Textbook (Marketing 2nd Edition. James L Burrow), and current events

may be discussed in class as they become relevant to content or student achievement.

Instructional Time:

1 semester, 80 minutes per day

Standards:

15.9.12.A - Analyze and summarize professional designations, careers, and organizations within

the field of marketing, including the educational and certification requirements for each.

15.9.12.B - Analyze how marketing influences today’s households, businesses, and society;

including but not limited to business-to-consumer, business-to-business, and consumer-to-

consumer.

15.9.12.C - Evaluate the influence of members of a marketing channel, including company,

intermediaries, retailer, and consumer.

15.9.12.D - Reference Business, Computer and Information Technologies 15.3.12.D

15.9.12.E - Research and analyze consumer behavior patterns and the effect of those patterns on

business and the economy.

15.9.12.F - Evaluate processes needed to obtain, develop, maintain, and improve products or

services; including product development, packaging, branding, product mix, product life cycle,

and product positioning.

15.9.12.G - Assess the distribution process of various companies and industries.

15.9.12.H - Evaluate the impacts of various pricing strategies on the consumer and businesses at

the local, domestic, and global level; including penetration, skimming, supply/demand, and

exchange rates.

15.9.12.I - Design a comprehensive promotion plan for a product or service.

15.9.12.J - Analyze data collection methods when entering into or expanding a market.

15.9.12.K - Create a comprehensive marketing plan.

15.9.12.L - Analyze the costs and benefits of using technology in marketing to gain a

competitive advantage.

15.9.12.M - Evaluate laws and regulations impacting marketing.

Assessment: Test/Quizzes: Tests and quizzes will be given at the conclusion of every unit. Exams will

include items learned in that unit.

Class Work & Group Work: Students are expected to complete all group work, practice, and

class work to the best of their ability. group work and class work are handed in for a grade and

will have points deducted if not in on the due date.

Integration Projects: At various sections of the course there will be projects that use the

information from the chapters to complete a task. These projects could be done individually or in

groups and will be expected to be turned in on the expected due dates. Assessments will be given

at the time of the integration project and is determined by the amount of time given for the task

and the level of involvement.


Linux

Course Description: This rigorous class is designed to prepare students to successfully pass the Computer Technician

Industry Association’s Linux+ certification exam and the TestOut Linux Pro certification exam.

The latter exam will be offered free of charge to students who successfully complete the course.

The format of the course is fully online. Students enrolling in this course must be highly

motivated to be successful, and have a solid academic standing. A decision to admit students

into the course will be considered by department faculty. The prerequisite course for the Linux

course is either AP CSP, AP Computer Science or computer security.

Course Objectives:

Using Linux

Installation and Localization

Boot and Shutdown

User Interfaces and Desktops

Software Installation

Users and Groups

Disk and File System Management

Hardware Installation

Processes and System Services

System Monitoring

Networking

Security

Materials May Include: TestOut Linux Pro online curriculum will be used in this course. Current events may be


Instructional Time:

One Semester, 80 minutes per day.


Technology

Computer and Information Technology

15.4.8.E. Explain the different operating systems.

15.4.12.E. Analyze the different operating systems and recommend the appropriate

system for specific user needs.




Computer Literacy

3.7.4.D Apply operating system skills to perform basic computer tasks.

3.7.10.C

Describe the process for basic software installation and demonstrate it.

Analyze and solve basic operating systems problems.

Demonstrate the ability to perform basic software installation.

3.7.12.C

Describe and demonstrate atypical software installation.

Analyze and solve hardware and advanced software problems.



Assessment: Student achievement will be measured through LabSim curriculum provided by TestOut Corp.

Labsim evaluates students by providing virtual interactive simulations of both hardware and

software to test their knowledge. Multiple choice testing is also utilized to check for the

understanding of course related theory.




Digital Concepts

Course Description:

Digital Concepts is a course designed to incorporate an introduction into the internet, digital

information, introduction to programming, big data and privacy, as well as an exploratory

performance projects. This course will use partner work, unplugged and plugged practices to

achieve our objectives.

Course Objectives:

Unit 1 explores the technical challenges and questions that arise from the need to represent

digital information in computers and transfer it between people and computational devices.

The unit then explores the structure and design of the internet and the implications of those

design decisions.

Unit 2 further explores the ways that digital information is encoded, represented and

manipulated. Being able to digitally manipulate data, visualize it, and identify patterns, trends

and possible meanings are important practical skills that computer scientists do every day.

Understanding where data comes from, having intuitions about what could be learned or

extracted from it, and being able to use computational tools to manipulate data and

communicate about it are the primary skills addressed in the unit.

Unit 3 introduces the foundational concepts of computer programming, which unlocks the

ability to make rich, interactive apps. This course uses JavaScript as the programming

language, and App Lab as the programming environment to build apps, but the concepts

learned in these lessons span all programming languages and tools.Lastly,

Unit 4 discusses the data-rich world we live in which introduces many complex questions

related to public policy, law, ethics and societal impact. The goals of this unit are to develop

a well-rounded and balanced view about data in the world, including the positive and

negative effects of it, and to understand the basics of how and why modern encryption works.


Chromebooks, Desktops, other individual lesson supplies, and current events may be discussed

in class as they become relevant to content or student achievement.

Instructional Time:

1 Marking Period, 80 minutes per day or Full semester 45 minutes per day.

Standards: State Standards Covered in these sections:

CSTA K-12 Computer Science Standards (2011)

CI - Community, Global, and Ethical Impacts

CI.L2:2 - Demonstrate knowledge of changes in information technologies over time and

the effects those changes have on education, the workplace and society.

CI.L2:3 - Analyze the positive and negative impacts of computing on human culture.

CI.L2:5 - Describe ethical issues that relate to computers and networks (e.g., security,

privacy, ownership and information sharing).

CI.L3B:2 - Analyze the beneficial and harmful effects of computing innovations.

CI.L3B:4 - Summarize how computation has revolutionized the way people build real

and virtual organizations and infrastructures.

CI.L3A:10 - Describe security and privacy issues that relate to computer networks.

CI.L3A:4 - Compare the positive and negative impacts of technology on culture (e.g.,

social networking, delivery of news and other public media, and intercultural communication).

CL - Collaboration

CL.L2:2 - Collaboratively design, develop, publish and present products (e.g., videos,

podcasts, websites) using technology resources that demonstrate and communicate curriculum.

concepts.

CL.L2:3 - Collaborate with peers, experts and others using collaborative practices such as

pair programming, working in project teams and participating in-group active learning activities.

CL.L2:4 - Exhibit dispositions necessary for collaboration: providing useful feedback,

integrating feedback, understanding and accepting multiple perspectives, socialization.

CPP - Computing Practice & Programming

CPP.L2:4 - Demonstrate an understanding of algorithms and their practical application.

CPP.L2:5 - Implement problem solutions using a programming language, including:

looping behavior, conditional statements, logic, expressions, variables and functions.

CPP.L2:8 - Demonstrate dispositions amenable to open-ended problem solving and

programming (e.g., comfort with complexity, persistence, brainstorming, adaptability, patience,

propensity to tinker, creativity, accepting challenge).

CPP.L3A:3 - Use various debugging and testing methods to ensure program correctness

(e.g., test cases, unit testing, white box, black box, integration testing)

CPP.L3A:4 - Apply analysis, design, and implementation techniques to solve problems

(e.g., use one or more software lifecycle models).

CPP.L3A:5 - Use Application Program Interfaces (APIs) and libraries to facilitate

programming solutions.

CPP.L3A:9 - Explain the principles of security by examining encryption, cryptography,

and authentication techniques.

CPP.L1:6-06 - Implement problem solutions using a block based visual programming

language.

CPP.L3B:5 - Deploy principles of security by implementing encryption and

authentication strategies.

CT - Computational Thinking

CT.L2:1 - Use the basic steps in algorithmic problem-solving to design solutions (e.g.,

problem statement and exploration, examination of sample instances, design, implementing a

solution, testing and evaluation).

CT.L2:3 - Define an algorithm as a sequence of instructions that can be processed by a

computer.

CT.L2:4 - Evaluate ways that different algorithms may be used to solve the same

problem.

CT.L2:6 - Describe and analyze a sequence of instructions being followed (e.g., describe

a characterâ€™s behavior in a video game as driven by rules and algorithms).

CT.L2:7 - Represent data in a variety of ways including text, sounds, pictures and

numbers.

CT.L2:8 - Use visual representations of problem states, structures and data (e.g., graphs,

charts, network diagrams, flowcharts).

CT.L2:9 - Interact with content-specific models and simulations (e.g., ecosystems,

epidemics, molecular dynamics) to support learning and research.

CT.L2:12 - Use abstraction to decompose a problem into sub problems.

CT.L2:13 - Understand the notion of hierarchy and abstraction in computing including

high level languages, translation, instruction set and logic circuits.

CT.L2:14 - Examine connections between elements of mathematics and computer

science including binary numbers, logic, sets and functions.

CT.L3A:1 - Use predefined functions and parameters, classes and methods to divide a

complex problem into simpler parts.

CT.L3A:3 - Explain how sequence, selection, iteration, and recursion are building blocks

of algorithms.

CT.L3A:4 - Compare techniques for analyzing massive data collections.

CT.L3A:6 - Analyze the representation and trade-offs among various forms of digital

information.

CT.L3A:7 - Describe how various types of data are stored in a computer system.

CT.L3A:9 - Discuss the value of abstraction to manage problem complexity.

CT.L3B:8 - Use models and simulations to help formulate, refine, and test scientific

hypotheses.

CT.L1:6-01 - Understand and use the basic steps in algorithmic problem-solving (e.g.,

problem statement and exploration, examination of sample instances, design, implementation

and testing).

CT.L2:3 - Define an algorithm as a sequence of instructions that can be processed by a

computer.

CT.L3B:2 - Explain the value of heuristic algorithms to approximate solutions for

intractable problems.

CT.L3B:4 - Evaluate algorithms by their efficiency, correctness, and clarity.

CT.L3B:9 - Analyze data and identify patterns through modeling and simulation.

CD - Computers & Communication Devices

CD.L2:4 - Use developmentally appropriate, accurate terminology when communicating

about technology.

CD.L2:6 - Describe the major components and functions of computer systems and

networks.

CD.L3A:8 - Explain the basic components of computer networks (e.g., servers, file

protection, routing, spoolers and queues, shared resources, and fault-tolerance).

CD.L3A:9 - Describe how the Internet facilitates global communication.

CD.L3B:4 - Describe the issues that impact network functionality (e.g., latency,

bandwidth, firewalls, server capability).

1.1 - Creative development can be an essential process for creating computational artifacts.

1.1.1 - Apply a creative development process when creating computational artifacts

1.2 - Computing enables people to use creative development processes to create computational

artifacts for creative expression or to solve a problem.

1.2.1 - Create a computational artifact for creative expression.

1.2.2 - Create a computational artifact using computing tools and techniques to solve a

problem.

1.2.3 - Create a new computational artifact by combining or modifying existing artifacts.

1.2.5 - Analyze the correctness, usability, functionality, and suitability of computational

artifacts

1.3 - Computing can extend traditional forms of human expression and experience.

1.3.1 - Use computing tools and techniques for creative expression.

2.1 A variety of abstractions built upon binary sequences can be used to represent all digital data.

2.1.1 - Describe the variety of abstractions used to represent data.

2.1.2 - Explain how binary sequences are used to represent digital data.

2.2 - Multiple levels of abstraction are used to write programs or create other computational

artifacts

2.2.1 - Develop an abstraction when writing a program or creating other computational

artifacts.

2.2.2 - Use multiple levels of abstraction to write programs.

2.2.3 - Identify multiple levels of abstractions that are used when writing programs. [

2.3 - Models and simulations use abstraction to generate new understanding and knowledge.

2.3.1 - Use models and simulations to represent phenomena.

2.3.2 - Use models and simulations to formulate, refine, and test hypotheses.

3.1 - People use computer programs to process information to gain insight and knowledge.

3.1.1 - Use computers to process information, find patterns, and test hypotheses about

digitally processed information to gain insight and knowledge.

3.1.2 - Collaborate when processing information to gain insight and knowledge

3.1.3 - Explain the insight and knowledge gained from digitally processed data by using

appropriate visualizations, notations, and precise language.

3.2 - Computing facilitates exploration and the discovery of connections in information.

3.2.1 - Extract information from data to discover and explain connections, patterns, or

trends.

3.2.2 - Use large data sets to explore and discover information and knowledge.

3.3 There are trade offs when representing information as digital data.

3.3.1 - Analyze how data representation, storage, security, and transmission of data involve

computational manipulation of information.

4.1 - Algorithms are precise sequences of instructions for processes that can be executed by a

computer and are implemented using programming languages.

4.1.1 - Develop an algorithm for implementation in a program.

4.1.2 - Express an algorithm in a language.

4.2 - Algorithms can solve many but not all computational problems.

4.2.1 - Explain the difference between algorithms that run in a reasonable time and those

that do not run in a reasonable time.

4.2.2 - Explain the difference between solvable and unsolvable problems in computer

science.

4.2.3 - Explain the existence of undecidable problems in computer science

4.2.4 - Evaluate algorithms analytically and empirically for efficiency, correctness, and

clarity.

5.1 - Programs can be developed for creative expression, to satisfy personal curiosity, to create

new knowledge, or to solve problems (to help people, organizations, or society).

5.1.2 - Develop a correct program to solve problems.

5.1.3 - Collaborate to develop a program.

5.2 - People write programs to execute algorithms.

5.2.1 - Explain how programs implement algorithms.

5.3 - Programming is facilitated by appropriate abstractions.

5.3.1 - Use abstraction to manage complexity in programs

5.4 - Programs are developed, maintained, and used by people for different purposes.

5.4.1 - Evaluate the correctness of a program.

6.1 - The Internet is a network of autonomous systems.

6.1.1 - Explain the abstractions in the Internet and how the Internet functions.

6.2 Characteristics of the Internet influence the systems built on it.

6.2.1 - Explain characteristics of the Internet and the systems built on it.

6.2.2 - Explain how the characteristics of the Internet influence the systems built on it.

6.3 - Cybersecurity is an important concern for the Internet and the systems built on it.

6.3.1 - Identify existing cybersecurity concerns and potential options to address these

issues with the Internet and the systems built on it.

7.1 - Computing enhances communication, interaction, and cognition.

7.1.1 - Explain how computing innovations affect communication, interaction, and

cognition.

7.2 - Computing enables innovation in nearly every field.

7.2.1 - Explain how computing has impacted innovations in other fields.

7.3 - Computing has a global affect -- both beneficial and harmful -- on people and society.

7.3.1 - Analyze the beneficial and harmful effects of computing.

7.4 - Computing innovations influence and are influenced by the economic, social, and cultural

contexts in which they are designed and used.

7.4.1 - Explain the connections between computing and economic, social, and cultural

contexts.

7.5 - An investigative process is aided by effective organization and selection of resources.

Appropriate technologies and tools facilitate the accessing of information and enable the ability

to evaluate the credibility of sources.

7.5.1 - Access, manage, and attribute information using effective strategies

7.5.2 - Evaluate online and print sources for appropriateness and credibility

Assessment:



discussions.


Computer Security

Course Description: This rigorous class is designed to prepare students to successfully pass the Computer Technician

Industry Association’s Security+ certification exam and the TestOut Security Pro certification

exam. The latter exam will be offered free of charge to students who successfully complete the

course. The format of the course is fully online. Students enrolling in this course must be highly

motivated to be successful, and have a solid academic standing. A decision to admit students

into the course will be considered by department faculty. The prerequisite course for computer

networking is computer networking.

Course Objectives:

Security Basics

Policies, Procedures, and Awareness

Physical Security

Perimeter Security

Network Security

Host Security

Application Security

Data Security

Security Pro Practice Exams

Materials May Include: TestOut Security Pro online curriculum will be used in this course. Current events may be




Technology


15.4.2.B. Demonstrate responsible use of technology and equipment.



Computer Literacy

3.7.10D

Select and apply software designed to meet specific needs


3.7.12.C

Describe and demonstrate atypical software installation.


3.7.12.D

Evaluate the effectiveness of software to produce an output and demonstrate the process.

Analyze, select and apply the appropriate software to solve complex problems.

Analyze the legal responsibilities of computer users.








Computer Repair Technician

Course Description: This course teaches students about computers from a maintenance and repair perspective.

Students will learn how to build a computer from scratch, upgrade computer systems, and repair

damaged and non-working computers. The course helps prepare students for CompTIA’s A+

repair certification, and the TestOut PC Pro certification exam. The TestOut PC Pro certification

exam will be administered at the end of the course for students who have demonstrated mastery

of course concepts. This class is a prerequisite for the Computer Networking and Computer

Security courses. Students enrolling in this course must be highly motivated to be successful, and

have a solid academic standing. Students who have failed a previous elective course are not

recommended to enroll. A decision to admit students into the course will be considered by

department faculty. This course will run in a blended model of online and classroom study. The

prerequisite class for this course is Digital Concepts.

Course Objectives:

Computing Overview

PC Technician

System Components

Peripheral Devices

Storage

Networking

Printing

Mobile Devices

System Management

System Implementation

File Management

Security

Materials: TestOut PCPro online curriculum will be used in this course. Other equipment includes the

hardware necessary to building desktop computers. Current events may be discussed in class as

they become relevant to content or student achievement.



Technology



15.4.5.C. Describe the purpose, use, and care of peripheral devices of computer systems

including input, processing, storage, and output devices.

15.4.8.C. Compare and contrast peripheral devices of computing systems for specific

needs.


15.4.8.F. Identify network communication technologies.

15.4.12.F. Compare and contrast network environments, including the function of

network devices and connectivity issues.



Computer Literacy

3.7.4.C

Identify the major parts necessary for a computer to input and output data.

Explain and demonstrate the basic use of input and output devices (e.g., keyboard,

monitor, printer, mouse).

Explain and demonstrate the use of external and internal storage devices (e.g., disk drive,

CD drive).

3.7.7C

Explain the function of advanced input and output devices (e.g., scanners, video images,

plotters, projectors) and demonstrate their use.

3.7.10.C

Identify solutions to basic hardware and software problems.

Apply knowledge of advanced input devices.

Apply knowledge of hardware setup.

Describe the process for basic software installation and demonstrate it.

Analyze and solve basic operating systems problems.


3.7.12.C Describe and demonstrate atypical software installation.


Assess and apply multiple input and output devices to solve specific problems.

3.7.4.D

Apply operating system skills to perform basic computer tasks.

3.7.10D


3.7.4.E

Use online searches to answer age appropriate questions.


3.7.10.E

Identify and explain the function of the parts of a basic network.

3.7.12.E

Apply knowledge of protocol standards to solve connectivity problems.










Computer Networking

Course Description: Students enrolled in this course will be studying computer networking. This rigorous class is

designed to prepare students to successfully pass the Computer Technician Industry

Association’s Network+ certification exam and the TestOut Network Pro certification exam. The

latter exam will be offered free of charge to students who successfully complete the course. This

class is a prerequisite for the Computer Security course. The format of the course is fully

online. Students enrolling in this course must be highly motivated to be successful and have a

solid academic standing. A decision to admit students into the course will be considered by

department faculty. The prerequisite course for computer networking is computer repair

technician.

Course Objectives:

Networking Basics

Cables and Connectors

Networking Devices

Ethernet

IP Configuration

Switch Management

Routing

Firewalls

Network Customization

Wireless Networking

Wide Area Networks (WANS)

Network Policies and Procedures

Network Security

Network Hardening

Network Management

Network Optimization

Network Pro Practice Exams

Materials Mat Include: TestOut Network Pro online curriculum will be used in this course. Current events may be




Technology



15.4.12.F. Compare and contrast network environments, including the function of

network devices and connectivity issues.



Computer Literacy

3.7.7.C Know Specialized computer applications used in the community.

3.7.10D Select and apply software designed to meet specific needs

3.7.10.E Identify and explain the function of the parts of a basic network.

3.7.12.C Analyze and solve hardware and advanced software problems.

3.7.12.D

Evaluate the effectiveness of software to produce an output and demonstrate the

process.

Analyze, select and apply the appropriate software to solve complex problems.

3.7.12.E

Assess the effectiveness of a computer based communications system.

Apply knowledge of protocol standards to solve connectivity problems.











Computer Science Principles

Course Description/Objectives: The Computer Science Principles course provides an introduction to the basic principles of

computer science (CS) from the perspective of mobile computing, including programming in

App Inventor, a graphical programming language for Android mobile devices. The lessons and

materials used by students incorporate programming while also integrating all other AP CSP big

ideas: creativity, abstraction, data and information, algorithms, the internet and global impact.

The curriculum engages students and supports the development of problem solving skills honing

in on the computational thinking practices as indicated in the AP CSP curriculum framework.

Students learn to create socially useful computational artifacts using App Inventor as well as

connect computing and learn about abstracting as they develop and analyze their programs. The

curriculum also emphasizes communication and collaboration in a project-based approach and

classroom environment. This course involves a strong writing component. Students will maintain

a portfolio of their work, which will include several performance tasks in the areas of

programming and the impact of computing technology.

Prerequisites (As described by the College Board): It is recommended that a student in the AP Computer Science Principles course should have

successfully completed a first-year high school algebra course with a strong foundation in basic

algebraic concepts dealing with function notation, such as f(x) = 5 x 2 and problem-solving

strategies that require multiple approaches and collaborative efforts. In addition, students should

be able to use a Cartesian (x, y) coordinate system to represent points on a plane. It is important

that students and their advisers understand that any significant computer science course builds

upon a foundation of mathematical reasoning that should be acquired before attempting such a

course.

Materials May Include: Reference Text: App Inventor 2: Create Your Own Android Apps. David Wolber, Hal Abelson,

Ellen Spertus, and Liz Looney O'Reilly Media, Inc., 2014

Blown to Bits: Your Life, Liberty, and Happiness After the Digital Explosion. Hal Abelson, Ken

Ledeen, Harry Lewis. Addison-Wesley, 2010

Programming Environment: App Inventor for Android (ai2.appinventor.mit.edu), a free online

software platform, is used in this course to build mobile apps for Android devices.

Online Resources: The complete curriculum is hosted online and free of charge:

https://course.mobilecsp.org/mobilecsp/course. The course uses many freely available resources

that are only available online to ensure that the course material is current and adaptable. Students

maintain individual online portfolios of their course work by using Google sites

(https://www.google.com/sites/overview.html). Self-check and live coding exercises make use of

Quizly (https://github.com/ram8647/quizly), a Web-based live coding platform for App Inventor.

Throughout the course, students will also use a number of online articles and videos from

sources such as The New York Times (www.nytimes.com), Wikipedia (www.wikipedia.org), CS

Bits and Bytes (http://www.nsf.gov/cise/csbytes/), Logic.ly (www.logic.ly), YouTube

(www.youtube.com), and CS Unplugged (http://csunplugged.org).



Technology







Computer Literacy

3.7.10.C

Identify solutions to basic hardware and software problems.

Apply knowledge of hardware setup.


3.7.10D


3.7.10.E

Identify and explain the function of the parts of a basic network.



Assessment:

Portfolios In this course students will document their work on their portfolios. That is, they will post

answers to reading questions, write-ups of hands-on tutorials, written responses to assigned

readings, and documentation of creative programming projects on their personal portfolio

page. Each student will create a portfolio using Google sites

(https://www.google.com/sites/overview.html). The portfolios will promote collaboration

and sharing -- students can learn from each other -- and will constitute a full record of what

the students have done in the course that they can refer back to during and after the course

and share with their friends and family. Portfolios will be graded periodically throughout the

duration of the course.




Reading and Homework Assignments There will be regular reading and/or out-of-class homework assignments. These may

include reading a chapter from the textbook and/or completing a tutorial or worksheet.

Brief, clear, and concise written responses to the study questions must be posted on

students’ portfolios.

Labs This course will be taught in a computer lab. Students will have access to computers and

mobile devices and any other necessary hardware, both during the class and during free

periods. Students can work in the lab during their free periods. Internet access will be

available to students throughout the course. In each unit, there will be at least three labs

designed to practice and/or reinforce key concepts. Some are unplugged and others are

completed in an online development environment. Most are completed in App Inventor.

Projects There will be two (2) creative programming projects in which students will use lab time to

work both individually and collaboratively (in pairs) to create a socially useful mobile app

that they propose (pitch), design, and implement. One of these will be a practice for the

College Board’s Create Performance Task.

The second will be the official College Board Create Performance Task. Twelve (12) hours

of class time will be provided for completion of the official Create Performance Task.

There will also be two (2) written research projects that students will work on individually.

These research projects will focus on examining a computing innovation that has impacted

society. One will be a practice for the Explore Performance Task. The second will be the

College Board’s Explore Performance Task. Eight (8) hours of class time will be provided

for completion of the official College Board Explore Performance Task.

Oral and Video Presentations There will be approximately three (3) oral and/or videotaped presentations of students’

projects during the course.

Quizzes and Exams There will be periodic quizzes, typically to wrap up the end of each unit, and a midterm

exam given during the course. There will be a comprehensive final exam. Quizzes will be

hand written and/or electronic and exams will be electronic.

Self-Check and Live Coding Exercises All lessons in this course are accompanied by short, interactive, self-check exercises that

consist of multiple choice and fill-in question as well as automatically graded, live-coding,

programming exercises (https://github.com/ram8647/quizly). These assessments are

considered an essential part of the learning process. These are hosted online and may be

done individually or with the class as a whole. Each question or exercise includes detailed

feedback and students may repeat the question or exercise until it is correct.

AP CS Principles Exam Students who complete this course will be prepared to take the AP CS Principles Exam.

This syllabus is a derivative of:

https://course.mobilecsp.org/teach_mobilecsp/assets/img/MobileCSPSyllabus_Final.pdf

https://course.mobilecsp.org/teach_mobilecsp/assets/img/MobileCSPSyllabus_Final.pdf


Microsoft Office Applications

Course Description:

This course teaches students to use Microsoft Office applications including Word, Excel,

PowerPoint, and Access. Students who successfully complete this course will take the TestOut

Office Pro Certification Exam. This certification shows prospective employers and higher

education institutions that the student is proficient in using Microsoft Office. This class is

considered a Blended Course. This means most of the instruction takes place online, within the

TestOut program. While the students learn most of the information from TestOut, the class still

meets every day so the teacher can guide the students and answer any questions about the lesson.

To take this class, students must have passed Digital Concepts/Intro to Computer Science, or

received instructor approval.

Course Objectives: Have a basic understanding of the Applications within Microsoft Office

Create and format documents using different themes, styles, and templates in

Microsoft Word

Organize data using advanced functions in Microsoft Excel

Manage presentations with imported media in Microsoft PowerPoint

Become familiar with basic computer and online essentials

Units of Study: Microsoft Word - weeks 1-3

Microsoft Excel - weeks 4-5

Microsoft PowerPoint - weeks 6-7

Computer Essentials - week 8

Online Essentials - week 9


TestOut Office Pro online curriculum will be used in this course. Current events may be


Instructional Time:

1 Marking Period, 80 minutes per day or 1 Semester, 45 minutes a day

Standards:

Pennsylvania Department of Education Standards:

15.4.12.A. - Apply the creative and productive use of emerging technologies for educational and

personal success.

15.6.12.M. - Evaluate the impact of emerging technologies on various career paths and provide

examples of industry certifications within the field.

15.3.12.G - Employ appropriate presentation skills to lead discussions and team activities.

Reference English Language Arts CC.1.5.11-12.A

15.3.12.N - Demonstrate appropriate work ethic in the workplace, community, and classroom.

15.3.12.Q - Analyze communication channels and their effectiveness within the corporate

culture.

15.3.12.S - Evaluate electronic communication options based on need.

15.4.12.G - Create an advanced digital project using sophisticated design and appropriate


15.4.12.K - Evaluate advanced multimedia work products and make recommendations based on

the evaluation.

All of the Pennsylvania academic standards for business, computer and information technology

can be viewed here: http://static.pdesas.org/content/documents/BCIT_standards.pdf

Assessment & Grading: All grades will be kept in Schoology. Progress can be tracked through TestOut.com The

following will be what each student is evaluated on:

TestOut Labs

Unit Tests (Word, Excel, PowerPoint)

TestOut Office Pro Certification Exam



8th Grade Writing

Course Description/Course Objectives: Students will use writing as an avenue to gain a deeper understanding of themselves and the

world around them. They will participate in a deep analysis of how professional writers convey

meaning through writing with a focus on grammar, conventions, fluency, style, word choice, and

organization. Students will walk away from class with tools to improve not only their writing,

but also their communication skills in general.

Materials May Include: Smart Writing: Practical Units for Teaching Middle School Writers, by Laura Robb.

Students will be expected to bring a 3-ring binder. In addition, students will be expected to keep

a Writer’s Notebook, which will be kept in class. A Chromebook will be provided by the district,

which will be used to differentiate and engage learners. Current events may be discussed in class

as they become relevant to content or student achievement.

Instructional Time: 45 minutes per day for the duration of the school year

Standards:

Reading Informational Text

o CC.1.2.7.C Analyze the interactions between individuals, events, and ideas in a

text

o CC.1.2.7.D Determine and analyze an author’s point of view or purpose

o CC.1.2.7.E Analyze the structure including graphics, charts, and headings

o CC.1.2.7.F Determine the meaning of words and phrases including interpretation

of figurative, connotative, and technical meanings

o CC.1.2.7.G Compare and contrast a multimedia version of a text to the print

version

o CC.1.2.7.H Evaluate an author’s argument, reasoning, claims, and evidence

o CC.1.2.7.I Analyze how 2 or more authors present the same topic

o CC.1.2.7.J Acquire and use accurately grade-appropriate general academic and

domain-specific words and phrases

o CC.1.2.7.K Determine and clarify the meaning of unknown words

Writing

o C.1.1.1 Introduce claim, acknowledge alternate or opposing claims, and support

with the reasons and evidence.

o C.1.1.2 Support claim with logical reasoning and relevant evidence

o C.1.1.3 Use words, phrases, and clauses to create cohesion

o C.1.1.5 Provide a concluding section that reinforces the claims and reasons

o C.1.2.1 Introduce a topic for the intended audience and preview what is to follow

o C.1.2.2 Develop the topic with relevant facts, definitions, concrete details,

quotations, or other information and examples

o C.1.2.6 Provide a concluding section that supports the information or explanation

presented

o C.1.3.1 Engage and orient the reader by establishing a context and point of view

and introducing a narrator and/or characters; organize an event sequence that

unfolds naturally and logically to support the writer’s purpose.

o C.1.3.2 Use narrative techniques, such as dialogue, pacing, and description, to

develop experiences, events, and/or characters.

o C.1.3.3 Use a variety of transitional words, phrases, and clauses to convey

sequence and to signal shifts from one time frame or setting to another.

o C.1.3.4 Use precise words and phrases, relevant descriptive details, and sensory

language to capture the action and convey experiences and events.

o C.1.3.5 Provide a conclusion that follows from and reflects on the narrated

experiences or events.

Assessment: Student achievement will be measured through various methods. These may

include tests, quizzes, written assignments, classwork, homework, projects, presentations, and

discussions.


Honors English 9

Course Description: English 9- Honors is a course designed for academically motivated students. The literature

forms studied include short stories, the novel, epic poetry, poetry and drama. Grammar,

composition (through the writing process), vocabulary, speech, and research are also

studied. Students will write essays in two of the major modes: informational and narrative.

Higher-level thinking skills are stressed at this level. A summer assignment is a requirement for

this course. Failure to complete this mandatory assignment will not result in course removal. An

academic penalty will be assessed at the discretion of the instructor.

Course Objectives: Students will read, analyze, and discuss various types of literature

Students will review and build upon grammar skills

Students will increase their vocabulary and define new words using context clues

Students will improve writing skills

Students will increase oral communication skills by participating in class discussions and

presenting information to the class

Overview of Writing Skills: Literary Analysis Paragraphs and Essays

Compare/Contrast

Argumentative Writing

Informational Writing

Narrative Writing

Creative Writing

Journal Writing

Letter Writing

Speech Writing

Grammar Skills and Exercises

o Overview of Parts of Speech

o Sentence Fluency - Types of Sentences

o Functions of Phrases

o Active and Passive Voice

o Subject/Verb Agreement

o Shift in Voice of the Verb

o Punctuation--commas, dashes, ellipsis

o Misplaced Modifiers

o Verb Tense--Consistency and Shifts

o Precise Language

o Verbals

o Moods: Indicative, Imperative, Interrogative, Subjunctive

Materials May Include: Short Stories

“The Lottery”- Shirley Jackson

“ The Secret Life of Walter Mitty”- James Thurber

“Harrison Bergeron” – Kurt Vonnegut

Literature

Catcher and the Rye- J.D.Salinger

Romeo and Juliet- William Shakespeare

*Please note that these works contain some cursing and mild sexual references.

Independent Novels

Lord of the Flies- William Golding

Night- Elie Wiesel

Zeitoun- Dave Eggers

Various poems, short essays, and nonfiction articles


achievement

* If you’d like a copy of any of the aforementioned titles to read in advance, feel free to contact

me. If you find any of these novels unsuitable, there are alternative titles available.*

Instructional Time:

1 Semester, 80 minutes per day

Standards: CC.1.1: Foundational Skills: Students gain a working knowledge of concepts of print,

alphabetic principle, and other basic conventions.

CC.1.2: Reading Informational Text: Students read, understand, and respond to

informational text – with emphasis on comprehension, making connections among ideas

and between texts with focus on textual evidence.

CC.1.3: Reading Literature: Students read and respond to works of literature - with

emphasis on comprehension, making connections among ideas and between texts with

focus on textual evidence.

CC.1.4: Writing: Students write for different purposes and audiences. Students write clear

and focused text to convey a well-defined perspective and appropriate content.

CC.1.5: Speaking and Listening: Students present appropriately in formal speaking

situations, listen critically, and respond intelligently as individuals or in group

discussions.

For further description of the standards, access https://www.pdesas.org/Standard/View#

Assessment:

The grading for this course follows the policy set forth by Northeastern High School. The

Schoology electronic grade book is updated weekly, so you will be able to log on and check your

grades at any time. I encourage you to check your grades regularly. I am always willing to meet

with you during Academic Prep if you have questions concerning your grades.

https://www.pdesas.org/Standard/View


English 9-2

Course Description/Course Objectives: English 9-Level 2 is a course involving the study of an anthology of literature in the forms of

short stories, the novel, poetry & drama. It also includes grammar, composition (through the

writing process), speech, vocabulary, and research. Students will write essays in two of the

major modes: informational and narrative.

Course Objectives: Students will read, analyze, and discuss various types of literature

Students will review and build upon grammar skills

Students will increase their vocabulary and define new words using context clues

Students will improve writing skills




“The Lottery”- Shirley Jackson

“The Secret Life of Walter Mitty”- James Thurber

“Harrison Bergeron” – Kurt Vonnegut

Literature

Lord of the Flies- William Golding

Romeo and Juliet- William Shakespeare

*Please note that these works contain some cursing and mild sexual references.

Independent Novels

The Secret Life of Bees- Sue Monk Kidd

Zeitoun- Dave Eggers



achievement

* If you’d like a copy of any of the aforementioned titles to read in advance, feel free to contact

me. If you find any of these novels unsuitable, there are alternative titles available.*

Instructional Time:


Standards:

CC.1.1: Foundational Skills: Students gain a working knowledge of concepts of print,












discussions.


Assessment:


Schoology electronic grade book is updated weekly, so you will be able to log on and check your

grades at any time. I encourage you to check your grades regularly. I am always willing to meet

with you during Academic Prep if you have questions concerning your grades.



English 9-3

Course Description:

English 9 Level 3 includes studies of short stories, the novel, poetry, and drama. It also includes

grammar, composition (through the writing process), speech, vocabulary, and research. Students

will write essays in two of the major modes: informational and persuasive. The content is very

similar to Level 2 but the pace is slower and the curriculum is prioritized.

Course Objectives: Students will read, analyze, and discuss various types of literature.

Students will review and build upon grammar skills.

Students will increase their vocabulary and define new words using context clues.

Students will improve writing skills.


presenting information to the class.


“The Lottery” by Shirley Jackson

“The Cask of Amontillado” by Edgar Allan Poe

“The Bet” by Anton Chekhov

Literature

The Absolutely True Diary of a Part-Time Indian* by Sherman Alexie

Romeo and Juliet by William Shakespeare

Independent Novel

Sleeping Freshmen Never Lie*- David Lubar



achievement.

*Please note that these works contain some cursing and mild sexual references. If you’d like a

copy of any of the aforementioned titles to read in advance, feel free to contact me. If you find

any of these novels unsuitable, there are alternative titles available.

Instructional Time:


Standards:

CC.1.1: Foundational Skills: Students gain a working knowledge of concepts of print,












discussions.


Assessment:


Schoology electronic grade book is updated weekly, so you will be able to log on and check

grades at any time. I encourage you to check grades regularly. I am always willing to meet with

you during Academic Prep or at another time, by appointment, if you have questions concerning

grades.



English 10 Honors


Honors 10th grade English students study a cross-section of American Literature. Course

activities include focused analysis of short stories, essays, plays, poems, and novels. Classroom

activities and assignments aim to challenge students to develop their composition, vocabulary,

and analytical skills. This course is designed to prepare students for the AP Language and

Composition course offered in 11th grade.

Major units of study include: Fundamentals of Writing, The Crucible, Of Mice and Men, American Short Story, To Kill a

Mockingbird, Minority Literature, Persuasion, Satire, and Research. The culminating assignment

is a research paper that requires the students to analyze an independent novel using one of five

schools of literary criticism.


Students should plan to provide writing utensils, a notebook, and highlighters. Reading materials

with the exception of a few independent novel options will be provided by the teacher.

Instructional Time: 80 minutes per day for two marking periods

Standards:

•1.2 Reading Informational Text Students read, understand, and respond to

informationaltext—with an emphasis on comprehension, vocabulary acquisition,

and making connections among ideas and between texts with focus on textual evidence.

•1.3 Reading Literature Students read and respond to works of literature—with an

emphasis on comprehension, vocabulary acquisition, and making connections among

ideas and betweentexts with a focus on textual evidence.

•1.4 1.4 Writing Students write for different purposes and audiences. Students write clear


•1.5 Speaking and Listening Students present appropriately in formal speaking situations,

listen critically, and respond intelligently as individuals or in group discussions.

Eligible content resources can be found at http://www.pdesas.org.


quizzes, written assignments, classwork, homework, projects, presentations, and discussions.

http://www.pdesas.org/


English 10-2

Course Description/Course Objectives: 10th grade English students study a cross-section of American Literature. Course activities

include focused analysis of short stories, essays, plays, poems, and novels. Additionally, students

will make presentations, complete in-class writing assignments, write formal academic papers

produced in and out of class, discuss literary selections, and complete several vocabulary

assignments. In this course grammar will be addressed through writing. Classroom activities

and assignments aim to challenge students to develop their composition, vocabulary, and

analytical skills.

Major Units of Study Include:

Literary Elements, Fundamentals of Writing, Fahrenheit 451, Of Mice and Men, American Short

Story, Minority Literature, Persuasion, Satire, and Research.




Instructional Time: 80 minutes per day for two marking periods

Standards: •1.2 Reading Informational Text Students read, understand, and respond to informational

text—with an emphasis on comprehension, vocabulary acquisition, and making

connections among ideas and between texts with focus on textual evidence.



ideas and between texts with a focus on textual evidence.








English 10-3


10th grade English students study a cross-section of American Literature. Course activities

include focused analysis of short stories, essays, plays, poems, and novels. Additionally, students

will make presentations, complete in-class writing assignments, write formal academic papers

produced in and out of class, discuss literary selections, and complete several vocabulary

assignments. In this course grammar will be addressed through writing. Classroom activities

and assignments aim to challenge students to develop their composition, vocabulary, and

analytical skills.

Major Units of Study Include:

Literary Elements, Fundamentals of Writing, Of Mice and Men, American Short Story, Minority

Literature, Persuasion, Satire, and Research.




Instructional Time:

80 minutes per day for two marking periods

Standards:

•1.2 Reading Informational Text Students read, understand, and respond to informational










Eligible content resources can be found at http://www.pdesas.org.

Assessment:





English 11

Course Description: Welcome to eleventh grade English. This is a mandatory course at Northeastern High School

and each student must pass four years of English in order to graduate. In particular, this is a

genre-based course, and students will read, interpret, and analyze many different forms of

literature, including: novels, essays, drama, and poetry. Students will also complete various

formal and informal writing assignments to continually develop their writing skills. Students

will explore writing for different purposes; therefore, assignments will range from creative to

informative in nature. Through various class activities, students will also develop their skills in

oral presentations, research, grammar, and vocabulary. This course is not lecture based and will

consist of many collaborative and creative class assignments. It is important that each student

completes the necessary assignments and comes prepared to discuss different concepts and

ideas. I want this year to be exciting, and I will work to create a motivating classroom

environment in order to foster the learning process for all students.

Course Objectives: This course is designed so the students will:

· read, analyze, and discuss various types of literature

· review and build upon grammar skills

· increase their vocabulary and define new words using context clues

· improve writing skills

· increase oral communication skills by participating in class discussions and


Units: Animal Farm

Research Paper

“The Canterbury Tales”

Debate

College/Post-Secondary

“Macbeth”

Victorian/Children’s Literature

Lit Circles

“The Importance of Being Earnest”

Satire

Current Events- discussed in class as they become relevant to content or student

achievement

Instructional Time:

1 Semester-80 minutes per day

Standards:

1.2 Read informational text through background research and nonfiction articles

1.3 Read a wide variety of literature including dramas, poems, short stories, etc.

1.4 Write persuasive, informational, and narrative essays, as well as short, informal

responses

1.5 Speak and listen through class presentations and discussions

*For more information, visit http://www.pdesas.org

Assessment:



discussions.



AP 11 – English Language and Composition

Course Description: The AP Language and Composition course is designed for students in their eleventh grade year

of high school. Students in this college-level course will critically read and respond to writings in

various forms on a wide range of topics. Writings will vary in terms of their origin, time period,

and content. The course will run for an 80-minute block for one semester. In addition to daily

reading and process writing activities, students will perform weekly test preparation activities

which will culminate in their participation in the AP Language and Composition Test

administered in May.

This course is weighted 1.1 when calculating a student’s GPA and class rank. Students will earn

one credit toward graduation from Northeastern Senior High School for successful completion of

this course. Additionally, adequate performance on the AP Language and Composition Exam

could enable a student to be eligible for college credit, exemption from post-secondary course

requirements, or both.

Course Objectives: The purpose of this course is to enable students to “write effectively and confidently in their

college courses across the curriculum and in their professional and personal lives” (The College

Board, AP English Course Description, p. 6). The course is organized according to the

requirements set forth by the AP Board and, therefore, students are expected to read critically,

think analytically, and communicate clearly both in writing and in speech. By the end of the

course the students will have learned:

to understand what they read: the main point or thesis, the occasion or context, the

author’s purpose for writing, and the tone and the style

to know how a text is created to develop meaning and purpose including genre,

organization, syntax; the relationship of the text’s creation to its accomplishment, and its

meaning and effect

to articulate their analysis of what they read; how the organizational structure, diction,

syntax, imagery, and figurative language to enhance the meaning of a text

to create, develop, and support an argument

to enter into a discourse with sources and develop a thesis by synthesizing this discourse

into their own writing

to analyze and incorporate their analysis of visual texts into their writing

research effectively and construct proper MLA citations

to read a question and formulate an approach to answer it

to develop their vocabulary, grammar, and writing style as a means of improving their

writing

to apply strategies necessary for success on the AP Language and Composition exam

Required Texts:

Heinrichs, Jay. Thank You for Arguing: What Aristotle, Lincoln, and Homer Simpson Can

Teach Us about the Art of Persuasion. Three Rivers Press, 2017.

Killgallon, Don. Sentence Composing For High School. Portsmouth, NH: Boynton/Cook,

1998.

Orwell, George. 1984. New York: The Penguin Group, 1983. Print. (other print/e-book

editions ok)

Shea, Renee H., Lawrence Scanlon, and Robin Dissin Autses. The Language of

Composition. Boston: Bedford/St. Martin’s, 2008. Print.

Shostak, Jerome. Vocabulary Workshop: Level F. New Edition. New York: William H.

Sadler, Inc., 2005. Print.

Strunk Jr., William and E.B. White. Elements of Style. 4th Edition. Boston: Allyn and

Bacon, 2000. Print.

Trimmer, Joseph. The Riverside Reader. Alternate Edition. Boston: Houghton Mifflin,

2009. Print.

*Supplemental Handouts will also be supplied by the teacher (HO)

Standards:

1.2 Read informational text through background research and nonfiction articles

1.3 Read a wide variety of literature including dramas, poems, short stories, etc.

1.4 Write persuasive, informational, and narrative essays, as well as short, informal

responses

1.5 Speak and listen through class presentations and discussions

*For more information, visit http://www.pdesas.org

Units of Study Unit 1: Introduction to Rhetoric

Language of Composition, Chapter 1 “An Introduction to Rhetoric: Using the ‘Available

Means’”

The Riverside Reader, “Introduction”, “Persuasion and Argument” (380 – 392)

Language of Composition, Chapter 2 “Close Reading: The Art and Craft of Analysis” and

Chapter 3 “Synthesizing Sources: Entering the Conversation”, Short Simple Sentences and

Fragments” (252 – 256), “Parallel Structures” (339 – 345), “Precise, Direct, and Active Verbs”

(498 – 503), “Concise Diction” (592 – 595), “Cumulative, Periodic, and Inverted Sentences”

(893), “Cohesion and Subordination” (999 – 1005)

Student Learning Objectives: identify and analyze written and visual propaganda and rhetorical ineffectiveness

comprehend the significance of rhetorical analysis by defining rhetoric and the rhetorical

situation

identify the key elements of rhetoric – the Aristotelian triangle

analyze a text’s persona and tone

understand the significance of audience in the development of a text

define and analyze textual and visual appeals to ethos, logos, and pathos

apply rhetorical analysis techniques to visual texts


identify and analyze the development of the thesis (stated or implied) in non-fiction text

identify and analyze patterns of development according to purpose

identify and apply the stages of process writing

evaluate effective usage of the eight parts of speech in both models and in students’ own

writing

identify and apply the Toulmin argument to writing and speaking

identify and apply the Rogerian argument to writing and speaking

Possible Readings: Gehrig: “Lou Gehrig’s Acceptance Speech”: LOC

Clinton/Lewinsky Speeches: HO

King: “Letter From Birmingham Jail”: LOC

O’Conner: “Not By Math Alone”: LOC

Orwell: “Shooting an Elephant”: LOC

Eightner: “My Daily Dives in the Dumpster”: RR

Prose: “I Know Why the Caged Bird Cannot Read”: LOC

Mairs: “On Being a Cripple”: HO

Sontag: “Beauty”: RR

Shulman: “Love is a Fallacy”: HO

Extended Works & Projects: Orwell’s 1984

REHUGO weekly project

In-class Activities: Syllabus and course expectations review

Guided walk through of each essay: synthesis, rhetorical analysis, general argument

SOAPSTone analysis of unit readings

Analyzing appeals to logos, ethos, and pathos and how these appeals interact in the

development of meaningful texts

Small group and whole class discussions

OPTIC analysis of visual texts

Introduction to grammar – in-depth awareness to effective usage of the eight parts of

speech

Group editing and assessment sessions

Test preparation – understanding the format, structure, and scoring of the exam, timed

writes

Writing Activities/Assignments: Précis/Response Writing and Revision, Informal In-class

Writing, Online Discussions and Responses, Rhetorical Analysis, Synthesis, Argumentative

Unit 2: The Art of Persuasion & Defining One’s Sense of Self: Community, Identity,

Environment

Language of Composition, Chapter 2 “Close Reading: The Art and Craft of Analysis” and

Chapter 3 “Synthesizing Sources: Entering the Conversation”

The Riverside Reader, “Narration and Description” (35 – 40), “Process Analysis” (96 – 101),

“Comparison and Contrast” (153 – 157), “Division and Classification” (213 – 217), “Definition”

(282 – 286), “Cause and Effect” (321 – 325), “Persuasion and Argument” (380 – 392)

Sentence Composing For High School, Chapter 1 “Tools for Better Sentences”

Language of Composition, “Short Simple Sentences and Fragments” (252 – 256), “Parallel

Structures” (339 – 345), “Precise, Direct, and Active Verbs” (498 – 503), “Concise Diction”

(592 – 595), “Cumulative, Periodic, and Inverted Sentences” (893), “Cohesion and

Subordination” (999 – 1005)

Student Learning Objectives: apply close reading and text annotation strategies

analyze style: define and identify tropes and schemes, connotation and denotation, diction

and syntax

compare and contrast means of communication: verbal, written, visual – contrasting texts

meant to be read with texts meant to be heard and/or viewed

analyze and evaluate various author’s applications of tropes and schemes to achieve a

purpose

differentiate between effective and ineffective writing

synthesize sources to develop a thesis and support an argument

document sources using MLA format

analyze rhetorical strategies applying to grammar and syntax

evaluating the use of phrases and clauses in writing (appositive, absolute, present

participle, past participle)

use effective phrase and clause positioning to enhance sentence maturity and writing style

Student Learning Objectives: apply close reading and text annotation strategies

analyze style: define and identify tropes and schemes, connotation and denotation, diction

and syntax

compare and contrast means of communication: verbal, written, visual – contrasting texts

meant to be read with texts meant to be heard and/or viewed


purpose

differentiate between effective and ineffective writing

synthesize sources to develop a thesis and support an argument

document sources using MLA format

analyze rhetorical strategies applying to grammar and syntax

evaluating the use of phrases and clauses in writing (appositive, absolute, present

participle, past participle)

use effective phrase and clause positioning to enhance sentence maturity and writing style

identify and apply strategies to persuade: facts, judgments, and testimony

analyze the use of humor as a means to persuade


purpose

comprehend and identify various types of logical fallacies in written and visual text

identify and apply strategies to persuade: facts, judgments, and testimony

analyze the use of humor as a means to persuade

identify and apply the Toulmin argument to writing and speaking

identify and apply the Rogerian argument to writing and speaking

comprehend and apply the process of persuasive speaking and informal debate

evaluate persuasive strategies in visual texts

Analyze the thesis of an extended work of non-fiction and comprehend the various

strategies employed by an author to achieve a purpose

Construct a narrative essay

Perform a dramatic reading for an audience and employ specific vocal techniques to

achieve an intended effect

Structure a discussion on a selected piece, compose multiple choice questions, and lead a

class discussion of how the piece’s structure and rhetorical techniques develop and

support the author’s thesis

Possible Readings: King: “I Have a Dream” – HO and AUDIO

Brady: “I Want a Wife”: HO

Swift: “A Modest Proposal” RR

Mencken: “The Penalty of Death”: RR

Wallace: “This is Water”: HO

Three student selected essays on community, environment, and identity.

McMurtry: “Kill ’Em! Crush ’Em! Eat ’Em Raw!”: LOC

Austin: “Four Kinds of Chance”: RR

Orwell: “Politics & the English Language”: LOC

Extended Works/Projects: Literary Nonfiction Circles*

Schlosser: Fast Food Nation

Walls: The Glass Castle

Skloot: The Immortal Life of Henrietta Lacks

Cullen: Columbine

Capote: In Cold Blood

Krakauer: Into the Wild

Gladwell: Outliers

*Students will select one book to read, analyze, and present in a collaboration team.

Columnist Project

Formal Debate

Philosophy of Life Paper & Presentation

Film: 12 Angry Men, Jiro Dreams of Sushi

In-class Activities: Group activities to compare and contrast tone and style

Socratic and inner/outer circle discussions

Says/Does analysis

Exploring purposeful differences in visual, audio, and written rhetoric

Peer editing and assessment activities

Synthesizing sources practice

Discussion preparation writing assignments

Sentence composing activities

Formal Debate

Build Your Own Synthesis

Writing Activities/Assignments: Précis/Response Writing, Informal Journal Writing, Online

Discussions, Sentence Composing Essay, Rhetorical Analysis, Argumentative Essay, Philosophy

of Life Essay (narrative/memoir), Synthesis Essay

Student Evaluation I follow the grading policy set forth by Northeastern High School that is outlined in the student

agenda. I keep the Schoology gradebook updated weekly. I encourage students to check their

grades regularly. I am always willing to meet with any students who have questions concerning

their grades. Students will be assessed on the following:

Writing Assignments (40%): Students will compose a wide range of formal and informal

writing assignments in this course. Collectively, they will make up the majority of the course

grade. They include, but are not limited to:

Formal Essays – These are processed papers composed primarily outside of class.

Analytical Essay: Students will compose a rhetorical analysis from a prompt

focusing on the author’s use of rhetorical strategies from Unit 1.

Expository/College Essay: Students will apply their knowledge of the six phrases

and clauses to compose an essay that satisfies a prompt from the Common

Application list.

Philosophy of Life Essay with Research Component: Students compose a

narrative essay that presents an argument about the world around them, focusing

on the significance of a single event or a series of events in their lives. In addition

to narration and description, students must employ at least one other pattern of

development that allows for the integration of external sources in MLA format.

Précis/Response Writing – Students will write and revise numerous short

summary/response essays analyzing non-fiction text throughout the semester. The

summary will accurately and succinctly describe the author’s thesis and its development

while the response will analyze the manner in which the author develops his or her

argument. Students are still strongly encouraged to set up individual conferences with

the teacher to discuss revision to continue to improve students’ writing style and

maturity.

In-Class Timed Essays – Students will respond to numerous AP prompts during the

course of the year under time constraints to model the conditions during the AP Language

and Composition Exam. Specifically, students will complete a minimum of three

rhetorical analysis essays, three synthesis essays, and three general argument essays.

Specific expectations and criteria will be discussed in advance, and all AP timed writing

assignments will be announced. The essays will be scored using the 0-9 AP scale. A

conversion chart to percentages will be presented and explained prior to the first writing

assignment.

Informal Written Responses – On a weekly basis, students will respond either to a

visual or a written prompt that connects with the current learning or topic being discussed

in the course. Often their responses will be used to begin discussion on a particular topic

and make connections between the students’ lives and the visual and written texts they

encounter. Also, students may be asked to perform various pre-writing activities with the

intentions of expanding their ideas later into a more formal essay. Finally, students will

be asked to participate in various online discussions on class readings during the

semester. These assignments are of an informal nature and graded primarily on

completion and the thoughtfulness of the response. With the exception of the online

discussions, informal writings are generally unannounced and can occur via an online

journal or a handwritten composition during the class.

Project-Based Assessments and Speeches (20%): In order to demonstrate and extend their

knowledge, students will be expected to complete several culminating unit projects. Specific

guidelines and expectations will be discussed in advance. The overarching objectives of these

projects are: to increase student depth of knowledge in a particular area, to develop the 21st

century skills (multimedia and technology literacy) necessary for success in the modern world,

and to demonstrate learning through a preferred medium.

Project-Based Assessments:

Aristotle’s Charity Challenge – students will design a multimedia

rhetorical argument to demonstrate their knowledge of the fundamentals

of effective speaking and writing as well as logos, ethos, and pathos.

Literary Nonfiction/Memoir Project – students select one of several

extended pieces from the unit and through group discussions (both in-class

and online), develop a thorough podcast on the book. The analysis will

include a close examination of the author’s thesis development as well as a

formal recommendation of the work.

Rhetorical Analysis Discussion Group Project – students choose an essay

from either The Riverside Reader or The Language of Composition, lead a

critical class discussion and create a short multiple-choice exam.

REHUGO - Students explore various texts based on their readings,

entertainment, history, universal truths, government, and observations.

Columnist Project - students choose a columnist and analyze a series of

their columns for rhetoric. They also write their own column about a

current event/topic of their choosing.

Locavore - students “role play” a synthesis prompt in which they develop

and present their argument about the locavore movement using the sources

and character provided

Build Your Own Synthesis - students build their own synthesis prompt,

find seven sources, and compose an exemplar text to serve as a model

Formal Speeches: Modified Policy Debate/Persuasive Speech

Philosophy of Life Thesis Presentation/Informative Speech

Dramatic Reading of Philosophy of Life Paper/Narrative Speech

Tests/Quizzes (20%): Students will take several tests and numerous quizzes throughout the

semester. All tests will be announced approximately one week in advance; however,

unannounced quizzes will be given to assess that all students are completing outside reading,

research, and homework. These tests and quizzes can utilize a number of different techniques

including: multiple choice, matching, completion, short answer, and essay. They also may

include AP test preparation activities.

Homework (10%): Homework assignments include, but are not limited to outside reading,

vocabulary homework activities, question answering and development, and discussion

preparation.

Class Work & Participation (10%): Because students must be able to express themselves

orally as well as in writing, a grade will be assigned for each marking period dedicated to class

participation. Opportunities to earn class participation will come from graded discussion

activities such as Inner/Outer circle, Fishbowl, and Socratic seminar discussions. Specific

grading criteria will be discussed prior to the first graded discussion. Class participation also

includes the student’s engagement in daily class activities. Class work includes any assignments

completed in class and usually used as formative assessments.


English 12-3

Course Description: English 12-Level 3 is a post-secondary preparatory study of world literature as well as grammar,

composition, speech, vocabulary, and research skills. The graduation project paper will be

completed as a requirement of this course. The content is very similar to Level 2 but the pace is

slower and the curriculum is prioritized.

Course Objectives:

1. Students will read, analyze, and discuss various genres of world literature within the

following units: short fiction, Oedipus the King, Escape From Camp 14, The Kite

Runner, and argumentative nonfiction.

2. Students will apply strategies to enhance their critical reading of both fiction and non-

fiction text and non-print sources within the following units: Short Fiction, Oedipus the

King, Escape From Camp 14, The Kite Runner, and Argumentative Nonfiction.

3. Students will complete a series of vocabulary lessons, using the Townsend Press:

Advancing Vocabulary Skills, 4/e book, and will demonstrate an effective use of this

vocabulary in writing assignments as outlined in the following unit: Vocabulary.

4. Students will formally review the parts of speech and revisit the following

grammatical concepts as needed: punctuation, parallelism, transitions, and other

mechanics within the following unit: Parts of Speech.

5. Students will construct effective essays in the narrative, informative, and

argumentative modes. Additionally, students will complete other more informal writings,

such as poems, journals, etc. The aforementioned objectives will be covered in the

following units: Argumentative Nonfiction, Personal-Reflective Essay, Argumentative

Research Paper, Journal, Escape From Camp 14, and The Kite Runner.

6. Students will demonstrate the ability to research both formally and informally,

including the completion of both an argumentative research paper and adjoining research

presentation and other more informal presentations within the following units:

Argumentative Research Paper, The Kite Runner, and Oedipus the King.

7. Students will be required to complete certain oral exercises, including cooperative

learning assignments, discussions, presentations, and question and answer formats. In

addition to this requirement, students will also have to demonstrate effective listening

skills. These objectives will be assessed in the following units: Argumentative Research

Paper, Oedipus the King, and Short Fiction.

Required Literature:

The following literature will be read, analyzed, and discussed within the context of the course:

Escape From Camp 14, The Kite Runner, Oedipus the King, short stories, current nonfiction

articles and current video news segments. Please note that current events WILL be discussed in


Instructional Time:

This course will meet for two marking periods (18 weeks total) daily for 80 minutes.

Standards:

1.2 Reading informational Text

1.2.11-12.A

Determine and analyze the relationship between two or more central ideas of a text, including the

development and interaction of the central ideas; provide an objective summary of the text.

1.2.11-12.B

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as

well as inferences and conclusions based on and related to an author’s implicit and explicit

assumptions and beliefs.

1.2.11-12.C

Analyze the interaction and development of a complex set of ideas, sequence of events, or

specific individuals over the course of the text.

1.2.11-12.D

Evaluate how an author’s point of view or purpose shapes the content and style of a text.

1.2.11-12.E

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or

argument, including whether the structure makes points clear, convincing, and engaging.

1.2.11-12.F

Evaluate how words and phrases shape meaning and tone in texts.

1.2.11-12.G

Integrate and evaluate multiple sources of information presented in different media or formats

(e.g. visually, quantitatively) as well as in words in order to address a question or solve a

problem.

1.2.11-12.H

Analyze seminal texts based upon reasoning, premises, purposes, and arguments.

1.2.11-12.I

Analyze foundational U.S. and world documents of historical, political, and literary significance

for their themes, purposes, and rhetorical features.

1.2.11-12.J

Acquire and use accurately general academic and domain-specific words and phrases, sufficient

for reading, writing, speaking, and listening at the college and career readiness level;

demonstrate independence in gathering vocabulary knowledge when considering a word or

phrase important to comprehension or expression.

1.2.11-12.K

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on

grade level reading and content, choosing flexibly from a range of strategies and tools.

1.2.11-12.L

Read and comprehend literary non-fiction and informational text on grade level, reading

independently and proficiently.

1.3 Reading Literature

1.3.11-12.A




1.3.11-12.B

Analyze the impact of the author’s choices regarding how to develop and relate elements of a

story or drama.

1.3.11-12.C

Determine and analyze the relationship between two or more themes or central ideas of a text,

including the development and interaction of the themes; provide an objective summary of the

text.

1.3.11-12.D


1.3.11-12.E

Evaluate the structure of texts including how specific sentences, paragraphs and larger portions

of the texts relate to each other and the whole.

1.3.11-12.F


1.3.11-12.G

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a

play or recorded novel or poetry), evaluating how each version interprets the source text.

(Include at least one play by Shakespeare and one play by an American dramatist.)

1.3.11-12.H

Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the

respective major periods of literature, including how two or more texts from the same period

treat similar themes or topics.

1.3.11-12.I


grade 11-12 reading and content, choosing flexibly from a range of strategies and tools.

1.3.11-12.J





1.3.11-12.K

Read and comprehend literary fiction on grade level, reading independently and proficiently.

1.4 Writing

1.4.11-12.A

Write informative/ explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately.

1.4.11-12.B

Write with a sharp distinct focus identifying topic, task, and audience.

1.4.11-12.C

Develop and analyze the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples appropriate

to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding

comprehension.

1.4.11-12.D

Organize complex ideas, concepts, and information so that each new element builds on that

which precedes it to create whole; use appropriate and varied transitions and syntax to link the

major sections of the text; provide a concluding statement or section that supports the

information presented; include formatting when useful to aiding comprehension.

1.4.11-12.E

Demonstrate a grade appropriate command of the conventions of standard English grammar and

spelling.

1.4.11-12.F

Write with an awareness of the stylistic aspects of composition.

• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile,

and analogy to manage the complexity of the topic.

• Establish and maintain a formal style and objective tone while attending to the norms of the

discipline in which they are writing.

• Establish and maintain a formal style.

1.4.11-12.G

Write arguments to support claims in an analysis of substantive topics.

1.4.11-12.H


• Introduce the precise, knowledgeable claim.

1.4.11-12.I

Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims

fairly and thoroughly, supplying the most relevant evidence for each while pointing out the

strengths and limitations of both in a manner that anticipates the audience’s knowledge level,

concerns, values, and possible biases.

1.4.11-12.J

Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use

words, phrases, and clauses as well as varied syntax to link the major sections of the text create

cohesion, and clarify the relationships between claim(s) and reasons, between reasons and

evidence, and between claim(s) and counterclaims; provide a concluding statement or section

that follows from and supports the argument presented.

1.4.11-12.K







1.4.11-12.L


spelling.

1.4.11-12.M

Write narratives to develop real or imagined experiences or events.

1.4.11-12.N

Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple points of view, and introducing a narrator and/or

characters.

1.4.11-12.O

Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing,

to develop experiences, events, and/or characters; use precise words and phrases, telling details,

and sensory language to convey a vivid picture of the experiences, events, settings, and/or

characters.

1.4.11-12.P

Create a smooth progression of experiences or events using a variety of techniques to sequence

events so that they build on one another to create a coherent whole and build toward a particular

tone and outcome; provide a conclusion that follows from and reflects on what is experienced,

observed, or resolved over the course of the narrative.

1.4.11-12.Q

Write with an awareness of the stylistic aspects of writing.

• Use parallel structure.

• Use various types of phrases and clauses to convey specific meanings and add variety and

interest.



1.4.11-12.R


spelling.

1.4.11-12.S

Draw evidence from literary or informational texts to support analysis, reflection, and research,

applying grade level reading standards for literature and literary non-fiction.

1.4.11-12.T

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience.

1.4.11-12.U

Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments and information.

1.4.11-12.V

Conduct short as well as more sustained research projects to answer a question (including a self-

generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation.

1.4.11-12.W

Gather relevant information from multiple authoritative print and digital sources, using advanced

searches effectively; assess the strengths and limitations of each source in terms of the task,

purpose, and audience; integrate information into the text selectively to maintain the flow of

ideas, avoiding plagiarism and overreliance on any one source and following a standard format

for citation.

1.4.11-12.X

Write routinely over extended time frames (time for research, reflection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,

purposes and audiences.

1.5 Speaking & Listening

1.5.11-12.A

Initiate and participate effectively in a range of collaborative discussions on grades level topics,

texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

1.5.11-12.B

Integrate multiple sources of information presented in diverse formats and media (e.g. visually,

quantitative, orally) in order to make informed decisions and solve problems, evaluating the

credibility and accuracy of each source and noting any discrepancies among the data.

1.5.11-12.C

Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the

credibility of an argument through the author’s stance, premises, links among ideas, word choice,

points of emphasis, and tone.

1.5.11-12.D

Present information, findings, and supporting evidence, conveying a clear and distinct

perspective; organization, development, substance, and style are appropriate to purpose,

audience, and task.

1.5.11-12.E

Make strategic use of digital media in presentations to add interest and enhance understanding of

findings, reasoning, and evidence.

1.5.11-12F

Adapt speech to a variety of contexts and tasks.

1.5.11-12.G

Demonstrate command of the conventions of standard English when speaking based on grade

11-12 level and content.

Assessment:

Tests/Quizzes: Tests and quizzes will be given periodically in order to test the level of

achievement attained by each student. Weekly formative quizzes will be administered in order

to check the learning of content and skills during that week. Longer summative unit tests will be

administered at the conclusion of a unit. All tests and quiz formats may utilize a number of

different techniques, including: multiple choice, matching, completion, short answer, and essay.

Papers/Formal Essays: Students will produce creative, narrative, informational, argumentative,

literary and research writing assignments as directed by the Pennsylvania Core prescribed for

writing (1.4). The exact details of each assignment will be discussed by your teacher when the

assignments are made.

Projects/Presentations: Students will create and present informative, argumentative, and

research based projects and presentations as directed by the Pennsylvania Core prescribed for

writing (1.4) and listening and speaking (1.5). The exact details of each assignment will be

discussed by your teacher when the assignments are made.

Classwork: You will be responsible for completing many various types of in-class assignments.

Most of these assignments will completed via Google Classroom and are expected to be made up

it absent.

Homework: You will be expected to complete homework on time. I often use the homework as a

means to review the learning from the previous class.

Journal: Students will be required to keep journals that will be collected toward the end of each

nine weeks. Journals will be graded mainly on quantity (1,500 word minimum per marking

period), but students should keep in mind that all journal entries should still be kept appropriate

and should utilize proper grammar and punctuation.

Independent Novel Assignment: Students will be responsible for independently reading a novel

during the semester. In order to assess understanding of the weekly novel reading assignments,

students will engage in both weekly discussions of each assigned reading and weekly quizzes on

that same reading. Students should bring their independent novels to class every day!

Class Participation: Student participation is vital to gaining an understanding of the skills,

philosophies, values, and ideas presented and explored in this course.

Notebooks: Taking thorough notes based on the presentation of lessons is vital to your success

in this course. Each student is expected to keep an adequate notebook that will help him or her

to study prior to a time of testing. Notebooks will not be formally graded, but open note check

quizzes (N.C.Q.) will be given regularly, thus encouraging you to keep your notebook up-to-

date.


English 12-2

Course Description:

English 12-Level 2 is a college-preparatory course with a focus on world literature in various

cultures and includes reading and writing assignments. Using the writing process, students will

write essays in each of the major modes: informational, persuasive, and narrative. Also included

in this course are units on vocabulary, grammar, research and speech. The graduation project

paper will be completed as a requirement of this course.

Course Objectives:

1. Students will read, analyze, and discuss various genres of world literature within the

following units: short fiction, Oedipus the King, Escape From Camp 14, The Kite

Runner, Dante’s Inferno, and argumentative nonfiction.

2. Students will apply strategies to enhance their critical reading of both fiction and non-

fiction text and non-print sources within the following units: Short Fiction, Oedipus the

King, Escape From Camp 14, The Kite Runner, Dante’s Inferno, and Argumentative

Nonfiction.

3. Students will learn vocabulary in the context of the literary works being analyzed

within the following units: Short Fiction and Oedipus the King.

4. Students will formally review the parts of speech and revisit the following

grammatical concepts as needed: punctuation, parallelism, transitions, and other

mechanics within the following unit: Parts of Speech.

5. Students will learn to employ sentence composing techniques to create stylistic

variation by utilizing the book Sentence Composing for High School (Don Killgallon)

within the following unit: Sentence Composing.

6. Students will construct effective essays in the narrative, informative, and

argumentative modes. Additionally, students will complete other more informal writings,

such as poems, journals, etc. The aforementioned objectives will be covered in the

following units: Argumentative Nonfiction, Personal-Reflective Essay, Argumentative

Research Paper, Journal, Escape From Camp 14, and The Kite Runner.

7. Students will demonstrate the ability to research both formally and informally,

including the completion of both an argumentative research paper and adjoining research

presentation and other more informal presentations within the following units:

Argumentative Research Paper, Oedipus the King, Dante’s Inferno.

8. Students will be required to complete certain oral exercises, including cooperative

learning assignments, discussions, presentations, and question and answer formats. In

addition to this requirement, students will also have to demonstrate effective listening

skills. These objectives will be assessed in the following units: Argumentative Research

Paper, Oedipus the King, Dante’s Inferno, Short Fiction.


The following literature will be read, analyzed, and discussed within the context of the course:

Escape From Camp 14, The Kite Runner, Dante’s Inferno, Oedipus the King, short stories,

current nonfiction articles and current video news segments. Please note that current events

WILL be discussed in class as they become relevant to content or student achievement.

Instructional Time:


Standards:

1.2 Reading informational Text

1.2.11-12.A

Determine and analyze the relationship between two or more central ideas of a text, including the

development and interaction of the central ideas; provide an objective summary of the text.

1.2.11-12.B




1.2.11-12.C

Analyze the interaction and development of a complex set of ideas, sequence of events, or

specific individuals over the course of the text.

1.2.11-12.D


1.2.11-12.E

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or

argument, including whether the structure makes points clear, convincing, and engaging.

1.2.11-12.F


1.2.11-12.G

Integrate and evaluate multiple sources of information presented in different media or formats

(e.g. visually, quantitatively) as well as in words in order to address a question or solve a

problem.

1.2.11-12.H

Analyze seminal texts based upon reasoning, premises, purposes, and arguments.

1.2.11-12.I

Analyze foundational U.S. and world documents of historical, political, and literary significance

for their themes, purposes, and rhetorical features.

1.2.11-12.J





1.2.11-12.K


grade level reading and content, choosing flexibly from a range of strategies and tools.

1.2.11-12.L

Read and comprehend literary non-fiction and informational text on grade level, reading

independently and proficiently.

1.3 Reading Literature

1.3.11-12.A




1.3.11-12.B

Analyze the impact of the author’s choices regarding how to develop and relate elements of a

story or drama.

1.3.11-12.C

Determine and analyze the relationship between two or more themes or central ideas of a text,

including the development and interaction of the themes; provide an objective summary of the

text.

1.3.11-12.D


1.3.11-12.E

Evaluate the structure of texts including how specific sentences, paragraphs and larger portions

of the texts relate to each other and the whole.

1.3.11-12.F


1.3.11-12.G

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a

play or recorded novel or poetry), evaluating how each version interprets the source text.

(Include at least one play by Shakespeare and one play by an American dramatist.)

1.3.11-12.H

Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the

respective major periods of literature, including how two or more texts from the same period

treat similar themes or topics.

1.3.11-12.I


grade 11-12 reading and content, choosing flexibly from a range of strategies and tools.

1.3.11-12.J





1.3.11-12.K

Read and comprehend literary fiction on grade level, reading independently and proficiently.

1.4 Writing

1.4.11-12.A

Write informative/ explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately.

1.4.11-12.B


1.4.11-12.C

Develop and analyze the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples appropriate

to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding

comprehension.

1.4.11-12.D

Organize complex ideas, concepts, and information so that each new element builds on that

which precedes it to create whole; use appropriate and varied transitions and syntax to link the

major sections of the text; provide a concluding statement or section that supports the

information presented; include formatting when useful to aiding comprehension.

1.4.11-12.E


spelling.

1.4.11-12.F







1.4.11-12.G

Write arguments to support claims in an analysis of substantive topics.

1.4.11-12.H


• Introduce the precise, knowledgeable claim.

1.4.11-12.I

Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims

fairly and thoroughly, supplying the most relevant evidence for each while pointing out the

strengths and limitations of both in a manner that anticipates the audience’s knowledge level,

concerns, values, and possible biases.

1.4.11-12.J

Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use

words, phrases, and clauses as well as varied syntax to link the major sections of the text create


evidence, and between claim(s) and counterclaims; provide a concluding statement or section

that follows from and supports the argument presented.

1.4.11-12.K







1.4.11-12.L


spelling.

1.4.11-12.M

Write narratives to develop real or imagined experiences or events.

1.4.11-12.N

Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple points of view, and introducing a narrator and/or

characters.

1.4.11-12.O

Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing,

to develop experiences, events, and/or characters; use precise words and phrases, telling details,

and sensory language to convey a vivid picture of the experiences, events, settings, and/or

characters.

1.4.11-12.P

Create a smooth progression of experiences or events using a variety of techniques to sequence

events so that they build on one another to create a coherent whole and build toward a particular

tone and outcome; provide a conclusion that follows from and reflects on what is experienced,

observed, or resolved over the course of the narrative.

1.4.11-12.Q

Write with an awareness of the stylistic aspects of writing.

• Use parallel structure.

• Use various types of phrases and clauses to convey specific meanings and add variety and

interest.



1.4.11-12.R


spelling.

1.4.11-12.S

Draw evidence from literary or informational texts to support analysis, reflection, and research,

applying grade level reading standards for literature and literary non-fiction.

1.4.11-12.T

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and

audience.

1.4.11-12.U

Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments and information.

1.4.11-12.V

Conduct short as well as more sustained research projects to answer a question (including a self-

generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation.

1.4.11-12.W

Gather relevant information from multiple authoritative print and digital sources, using advanced

searches effectively; assess the strengths and limitations of each source in terms of the task,

purpose, and audience; integrate information into the text selectively to maintain the flow of

ideas, avoiding plagiarism and overreliance on any one source and following a standard format

for citation.

1.4.11-12.X

Write routinely over extended time frames (time for research, reflection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,

purposes and audiences.

1.5 Speaking & Listening

1.5.11-12.A

Initiate and participate effectively in a range of collaborative discussions on grades level topics,

texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

1.5.11-12.B

Integrate multiple sources of information presented in diverse formats and media (e.g. visually,

quantitative, orally) in order to make informed decisions and solve problems, evaluating the

credibility and accuracy of each source and noting any discrepancies among the data.

1.5.11-12.C

Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the

credibility of an argument through the author’s stance, premises, links among ideas, word choice,

points of emphasis, and tone.

1.5.11-12.D

Present information, findings, and supporting evidence, conveying a clear and distinct

perspective; organization, development, substance, and style are appropriate to purpose,

audience, and task.

1.5.11-12.E

Make strategic use of digital media in presentations to add interest and enhance understanding of

findings, reasoning, and evidence.

1.5.11-12F

Adapt speech to a variety of contexts and tasks.

1.5.11-12.G

Demonstrate command of the conventions of standard English when speaking based on grade

11-12 level and content.

Assessment:

Tests/Quizzes: Tests and quizzes will be given periodically in order to test the level of

achievement attained by each student. Weekly formative quizzes will be administered in order

to check the learning of content and skills during that week. Longer summative unit tests will be

administered at the conclusion of a unit. All tests and quiz formats may utilize a number of

different techniques, including: multiple choice, matching, completion, short answer, and essay.

Papers/Formal Essays: Students will produce creative, narrative, informational, argumentative,

literary and research writing assignments as directed by the Pennsylvania Core prescribed for

writing (1.4). The exact details of each assignment will be discussed by your teacher when the

assignments are made.

Projects/Presentations: Students will create and present informative, argumentative, and

research based projects and presentations as directed by the Pennsylvania Core prescribed for

writing (1.4) and listening and speaking (1.5). The exact details of each assignment will be

discussed by your teacher when the assignments are made.

Classwork: You will be responsible for completing many various types of in-class assignments.

Most of these assignments will completed via Google Classroom and are expected to be made up

it absent.

Homework: You will be expected to complete homework on time. I often use the homework as a

means to review the learning from the previous class.

Journal: Students will be required to keep journals that will be collected toward the end of each

nine weeks. Journals will be graded mainly on quantity (1,500 word minimum per marking

period), but students should keep in mind that all journal entries should still be kept appropriate

and should utilize proper grammar and punctuation.

Reader-Response Journal: Students will be responsible for completing a reader-response journal

and/or blog and accompanying test attached to the independent novel assignments (Escape From

Camp 14 and The Kite Runner) for each marking period. Requirements for each journal will be

given to the students by the teacher. Students should bring their independent novels to class

every day!

Class Participation: Student participation is vital to gaining an understanding of the skills,

philosophies, values, and ideas presented and explored in this course

Notebooks: Taking thorough notes based on the presentation of lessons is vital to your success

in this course. Each student is expected to keep an adequate notebook that will help him or her

to study prior to a time of testing. Notebooks will not be formally graded, but open note check

quizzes (N.C.Q.) will be given regularly, thus encouraging you to keep your notebook up-to-

date.


English 12 - 01 Advanced Placement English

Course Description:

This course is designed to get your ready to take the Advanced Placement Test in English

Literature and Composition in May of 2018. Everything in the course will be designed to get

you ready for the test: however, you must put forth the added effort that an Advanced Placement

course requires. Specifically, you must be ready to have nightly homework in terms of reading

and writing, and must be willing to put in the time and effort required of an AP course. The

payoff for this work can be a passing grade on the AP test, which will, in most cases, benefit you

during your first year of college.

So what will you be doing? There will be many different reading assignments, both

inside and outside of class. Inside of class we will be reading, and writing about, Oedipus Rex,

Oedipus at Colonus, Antigone, Hamlet, King Lear, Tess of the D’Urbervilles and other works of

poetry, prose and drama. For outside reading, you have read four novels for your summer

reading assignment, and you will be reading Siddhartha, The Kite Runner, and A Thousand

Splendid Suns for longer papers. In terms of writing, you have completed the summer essay

assignments, and you will also be writing many critical essays throughout the duration of this

course in order to prepare you for the types of challenges that may face you on the test.

Additionally, there will be many AP practice tests, both multiple choice and essay questions, a

grammar review (Sentence Composing), vocabulary work from the AP Lit. and Comp.

Vocabulary handout, oral presentations, and other, shorter assignments. We will also be

completing media and other types of projects throughout the course.

Your work in the top level English classes has been the preparation for this course. The

mythology you studied in 9th grade will help you with the Greek literature. The American

literature from the Colonial Period through the 20th Century and the British literature from the

early writings through the 20th century have prepared you for the AP practice tests. The literary

research papers and essays you have completed in 10th and 11th grades have prepared you for

the longer writing and research assignments.

This, then, is AP English Literature and Composition. The aforementioned courses have

taught your mind to run; now it’s time to teach your mind how to fly!


Hardy - Tess of the D’Urbervilles

Hesse - Siddhartha

Hosseini – The Kite Runner/A Thousand Splendid Suns

Shakespeare - Hamlet/King Lear

Sophocles – Oedipus Rex, Oedipus at Colonus, Antigone

100 Best Loved Poems

Four novels for pre-coursework analysis

Literary criticism and short fiction texts.

Please note that current events WILL be discussed in class as they become relevant to


From the College Board . . .

An AP English Literature and Composition course engages students in the careful reading

and critical analysis of imaginative literature. Through the close reading of selected texts,

students deepen their understanding of the ways writers use language to provide both meaning

and pleasure for their readers. As they read, students consider a work’s structure, style, and

themes as well as such smaller-scale elements as the use of figurative language, imagery,

symbolism, and tone.

The course includes intensive study of representative works from various genres and

periods, concentrating on works of recognized literary merit such as those by the authors and

titles listed below. The pieces chosen invite and reward rereading and do not, like ephemeral

works in such popular genres as detective or romance fiction, yield all (or nearly all) of their

pleasures of thought and feeling the first time

through. The AP English Literature Development Committee agrees with Henry David Thoreau

that it is wisest to read the best books first; the committee also believes that such reading should

be accompanied by thoughtful discussion and writing about those books in the company of one’s

fellow students.

Reading in an AP course is both wide and deep. This reading necessarily builds upon the

reading done in previous English courses. In their AP course, students read works from several

genres and periods—from the sixteenth to the twenty-first century—but, more importantly, they

get to know a few works well. They read deliberately and thoroughly, taking time to understand

a work’s complexity, to absorb its richness of meaning, and to analyze how that meaning is

embodied in literary form. In addition to considering a work’s literary artistry, students reflect on

the social and historical values it reflects and embodies. Careful attention to both textual detail

and historical context provides a foundation for interpretation, whatever critical perspectives are

brought to bear on the literary works studied.

A generic method for the approach to such close reading involves the following elements:

the experience of literature, the interpretation of literature, and the evaluation of literature. By

experience, we mean the subjective dimension of reading and responding to literary works,

including pre-critical impressions and emotional responses. By interpretation, we mean the

analysis of literary works through close reading to arrive at an understanding of their multiple

meanings. By evaluation, we mean both an assessment of the quality and artistic achievement of

literary works and a consideration of their social and cultural values. All three of these aspects of

reading are important for an AP English Literature and Composition course.

Moreover, each corresponds to an approach to writing about literary works. Writing to

understand a literary work may involve writing response and reaction papers, along with

annotation, freewriting, and keeping some form of a reading journal.

Writing to explain a literary work involves analysis and interpretation and may include

writing brief focused analyses on aspects of language and structure. Writing to evaluate a

literary work involves making and explaining judgments about its artistry and exploring its

underlying social and cultural values through analysis, interpretation, and argument.

In short, students in an AP English Literature and Composition course read actively. The

works taught in the course require careful, deliberative reading. And the approach to analyzing

and interpreting the material involves students in learning how to make careful observations of

textual detail, establish connections among their observations, and draw from those connections

a series of inferences leading to an

interpretive conclusion about a piece of writing’s meaning and value.

Most of the works studied in the course were written originally in English, including

pieces by African, Australian, Canadian, Indian, and West Indian authors. Some works in

translation may also be included (e.g., Greek tragedies, Russian or Latin American fiction). The

actual choice is the responsibility of the AP teacher, who should consider previous courses in the

school’s curriculum. In addition, the AP teacher should ensure that by the end of the course,

students will have studied literature from both British and American writers as well as works

written from the sixteenth century to contemporary times. (See the AP English Literature and

Composition Teacher’s Guide for sample curricula.)

Although neither linguistic nor literary history is the principal focus in the AP course,

students gain awareness that the English language that writers use has changed dramatically

through history, and that today it exists in many national and local varieties. They also become

aware of literary tradition and the complex ways in which imaginative literature builds upon the

ideas, works, and authors of

earlier times.

Writing is an integral part of the AP English Literature and Composition course and

exam. Writing assignments focus on the critical analysis of literature and include expository,

analytical, and argumentative essays. Although critical analysis makes up the bulk of student

writing for the course, well-constructed creative writing assignments may help students see from

the inside how literature is written. Such experiences sharpen their understanding of what writers

have accomplished and deepen their appreciation of literary artistry. The goal of both types of

writing assignments is to increase students’ ability to explain clearly, cogently, even elegantly,

what they understand about literary works and why they interpret them as they do. To that end,

writing instruction includes attention to developing and organizing ideas in clear, coherent, and

persuasive language. It includes study of the elements of style. And it attends to matters of

precision and correctness as necessary. Throughout the course, emphasis is placed on helping

students develop stylistic maturity, which, for AP English, is characterized by the following:

• a wide-ranging vocabulary used with denotative accuracy and connotative

resourcefulness;

• a variety of sentence structures, including appropriate use of subordinate and

coordinate constructions;

• a logical organization, enhanced by specific techniques of coherence such as

repetition, transitions, and emphasis;

• a balance of generalization with specific illustrative detail; and

• an effective use of rhetoric, including controlling tone, maintaining a consistent

voice, and achieving emphasis through parallelism and antithesis.

The writing required in an AP English Literature and Composition course is thus more

than a mere adjunct to the study of literature. The writing that students produce in the course

reinforces their reading. Since reading and writing stimulate and support one another, they are

taught together in order to underscore both their common and their distinctive elements.

It is important to distinguish among the different kinds of writing produced in an AP

English Literature and Composition course. Any college-level course in which serious literature

is read and studied includes numerous opportunities for students to write and rewrite. Some of

this writing is informal and exploratory, allowing students to discover what they think in the

process of writing about their reading. Some of the writing involves research, perhaps

negotiating differing critical perspectives. Much writing involves extended discourse in which

students develop an argument or present an analysis at length. In addition, some writing

assignments should encourage students to write effectively under the time constraints they

encounter on essay exams in college courses in many disciplines, including English.

The various AP English Literature Released Exams and AP Central provide sample

student essay responses written under exam conditions—with an average time of 40 minutes for

students to write an essay response. The sample student essays in these publications were written

in response to two different types of questions: (1) an analysis of a passage or poem in which

students are required to discuss how particular literary elements or features contribute to

meaning; and (2) an “open’’ question in which students are asked to select a literary work and

discuss its relevant features in relation to the question provided. Students can be prepared for

these essay questions through exercises analyzing short prose passages and poems and through

practicing with “open’’ analytical questions. Such exercises need not always be timed; instead,

they can form the basis for extended writing projects.

Because the AP course depends on the development of interpretive skills as students

learn to write and read with increasing complexity and sophistication, the AP English Literature

and Composition course is intended to be a full-year course.

Teachers at schools that offer only a single semester block for AP are encouraged to

advise their AP English Literature and Composition students to take an additional semester of

advanced English in which they continue to practice the kind of writing and reading emphasized

in their AP class.

SUGGESTED READING LIST FOR AP ENGLISH AND LITERATURE

John Fowles - The French Lieutenant's Woman

Dereck Walcott - Omeros

Tim O'Brien - The Things they Carried, Going After Cacciato

John Cheever - Falconer

Toni Morrison - Beloved, Song of Solomon

E.L. Doctorow - Ragtime

Gabriel Garcia Marquez - One Hundred Years of Solitude

Joy Kogawa - Obasan

Margaret Atwood - The Handmaid's Tale

Louise Edrich - Love Medicine

Mario Vargas Llosa - The War at the End of the World

Jean Rhys - The Wide Sargasso Sea

Anne Tyler - Dinner at the Homesick Restaurant

Kurt Vonnegut - Slaughterhouse Five

Chinua Achebe - Things Fall Apart

James Joyce - Dubliners

Gustave Flaubert - Madame Bovary

Williams - The Glass Menagerie

Albert Camus - The Plague, The Stranger

Ralph Ellison - Invisible Man

Fyodor Dostoyevsky - Crime and Punishment, The Brothers Karamazov

Kate Chopin - The Awakening

Shakespeare - As You Like It, Hamlet, Macbeth

Walker - The Color Purple

Shakespeare - The Tempest, Othello, King Lear

Voltaire - Candide

Jonathan Swift - Gulliver's Travels

Henry James - Portrait of a Lady

Nathaniel Hawthorne - The Scarlet Letter

F. Scott Fitzgerald - The Great Gatsby

Victor Hugo - Les Miserables

Leo Tolstoy - Anna Karenina

Theodore Dreiser - Sister Carrie

Hansberry - A Raisin in the Sun

Franz Kafka - The Castle, The Trial

William Faulkner - As I Lay Dying

Homer - The Iliad, The Odyssey

Milton - Paradise Lost

Charles Dickens - Bleak House

Austen - Pride & Prejudice, Emma

Baldwin - Go Tell it on the Mountain

Conrad - Heart of Darkness

Defoe - Moll Flanders

Forster - A Passage to India

Hawthorne - The House of the Seven Gables

Lawrence - Sons and Lovers

Malamud - The Fixer

Shelley - Frankenstein

Tan - The Joy Luck Club

Turgenev - Fathers and Sons

Woolfe - To the Lighthouse, Mrs. Dalloway

Wright - Native Son, Black Boy

Albee - Who's Afraid of Virginia Woolfe

Heller - Catch - 22

Beckett - Waiting for Godot

Chekov - The Cherry Orchard

Eliot - Murder in the Cathedral

Euripides – Medea

MacLeish - J.B.

Steinbeck - Grapes of Wrath

Shaw - Major Barbara, Man and Superman

Golding - Lord of the Flies

Twain - The Adventures of Huckleberry Finn

Paton - Cry the Beloved Country

Hurston - Their Eyes Were Watching God

Strindberg - Miss Julie

McCarthy - All the Pretty Horses

Guterson – Snow Falling On Cedars

Ibsen – Ghosts, A Doll’s House

Sophocles – Oedipus Rex, Antigone

Hosseini – The Kite Runner, A Thousand Splendid Suns

Instructional Time:


AP English Literature and Composition Course Requirements:

AP curricular requirements consist of complex, multi-part statements. These particular

requirements are broken down into their component parts which are as follows:

Component 1: The course includes an intensive study of representative works such as those by

authors cited in the AP English Course Description. By the time the student completes English

Literature and Composition, he or she will have studied during high school literature from both

British and American writers, as well as works written in several genres from the sixteenth

century to contemporary times.

Component 2: The course teaches students to write an interpretation of a piece of literature that

is based on a careful observation of textual details, considering such elements as the use of

figurative language, imagery, symbolism and tone.


is based on a careful observation of textual details, considering the work’s structure, style and

themes.


is based on a careful observation of textual details, considering the work’s social, cultural and/or

historical values.

Component 5: The course includes frequent opportunities for students to write and rewrite

timed, in-class responses.

Component 6: The course includes frequent opportunities for students to write and rewrite

formal, extended analyses outside of class.

Component 7: The course requires writing to understand: Informal/exploratory writing activities

that enable students to discover what they think in the process of writing about their reading

(such assignments could include annotation, free writing, keeping a reading journal,

reaction/response papers, and/or dialectical notebooks).

Component 8: The course requires writing to explain: Expository, analytical essays in which

students draw upon textual details to develop an extended interpretation of a literary text.

Component 9: The course requires writing to evaluate: Analytical, argumentative essays in

which students draw upon textual details to make and explain judgments about a work’s artistry

and quality.

Component 10: The course requires writing to evaluate: Analytical, argumentative essays in

which students draw upon textual details to make and explain judgments about a work’s social,

historical and/or cultural values.

Component 11: The AP teacher provides instruction and feedback on students’ writing

assignments, both before and after the students revise their work that help the students develop a

wide-ranging vocabulary used appropriately.


assignments, both before and after the students revise their work that help the students develop a

variety of sentence structures.

Component 13: The AP teacher provides instruction and feedback on students' writing

assignments, both before and after the students revise their work that help the students develop

logical organization, enhanced by specific techniques to increase coherence. Such techniques

may include traditional rhetorical structures, graphic organizers, and work on repetition,

transitions, and emphasis.


assignments both before and after they revise their work that help the students develop a balance

of generalization and specific, illustrative detail.


assignments both before and after they revise their work that help the students establish an

effective use of rhetoric including controlling tone and a voice appropriate to the writer’s

audience.

Assessment:

There will be two kinds of grading in this course. In-class (timed) essays and out-of-class

essays will count for roughly 50% of the course grade and will be evaluated using the following

nine-point scale. The percentage in parenthesis indicates the percentage grade. This scale will

be used for all essays and final examination questions.

AP Essay Scoring Guide

9 – 8 = These are well-organized and well-written essays that clearly analyze the work(s).

They use specific references to the work(s) in order to discuss the use of elements such as

diction, imagery, pace, and point-of-view. While not flawless, these papers demonstrate an

understanding of the text and of the techniques of composition. These writers express their ideas

clearly and skillfully. (percentage grade = 93-100%)

7 – 6 = The content of these papers resembles that of higher scoring essays, but is less precise

and less aptly supported. These essays deal with literary elements such as diction, imagery, and

pace, but are less effective than the upper range essays. Essays scored at seven will generally

exhibit fewer mechanical errors and draw from the passage more incisively than those scored at

six. (percentage grade = 85- 93%)

5 = These essays are superficial. Although not seriously in error about the content or literary

techniques of the passage, they miss the complexity of the piece and offer only a perfunctory

analysis of how the subject has been dramatized. The treatment of elements such as diction and

imagery is overly generalized or mechanical. The writing adequately conveys the writer's

thoughts, but the essays themselves are commonplace, poorly conceived, poorly organized, and

simplistic. ( percentage grade = 78-84%)

4 = These essay reflect an incomplete understanding of the work(s) or assignment and do not

completely meet the requirements of the essay. These essays show a minimal level of

understanding or development of the topic, and the organization is poorly conceived and

executed. There is little outside support given in the essay. These essays reveal marked

weaknesses in the writer’s ability to handle the mechanics of written English. (percentage grade

= 70-77%)

3 = These essays reflect an incomplete understanding of the passage and do not completely

respond to the question. The discussion is unclear or simply misses the point. Also, little if any

support is given for the position or argument. The treatment of literary elements is scanty or

unconvincing with little support drawn from the passage. Typically, these essays reveal marked

weaknesses in the writer's ability to handle the mechanics of written English. (percentage grade =

50-69%)

2 – 1 = These essays contain the errors found in three and four scoring essays to an even more

pronounced degree. One or two scoring essays either completely misunderstand the passage or

fail to address the question. Typically these essays are incoherent, too short, or both. The writing

demonstrates no control of written English, either grammatically or organizationally. (percentage

grade = 1-49%)

0 = This is a response that completely fails to address the question. This is no response, an

essay written in a foreign language, an essay written on an unrelated topic, or an essay that is

completely illegible. (percentage grade = 0%)

Quizzes and Required Assignments:

Quizzes, tests, and creative/analytical presentations and projects will count for roughly

the other 50% of the marking period grade. These assignments will be graded on the percentage

correct out of the total possible. The marking period grade will be based on the average of the

essay grades (counting 50%) and the percentage from the shorter assignments (counting 50%).


Current Topics Of Reading

Course Description/Course Objectives: Current Topics in Reading is a course that uses the Houghton Mifflin Universal Read 180

reading intervention program. Each student receives instruction that is individually designed for

their current reading level and writing skills. The program consists of large group instruction,

small group instruction, independent reading, writing practice, and computer-based

individualized instruction. The objective for each student is to increase his/her reading

proficiency.

Materials May Include: Students will be given a folder, paper and a workbook. All materials remain in the classroom.


achievement.

Instructional Time: 80 mins for a full year or until the student has demonstrated proficiency two times on the

Reading Inventory.

Workshop Title

Workshop 1 Psychology/Biology: At First Sight

Workshop 2 Literature/Sociology: Who Am I?

Workshop 3 Government/Criminal Justice: It’s Your Right

Workshop 4 History/International Relation: D-Day

Workshop 5 Astronomy/Robotics: To Mars and Beyond

Workshop 6 Economics/Math: Money Matters

Standards:

•1.2 Reading Informational Text Students read, understand, and respond to informational










Assessment: Students will be assessed often and grading will be based on the following:

Workbook activities

Written responses

Computer-based reading assessments


Test Kitchen


Test Kitchen has been designed to help students understand fundamental concepts of food

science. A wide variety of experiments will be conducted in a lab setting to study how and why

foods change when they are prepared and stored. The course includes a study of the proper

cooking techniques of eggs, and how they function as ingredients in prepared foods. Food borne

illnesses are studied to learn their causes and prevention. Proper food handling techniques will be

practiced in the preparation of a poultry dinner. Students will practice basic home food

preservation methods by preparing three simple recipes. Cake decorating will be practiced as a

way to make desserts look attractive. Students will make an apple pie focusing on the

characteristics of a high quality pie crust. The course concludes with a study of how a microwave

oven works and the differences in food prepared with this method of cooking compared to a

conventional oven.

Topics of Study:

Eggs – 2 weeks

Food Borne Illness – 2 weeks

Food Preservation – 1 week

Cakes – 2 weeks

Pies – 1 week

Microwaves – 1 week

Basic Foods is the prerequisite course for Test Kitchen.


The textbook Guide to Good Food. Additionally, information found on the internet and

supplemental materials will also be used. Current events may be discussed in class as they

become relevant to content or student achievement.

Instructional Time:

45 days / one marking period

Standards:

understand what causes food borne illnesses and the effects these have on the body. (9.3

B)*

investigate why and how foods change when they are prepared and stored. (9.3 G)

practice home food preservation techniques and evaluate if the time, energy, and quality

of the food is worth the lower cost. (9.3 G)

explore which ingredients produce the best quality baked products. (9.3 A)

*Identifies the state standards in the curriculum. Details of the state FCS standards are located at

https://www.pdesas.org/Standard/View#


Lab Fee:

A $20.00 fee is charged for lab based FCS courses including Basic Foods. While this fee does

not cover all of the student expenses it helps to defray the cost of food and other supplies. All

money is paid directly to office staff, not the classroom teacher and may be paid after the first

day of class. If the fee is unpaid by the fourth week of class, it will be considered an obligation

that must be paid before the student graduates from high school. If any student is unable to pay

the Lab Fee, they may get a Course Fee Waiver Request form from the classroom teacher. Once

completed by the parents/guardians, it is turned into the office for consideration.

Assessment:


quizzes, written assignments, classwork, projects, presentations, and discussions.


Textile Arts I


Textile Arts I is a beginning level sewing course. Students will experience the

satisfaction of creating simple projects using fabric and other textile products suitable for

personal use or gift giving. Students will be introduced to essential hand sewing equipment,

parts of a sewing machine, basic hand and sewing machine stitches and techniques.

Most of the projects will be completed as a group so the entire class is working on the

same skills. However, students will be given the opportunity to choose their own projects and

work at their own pace. Project supplies may be purchased locally at JoAnn Fabrics (the best

store for fabric), Hobby Lobby or A. C. Moore. JoAnn has an app that can be used for coupons

and you can download coupons for Hobby Lobby as well. Walmart is also an option if there is a

fabric section. Some supplies will be available from the teacher free of charge or at a nominal

fee. Understand that the selection of these supplies will be very limited. The cost of materials for

this course will be approximately $35.00 - $45.00 depending on the quality of materials chosen

and where supplies are purchased (see attached financial obligation page). This course can be

described in two words: FUN and RELAXING!

Topics of Study:

The following is a list of projects offered in this course. Each project takes about a week with

additional time provided as needed.

Hand projects – knit, crochet or counted cross-stitch Gym Bag

Sample Notebook Mending Project

Mouse Pin Cushion Pillow Case

Blanket Pillow Embroidered Zip-up Pouch

Textile Arts I is the prerequisite for Textile Arts II.


The textbook Successful Sewing.

This book is an excellent resource with step-by-step instructions and diagrams for the sewing

skills taught in this class. Use it as a guide to assist in completing the sewing samples when the

instructor is not available. You are responsible for taking care of this book and will be

responsible for replacement costs if it is damaged or lost. Current events may be discussed in


Instructional Time:

45 days / one marking period

Standards:

accept responsibility to use class time wisely by having a hand project available to work on

daily. 11.2.9.H*

discuss career opportunities available to individuals who are able to do hand sewing and

operate a sewing machine. 11.1.12.B*

apply the skills they learn by mending/repairing an article of clothing from home or recycling

an old garment into a useful product. 11.1.9.A; 11.1.9F *

demonstrate appropriate procedures for care and disposal or recycling of textile products,

considering diverse needs locally and globally. 16.2.5+

demonstrate ability to use technology for fashion, apparel and textile design.16.3.7+

use appropriate industry products and materials for cleaning, pressing, and finishing textiles,

fashion, and apparel. 16.4.3+

Standards identified with an * are PA state standards in the curriculum. Details of the state

FCS standards are located at https://www.pdesas.org/Standard/View#. Standards identified

with a + are national standards and can be viewed at http://www.nasafacs.org/national-

standards-and-competencies.html.

Assessment:





Textile Arts II

Course Description/Course Objectives: Textile Arts II is an advanced sewing course with the prerequisite of successfully passing

Textile Arts I. Students will broaden their ability to use a sewing machine as they tackle larger

and more difficult projects. One project must require a purchased pattern. Students will be

expected to improve the hand sewing skills they learned in the first course. All projects will be

completed in class. Because students will work at their own pace they must be self-motivated to

successfully complete check points throughout the course. Project supplies may be purchased

locally at JoAnn Fabrics (the best store for fabric), Hobby Lobby, Michael’s or A. C. Moore.

JoAnn has an app that can be used for coupons and you can download coupons for Hobby Lobby

as well. Walmart is also an option if there is a fabric section. Some supplies will be available

from the teacher free of charge or at a nominal fee, although, the selection of these supplies will

be very limited. The cost of materials for this course will be approximately $35.00 - $45.00

based largely on the quality of materials purchased (see attached financial obligation page).

Some patterns may be purchased through the teacher from Simplicity which gives special pricing

to schools.

Topics of Study:

The following is a list of projects offered in this course. Each project takes about two weeks to

complete with additional time provided as needed.

Advanced Hand project – knit, crochet or counted cross-stitch

Mending/Recycling Project

3 Individual Projects one of which must be an article of clothing

Sewing Sample

Textile Arts I is the prerequisite for Textile Arts II.

Materials May Include: The textbook Successful Sewing.

This book is an excellent resource with step-by-step instructions and diagrams for the sewing

skills taught in this class. Use it as a guide to assist in completing the sewing samples when the

instructor is not available. You are responsible for taking care of this book and will be

responsible for replacement costs if it is damaged or lost. Current events may be discussed in


Instructional Time: 45 days / one marking period

Standards:

accept responsibility to use class time wisely by having a hand project available to work on

daily. 11.2.9.H*

discuss career opportunities available to individuals who are able to do hand sewing and

operate a sewing machine. 11.1.12.B*

apply the skills they learn by mending/repairing an article of clothing from home or recycling

an old garment into a useful product. 11.1.9.A; 11.1.9F *

demonstrate appropriate procedures for care and disposal or recycling of textile products,

considering diverse needs locally and globally. 16.2.5+

demonstrate ability to use technology for fashion, apparel and textile design.16.3.7+

use appropriate industry products and materials for cleaning, pressing, and finishing textiles,

fashion, and apparel. 16.4.3+

Standards identified with an * are PA state standards in the curriculum. Details of the

state FCS standards are located at https://www.pdesas.org/Standard/View#. Standards

identified with a + are national standards and can be viewed at

http://www.nasafacs.org/national-standards-and-competencies.html.





Family Development


Family Development is an entry level course in which family structures will be identified and

roles of family members will be explored. Communication skills will be evaluated to help

individuals communicate their thoughts and feelings effectively in a variety of settings.

Relationships, particularly dating and marriage, will be studied as it relates to establishing a

family unit. Conflict resolution will be discussed so that difficulties between individuals may be

resolved in a positive manner.

Topics of Study:

Understanding Families - 2 weeks

Reaching Your Potential - 2 weeks

Your Attitude Toward Living - 2 weeks

Developing Effective Communication Skills - 2 weeks

Dating- 1 week

Family Development is the prerequisite course for Child Development.

Materials May Include: The textbook Strengthening Family & Self. Additionally, information found on the internet,

supplemental materials will also be used. Current events may be discussed in class as they



Standards:

learn to solve dilemmas using a practical reasoning approach. *11.2.9.A

assess the effectiveness of the use of teamwork and leadership skills in accomplishing the

work of the family. *11.2.9.C

contrast past and present family functions and predict their probable impact on the future of

the family. *11.2.9.F

explain the influences of family life cycles stages on the needs of families and communities

*11.2.9.G

justify the significance of interpersonal communication skills in the practical reasoning

method of decision making and in resolving conflict.*11.2.9./ *11.2.12.H

*Identifies the state standards in the curriculum. Details of the state FCS standards are

located at https://www.pdesas.org/Standard/View#





Child Development


Child Development is an upper level course focused on exploring human development from

conception through two years of age. The course will study specific theorists and their

philosophies of the development of children. For each stage of growth students will explore

development in four areas: physical, emotional, intellectual and social. Students will engage in

many activities and projects as they learn about development in these early stages of life.

Topics of Study:

Learning about children – 3 weeks

Prenatal Development– 4 weeks

Newborns – 4 weeks

Infants – 4 weeks

Toddlers – 3 weeks

Prerequisite course: Family Development


The textbook Child Development: Early Stages through age 12. Additionally, information found

on the internet and supplemental materials will also be used. Current events may be discussed in


Instructional Time:

90 days / one semester

Standards:

analyze physical, intellectual and social/emotional development in relation to current

research on theories of child development. *11.4.9./11.4.12A

evaluate health and safety hazards relating to children at each stage of development.

*11.4.9./11.4.12B

evaluate various environments to determine if they provide the characteristics of a proper

learning environment. *11.4.9./11.4.12C

Analyze plans and methods to blend work and family responsibilities to meet the needs of

children. *11.4.12D

explain how storytelling, story reading and writing enhance literacy development in children

and develop the child’s imagination. *11.4.9./11.4.12E



Assessment:





Basic Foods


Basic Foods is an entry level food course where students learn about the value of foods in each

of the six areas of the Food Guide Pyramid and basic food preparation skills. Students will gain

an awareness of nutritional needs for their age group and learn why eating well is important.

Preparation techniques are emphasized throughout the course as students practice their skills in

the lab kitchens. Students will learn basic kitchen skills, safety procedures, sanitary habits,

kitchen organization and utensil/equipment identification. Students will gain confidence in

preparing their own food as well as for guests.

Topics of Study:

Unit 1: Sanitation / Kitchen Safety/– 2 weeks Unit 5: Milk – 1 week

Unit 2: Grains / Cooking Terms – 2 weeks Unit 6: Meat & Beans – 1 week

Unit 3: Vegetables / Food Pyramid – 1 week Unit 7: Oils / Meal Planning – 1 week

Unit 4: Fruit / Enzymatic Browning – 1 week

Basic Foods is a prerequisite for: Test Kitchen and Lifetime Nutrition

Materials May Include: The textbook Guide to Good Food. This text will be the basis for much of the course content.

Additionally, information found on the internet and supplemental materials will also be used.


achievement.


Standards:

describe safe food handling techniques including proper storage, temperature control and

food preparation. (9.3 A,G)*

understand conditions that create a safe working environment for food preparation. (9.3 A,B)

describe a well-balanced daily menu using the dietary guidelines from the food guide

pyramid and rules for menu planning. (9.3 F,C)

practice food preparation techniques as they prepare recipes in the classroom. (9.3 F)

apply what they have learned in class by preparing a meal at home. (9.3 F)



Lab Fee: A $20.00 fee is charged for lab based FCS courses including Basic Foods. While this fee does not

cover all of the student expenses it helps to defray the cost of food and other supplies. All money is paid

directly to office staff, not the classroom teacher and may be paid after the first day of class. If the fee is

unpaid by the fourth week of class, it will be considered an obligation that must be paid before the

student graduates from high school. If any student is unable to pay the Lab Fee, they may get a Course


Fee Waiver Request form from the classroom teacher. Once completed by the parents/guardians, it is

turned into the office for consideration.


Information Literacy 7

Course Description/Course Objectives: Students will use a diagnostic tool to help them inventory and select career options that fit the

criteria they selected. Students will learn how to use the POPCORn (BIG6) research steps to

guide them through the research process with the focus on topic selection, source selection and

use and correctly citation format as well as quality note taking format. Students will also learn

website evaluation through the use of the CRAAP test.


Destiny digital catalog and print materials from collection, World Book online, POWER Library,

Smart Futures software, Google Suite, Google Classroom, Quizizz.com, and chromebook: and

current events may be discussed in class as they become relevant to content or student

achievement.

Instructional Time: 30 days cycle for 45 min classes

Standards:

Selecting Informational Texts & Literary Non-Fiction CC.1.2.L (6-8) Independently, locate

and select literary nonfiction and informational texts on grade level. Independently, use various

print and digital reference sources.

Evaluating Sources (See Also Effective Research Big Idea) CC.1.4.I (6-8) Evaluate source for

credibility, relevance, currency and accuracy.

Integrating Diverse Media CC.3.5.G (6-8) Integrate information from various mediums to

understand topic or issue.

Synthesizing Information CC.3.6.H (6-8) Select information from informational texts to

support analysis, reflection and research.

Research Process: Developing Research Topic and Question(s) CC.1.4.V (6-8) As part of

grade-level-appropriate research process:

Develop self-generated, focused research question.

Develop sub-questions about topic.

Use information to answer the research questions and further develop questions about

topic and discover new information.

Research Process: Accessing, Identifying and Evaluating Resources CC.3.6.G (6-8) As part

of grade-level appropriate research process:

Gather information that pertains to topic from various print and digital sources.

Conduct search using proper search terms.

Evaluate print and electronic sources and information and gather appropriate

information.

Use only credible sources.

Research Process: Synthesizing Information CC.1.4.S CC.1.4.W (6-8) As part of grade-level

appropriate research process:

Draw conclusions from evidence in information sources.

Use quotes, paraphrasing and summaries in work without plagiarizing.

Cite sources using standard bibliographic citation format.

Research Process: Note-taking Strategies CC.1.4.S CC.1.4.W (6-8) Draw relevant evidence

from text to answer information needs using grade-level-appropriate note-taking skills.

Evaluating, Analyzing & Integrating Information CC.1.5.C (6-8) Research and analyze

information using different media formats (e.g., visual, quantitative, oral).

Determine purpose for presenting information in different formats.

Analyze purpose for presenting information on different topics.

Determine why this information would be presented in a particular format.

Evaluate reasoning for presenting information in a particular format.

Preparing Multimedia Presentations CC.1.5.F (6-8) Integrate multimedia components and

visual displays in presentations to make these exciting and to clarify research and show research.

Research Process: Effective Inquiry CC.1.4.V (6-8) Conduct short research projects.

Research Process: Evaluating Sources (See Also Critical Thinkers Big Idea) CC.1.4.W (6-12)

As part of grade-level-appropriate research process:



Evaluate print and digital sources and information and gather appropriate information.


Research Process: Note-taking Strategies and Presenting Research Findings CC.1.4.W (6-8)


Make conclusions about information in sources.

Use quotes and paraphrasing in work without plagiarizing.


Producing and Publishing with Technology CC.1.4.U (6-8) Use technology ethically to

produce and publish writing and present the relationships between information and ideas and

interact and collaborate with others

Demonstrating Technology Etiquette & Safety 15.3.M 15.3.W (6-8) Demonstrate proper

etiquette when networking either face-to face or online (e.g., using Web 2.0 and social media

tools). Practice safe, legal and responsible use of information and technology.

Behaving as a Digital Citizen 15.3.T 15.4.B (6-8) Interpret and apply knowledge and practice

of appropriate social, legal, ethical and safe behaviors of digital citizenship in all online and

digital situations.

Using Digital Media 15.4.K (6-8) Select and utilize appropriate multimedia to create digital

media. Use digital media legally and ethically, practicing Educational Fair Use.

http://static.pdesas.org/content/documents/CF-Model_Curriculum_Document_Library.pdf

ISTE Standards for Students https://www.iste.org/standards/for-students

AASL Standards Framework for Learners https://standards.aasl.org/wp-

content/uploads/2017/11/AASL-Standards-Framework-for-Learners-pamphlet.pdf

Assessment: Student achievement will be measured through various methods. These may include: written

assignments/responses, classwork, quizzes, homework as needed, projects, rubrics, checklists,

calendars, presentations, and discussions.


https://www.iste.org/standards/for-students

https://standards.aasl.org/wp-content/uploads/2017/11/AASL-Standards-Framework-for-Learners-pamphlet.pdf



Information Literacy 8


Students will use a diagnostic tool to help them inventory and select careers that fit the criteria

they selected. Using that information students will select a career to research and create several

end products to share what they learned about the details of selected career.


Destiny digital catalog, World Book Online, POWER Library database, Smart Futures software,

chromebooks, Google Suite, Google Classroom, choice of infographic software, print sources,

electronic databases, chromebook: and current events may be discussed in class as they become


Instructional Time: 30 days cycle of 45 min classes

Standards:

Selecting Informational Texts & Literary Non-Fiction CC.1.2.L (6-8) Independently, locate

and select literary nonfiction and informational texts on grade level. Independently, use various

print and digital reference sources.

Evaluating Sources (See Also Effective Research Big Idea) CC.1.4.I (6-8) Evaluate source for

credibility, relevance, currency and accuracy.

Integrating Diverse Media CC.3.5.G (6-8) Integrate information from various mediums to

understand topic or issue.

Synthesizing Information CC.3.6.H (6-8) Select information from informational texts to

support analysis, reflection and research.

Research Process: Developing Research Topic and Question(s) CC.1.4.V (6-8) As part of

grade-level-appropriate research process:

Develop self-generated, focused research question.

Develop sub-questions about topic.

Use information to answer the research questions and further develop questions about

topic and discover new information.

Research Process: Accessing, Identifying and Evaluating Resources CC.3.6.G (6-8) As part

of grade-level appropriate research process:



Evaluate print and electronic sources and information and gather appropriate

information.


Research Process: Synthesizing Information CC.1.4.S CC.1.4.W (6-8) As part of grade-level

appropriate research process:

Draw conclusions from evidence in information sources.

Use quotes, paraphrasing and summaries in work without plagiarizing.


Research Process: Note-taking Strategies CC.1.4.S CC.1.4.W (6-8) Draw relevant evidence

from text to answer information needs using grade-level-appropriate note-taking skills.

Evaluating, Analyzing & Integrating Information CC.1.5.C (6-8) Research and analyze

information using different media formats (e.g., visual, quantitative, oral).

Determine purpose for presenting information in different formats.

Analyze purpose for presenting information on different topics.

Determine why this information would be presented in a particular format.

Evaluate reasoning for presenting information in a particular format.

Preparing Multimedia Presentations CC.1.5.F (6-8) Integrate multimedia components and

visual displays in presentations to make these exciting and to clarify research and show research.

Research Process: Effective Inquiry CC.1.4.V (6-8) Conduct short research projects.

Research Process: Evaluating Sources (See Also Critical Thinkers Big Idea) CC.1.4.W (6-12)




Evaluate print and digital sources and information and gather appropriate information.


Research Process: Note-taking Strategies and Presenting Research Findings CC.1.4.W (6-8)


Make conclusions about information in sources.

Use quotes and paraphrasing in work without plagiarizing.


Producing and Publishing with Technology CC.1.4.U (6-8) Use technology ethically to

produce and publish writing and present the relationships between information and ideas and

interact and collaborate with others

Demonstrating Technology Etiquette & Safety 15.3.M 15.3.W (6-8) Demonstrate proper

etiquette when networking either face-to face or online (e.g., using Web 2.0 and social media

tools). Practice safe, legal and responsible use of information and technology.

Behaving as a Digital Citizen 15.3.T 15.4.B (6-8) Interpret and apply knowledge and practice

of appropriate social, legal, ethical and safe behaviors of digital citizenship in all online and

digital situations.

Using Digital Media 15.4.K (6-8) Select and utilize appropriate multimedia to create digital

media. Use digital media legally and ethically, practicing Educational Fair Use.


PA Career 339 Standards https://www.education.pa.gov/Documents/K-

12/Career%20and%20Technical%20Education/CEWStandards/Resources/339CounselingPlan/C

EW%20101%20Series/CEW-101%20-%20Key%20Topics%206-8.pdf

ISTE Standards for Students https://www.iste.org/standards/for-students

AASL Standards Framework for Learners https://standards.aasl.org/wp-

content/uploads/2017/11/AASL-Standards-Framework-for-Learners-pamphlet.pdf

Assessment:


https://www.education.pa.gov/Documents/K-12/Career%20and%20Technical%20Education/CEWStandards/Resources/339CounselingPlan/CEW%20101%20Series/CEW-101%20-%20Key%20Topics%206-8.pdf



https://www.iste.org/standards/for-students



Student achievement will be measured through various methods. These may include written

assignments/responses, classwork, homework as needed, projects, rubrics, checklists, calendars,

presentations, and discussions.


Northeastern High School Library


“Library for Lifelong Learning”. Library is not a specific class, it is a resource for all courses

taught at Northeastern HS as well as helping to meet student recreational reading and personal

learning needs.


Print materials in the Library (books, magazines, etc.)

Databases (those contained in Gale and Power Library)

Computers (connected to the Internet), Printer/Copier

Office Supplies (pens, pencils, colored pencils, markers, glue, tape, paper, staplers, etc.)


achievement/interest.

Instructional Time:

Students will come to the Library with classes and will receive instruction and support for their

research needs. Students are also welcome to seek instruction and/or help during Library hours

for additional assistance, personal research needs as well as reader advisory.

Standards:

Pennsylvania State Standards:

ELA Standards: 1.2D, 1.2G, 1.2H, 1.2L, 1.3K, 1.4I, 1.4S, 1.4U, 1.4V, 1.4 W, 1.5C, 1.5F

Science Standards: 3.5A, 3.5G, 3.5H, 3.5I, 3.6E,3.6F, 3.6G, 3.6H

SS&H Standards: 8.5A, 8.5G, 8.5H, 8.5I, 8.6E, 8.6F, 8.6G, 8.6H

BCIT Standards: 15.3C, 15.3E, 15.3I, 15.3M, 15.3T, 15.3W, 15.4B. 15.4K, 15.4L

(http://pdesas.org/Standard/View)

Model Curriculum for Pennsylvania School Library Programs

(https://www.psla.org/assets/docs/model_curriculum/stage-1-grade-band-9-12.pdf)

National School Library Standards (AASL) https://standards.aasl.org/framework/

Assessment:

Student achievement will be measured through various methods in the regular education

classroom. These may include tests, quizzes, written assignments, classwork, homework,

projects, presentations, labs, and discussions.

https://www.psla.org/assets/docs/model_curriculum/stage-1-grade-band-9-12.pdf


Math 7

Course Description/Course Objectives: This course is based upon the 7th grade PA core standards to prepare students for future algebra

based understandings. The course begins with basic algebraic reasoning and rational numbers

through solving equations and inequalities. Students will explore proportional relationships,

graphing and analyzing data, percents, geometric figures, measurement, and probability.

Minimal non-calculator work will be done in this course.

Materials May Include: Study Island, released items from 7th grade PSSA exams, and teacher created worksheets and

videos. Current events may be discussed in class as they become relevant to content or student

achievement.

Instructional Time: Full year 45 minutes per day

Standards:

Numbers and Operations

Ratios and Proportional Relationships: Compute unit rates

Identify proportional relationships

Represent proportional relationships

Word problems with ratio and percent

(Standard: CC.2.1.7.D.1)

The Number System: Add, subtract, multiply and divide rational numbers

Apply properties of operations to add and subtract rational numbers

Convert rational numbers

Problem solve with complex fractions and rational numbers

(Standard: CC.2.1.7.E.1)

Algebraic Concepts

Expressions and Equations: Write equivalent expressions

Factor and expand linear expressions

Add and subtract algebraic expressions

Problem solve with algebraic expressions and equations

Word problems with equations and inequalities

Define a variable in terms of another variable

(Standards: CC.2.2.7.B.1 and CC.2.2.7.B.3)

Geometry

Angles and Circles: Angle pairs

Understand angle relationships

Area and circumference of circles

(Standard: CC.2.3.7.A.1)

Area, Surface Area and Volume: Area and surface area of composite figures

Volume of three-dimensional figures


Scale Drawings, Triangles and Three-Dimensional Shapes: Scale drawings

Types of triangles

The Triangle Inequality theorem

Examine cross sections of three-dimensional figures


Measurement, Data and Probability

Statistics and Probability: Understand sampling

Use mean and mean absolute deviation

Make comparative inferences about two populations

Understand probability

Probability of simple and compound events

Simulations

(Standards: CC.2.4.7.B.1, CC.2.4.7.B.2, CC.2.4.7.B.3)

Link to PDE Standards: http://www.pdesas.org/Standard/View#



discussions.

http://www.pdesas.org/Standard/View


Math 8


The 8th grade math course will cover a variety of topics and is designed to help students learn to

think critically. Students will learn skills in various areas with a specific focus on algebraic

skills.


Study Island, USA Test Prep, released items from 8th grade PSSA exams, and teacher created

worksheets and videos. Current events may be discussed in class as they become relevant to


Instructional Time:

Full year, 45 minutes per day.

Standards:

The Number System M08.A-N.1 Demonstrate an understanding of rational and irrational numbers.

M08.A-N.1.1 Apply concepts of rational and irrational numbers.

Expressions and Equations M08.B-E.1 Demonstrate an understanding of expressions and equations with radicals and

integer exponents.

M08.B-E.1.1 Represent and use expressions and equations to solve problems involving

radicals and integer exponents.

M08.B-E.2 Understand the connections between proportional relationships, lines, and

linear equations.

M08.B-E.2.1 Analyze and describe linear relationships between two variables, using

slope.

M08.B-E.3 Analyze and solve linear equations and pairs of simultaneous linear

equations.

M08.B-E.3.1 Write, solve, graph, and interpret linear equations in one or two variables,

using various methods.

Functions M08.B-F.1 Analyze and interpret functions.

M08.B-F.1.1 Define, evaluate, and compare functions displayed algebraically,

graphically, or numerically in tables or by verbal descriptions.

M08.B-F.2 Use functions to model relationships between quantities.

M08.B-F.2.1 Represent or interpret functional relationships between quantities using

tables, graphs, and descriptions.

Geometry M08.C-G.1 Demonstrate an understanding of geometric transformations.

M08.C-G.1.1 Apply properties of geometric transformations to verify congruence or

similarity.

M08.C-G.2 Understand and apply the Pythagorean theorem.

M08.C-G.2.1 Solve problems involving right triangles by applying the Pythagorean

theorem.

M08.C-G.3 Solve real-world and mathematical problems involving volume.

M08.C-G.3.1 Apply volume formulas of cones, cylinders, and spheres.

Statistics and Probability M08.D-S.1 Investigate patterns of association in bivariate data.

M08.D-S.1.1 Analyze and interpret bivariate data displayed in multiple representations.

The complete list of Algebra I anchors, eligible content, and specific standards can be found

here: Math 8 Standards and Eligible Content



discussions.

http://static.pdesas.org/content/documents/Grade%208%20Mathematics%20Assessment%20Anchors.pdf


Integrated Mathematics I

Course Description/Course Objectives: This course will include the study of polynomials, quadratic equations, rational expressions,

exponential expressions, linear and inequalities functions, graphing functions, and radicals.

Application of real-world problem solving techniques will be featured. Data analysis and

probability will be integrated throughout the content. Available technologies will be utilized to

enhance understanding of essential concepts. Students will take the Algebra Keystone Exam at

the conclusion of this course.


Scientific and/or graphing calculator, USA TestPrep, ALEKS, Desmos, and chromebook

applications. An online resource, Big Ideas Math: Integrated Math I by Larson and Boswell,

will serve as the course textbook. Current events may be discussed in class as they become


Instructional Time: Semester, 80 minutes per day/ Year-long, 80 minutes per day for level 3

Standards: For a more detailed explanation of these standards, please refer to:

http://www.pdesas.org

A1.1.1 Operations with Real Numbers and Expressions

A1.1.2 Linear Equations

A1.1.3 Linear Inequalities

A1.2.1 Functions

A1.2.2 Coordinate Geometry

A1.2.3 Data Analysis



discussions.



Math 9 Intensive

Course Description/Course Objectives: This course extends real number properties and operations to algebraic expressions, equations

and inequalities. Graphing on the number line and on the Cartesian plane will be emphasized.

Using algebra to solve problems will be a focus throughout the course. The concept of a function

will be introduced and applied. Linear systems will be studied. Data analysis and probability will

be integrated into the content. Available technologies will be utilized to enhance understanding

of essential concepts.


Chromebook, scientific and/or graphing calculator, USA TestPrep, ALEKS, desmos, and current

events may be discussed in class as they become relevant to content or student achievement.

Instructional Time: 80 minutes daily for a full year

Standards: For a more detailed explanation of these standards, please refer to: http://www.pdesas.org




A1.2.1 Functions





discussions.



Integrated Mathematics II

Course Description/Course Objectives: This course will include the advanced study of polynomials, quadratic equations, rational

expressions, exponential expressions, linear and nonlinear functions, graphing functions,

radicals, properties of figures, coordinate geometry, and congruence of polygons. Application of

real-world problem solving techniques will be featured. Available technologies will be utilized to

enhance understanding of essential concepts.

Units for this course:

Basics of Geometry

Reasoning and Proofs

Parallel and Perpendicular Lines

Congruent Triangles

Functions and Exponents

Polynomials

Graphing Quadratics

Solving Quadratics with Real Solutions

Solving Quadratics with Complex Solutions and Quadratic Inequalities

Exponential Functions & Sequences


Scientific and/or graphing calculator, Kuta Software, Khan Academy, Desmos, and chromebook

applications. An online resource, Big Ideas Math: Integrated Math II by Larson and Boswell,

will serve as the course textbook. Current events may be discussed in class as they become


Instructional Time: Semester, 80 minutes per day

Standards: For a more detailed explanation of these standards, please refer to: http://www.pdesas.org

A.1.1.1.1 Represent and/or Use Numbers in Equivalent Forms

A.1.1.1.3 Use Exponent and Roots to Solve Problems

G.1.2.1.1 Identify and/or Use Properties of Triangles

G.1.2.1.2 Identify and/or Use Properties of Quadrilaterals

G.1.2.1.3 Identify and/or Use Properties of Isosceles and Equilateral Triangles

G.1.2.1.4 Identify and/or Use Properties of Regular Polygons

G.1.3 Congruence and Proofs

G.2.1.2 Solve Problems Using Analytical Geometry

G.2.2.1 Use and/or Compare Measurements of Angles

A2.1.1 Operations with Complex Numbers

A2.1.2 Non-Linear Expressions

A2.1.3 Non-Linear Equations

A2.2.1 Patterns, Relations, and Functions


A2.2.2 Applications of Functions

Assessment:



discussions.


Algebra Keystone Remediation

Course Description:

This course will extend the concepts of polynomials, quadratic equations, rational expressions,

exponential expressions, and radicals. Analyzing and graphing functions will be continued and

problem-solving applications will be featured. Linear systems will be studied. Data analysis and

probability will be integrated into the content. Available technologies will be utilized to enhance

understanding of essential concepts.


Scientific calculator and/or graphing calculator, DESMOS (web-based calculator), USA Test

Prep, Chromebook, and current events may be discussed in class as they become relevant to


Instructional Time:

1 Marking Period, 80 min per day

Standards:

For a more detailed explanation of these standards, please refer to http://www.pdesas.org




A1.2.1 Functions




include tests, quizzes, written assignments, classwork, homework, projects, presentations, labs,

and discussions.



Geometry

Course Description: This course introduces the basic concepts of geometry with extensions and applications of

parallel lines, polygons, similarity, special triangles, and basic trigonometry concepts. Inductive

and deductive reasoning, along with formal and informal proofs, will be introduced.

Units Include: Right Triangles

Area and Perimeter

Surface Area and Volume

Circles

Reasoning and Proof

Parallel and Perpendicular Lines

Congruent Triangles

Relationships Within Triangles

Quadrilaterals

Similarity

Materials May Include: Chromebooks: A variety of online resources will be used to reinforce and enhance the learning

experience. Some of those resources may include Schoology, Khan Academy, USA Test Prep,

and many others. Therefore, student chromebooks will be an essential tool that should be brought

to class each day. Personal electronic devices (cell phones, tablets, notebooks, laptops) are not to

be used during class.

Calculators: A scientific calculator (that is not part of another electronic device) is required for

this course. A limited number of calculators will be available for classroom use; however it is

highly recommended that each student has their own as the classroom calculators will not be

signed out to take home. A very good scientific calculator can be purchased at Walmart for $10-

$15.

Notebooks: Students should have a binder in which they keep their notes and materials in an

organized fashion. This will be extremely useful to as a reference source for practice and study.


achievement.

Instructional Time: This is a semester course which meets 80 minutes per day.

Standards:

G.1.1.1 Identify and/or use parts of circles and segments associated with circles, spheres, and

cylinders.

G.1.2.1 Recognize and/or apply properties of angles, polygons, and polyhedra.

G.1.3.1 Use properties of congruence, correspondence, and similarity in problem‐solving settings

involving two‐ and three‐ dimensional figures.

G.1.3.2 Write formal proofs and/or use logic statements to construct or validate arguments.

G.2.1.1 Solve problems involving right triangles.

G.2.1.2 Solve problems using analytic geometry.

G.2.2.1 Use and/or compare measurements of angles.

G.2.2.2 Use and/or develop procedures to determine or describe measures of perimeter,

circumference, and/or area.

G.2.2.3 Describe how a change in one dimension of a two‐ dimensional figure affects other

measurements of that figure.

G.2.2.4 Apply probability to practical situations.

G.2.3.1 Use and/or develop procedures to determine or describe measures of surface area and/or

volume.

G.2.3.2 Describe how a change in one dimension of a three‐ dimensional figure affects other

measurements of that figure.

For a more detailed description of the standards, please refer to the following link:

http://dev.static.pdesas.org/Content/Documents/Geometry%20Assessment%20Anchors%20and

%20Eligible%20Content%20April%202014.pdf

Assessment:



discussions.

http://dev.static.pdesas.org/Content/Documents/Geometry%20Assessment%20Anchors%20and%20Eligible%20Content%20April%202014.pdf

http://dev.static.pdesas.org/Content/Documents/Geometry%20Assessment%20Anchors%20and%20Eligible%20Content%20April%202014.pdf


Pre-Calculus Honors

Course Description/Course Objectives: This is an accelerated course which is more intense and advanced in comparison to the regular

precalculus course. The topics are comparable to the regular course with the addition of more

challenging problem solving and higher levels of comprehension. Students will learn concepts

and applications of trigonometry while expanding their abilities with algebra.

Materials May Include: Sullivan’s Algebra and Trigonometry 7th edition, a graphing calculator, and a chromebook.

Please note, any current events may be discussed in class as they become relevant to content or


Instructional Time: One semester, 80 minutes per day

Standards:

For a more detailed explanation, please visit http://www.corestandards.org.

Standards for Mathematical Content

Interpreting Functions F-IF

Building Functions F-BF

Linear, Quadratic, and Exponential Models F-LE

Trigonometric Functions F-TF

Similarity, Right Triangles, and Trigonometry G-SRT

Circles G-C

Interpreting Categorical and Quantitative Data S-ID

Standards For Mathematical Practice

1) Make sense of problems and persevere in solving them.

2) Reason abstractly and quantitatively.

3) Construct viable arguments and critique the reasoning of others.

4) Model with mathematics.

5) Use appropriate tools strategically.

6) Attend to precision.

7) Look for and make use of structure.

8) Look for and express regularity in repeated reasoning.



discussions.

http://www.corestandards.org/

NORTHEASTERN HIGH SCHOOL

Calculus

Course Description: This course is geared to introduce the topics of Calculus and give an insight into how other

mathematics and sciences fit into this higher form of mathematics. Due to the fact this is a

rigorous course, it is designed for those students who are planning to use higher levels of

mathematics in their college studies. A TI-83 GRAPHING CALCULATOR OR BETTER IS

REQUIRED. Please see Dr. Ward if you need to borrow one for the semester.

Materials May Include: Calculus Text by Finney, Demana, Waits, Kennedy and Bressoud, USA Test Prep, Kuta

Software, graphing calculator, Arizona State University homework, and current events may be


Instructional Time:

One semester, 5 times a week, 80 minutes per day

Standards: Determine maximum and minimum values of a function over a specified

interval. (2.11.11.A)

Interpret maximum and minimum values in problem situations. (2.11.11.B)

Determine sums of infinite sequences of numbers and infinite geometric

series. (2.11.11.C)

Describe the meaning of maximum and minimum values of a function and how it applies

to real life situations. (2.11.11.D)

Model real life data using polynomial functions, exponential and power

functions. (2.8.12.G)

Solve quadratic and exponential equations both symbolically and graphically. (2.8.12.H)

Represent and apply translations of sine and cosine functions. (2.10.12.A)

Collect appropriate data, analyze period, amplitude and phase shifts, and describe models

for applications of sine and cosine functions (e.g., harmonic motion) (2.10.12.B)

Create, write, and solve real world application problems that demonstrate the

understanding of solving right triangles and/or using the law of sine’s and/or cosines, and

inverse trigonometric functions. (2.10.12.C)

Units for Course: o Review of pre-calculus and algebra 2

o Finding Limits

o Finding Derivatives

o Interpreting and analyzing graphs

o Find anti-derivatives/ integrals

Assessment: Students will be evaluated in three separate areas during the extent of this course. They are

homework, labs and activities, and tests and quizzes.


AP Calculus AB

Course Description:

See p.1 of attached College-Board approved syllabus

Materials may include: AP Classroom (online and printed); current events may be discussed in


Instructional Time: 80 minutes daily; full year

Standards: See pp.5-8 of attached College-Board approved syllabus

Assessment:



discussions.

Attachment:

COURSE DESCRIPTION: AP courses in calculus consist of a full high school academic year

of work and are comparable to calculus courses in colleges and universities. It is expected that

students who take an AP course in calculus will seek college credit, college placement, or both,

from institutions of higher learning. Success in AP Calculus is closely tied to the preparation

students have had in courses leading up to their AP courses. Students should have demonstrated

mastery of material from courses that are the equivalent of four full years of high school

mathematics before attempting calculus. These courses should include the study of algebra,

geometry, coordinate geometry, and trigonometry, with the fourth year of study including

advanced topics in algebra, trigonometry, analytic geometry, and elementary functions.

Calculus AB and Calculus BC are primarily concerned with developing the students’

understanding of the concepts of calculus and providing experience with its methods and

applications. The courses emphasize a multirepresentational approach to calculus, with concepts,

results, and problems being expressed graphically, numerically, analytically, and verbally. The

connections among these representations also are important.

Topic Outline for Calculus AB This topic outline is intended to indicate the scope of the course, but it is not necessarily the

order in which the topics need to be taught. Teachers may find that topics are best taught in

different orders. Although the exam is based on the topics listed here, teachers may wish to

enrich their courses with additional topics.

I. Functions, Graphs, and Limits Analysis of graphs With the aid of technology, graphs of functions are often easy to produce.

The emphasis is on the interplay between the geometric and analytic information and on the use

of calculus both to predict and to explain the observed local and global behavior of a function.

Limits of functions (including one-sided limits) • An intuitive understanding of the limiting process

• Calculating limits using algebra

• Estimating limits from graphs or tables of data

· Using L’Hospital’s Rule to evaluate limits with the indeterminate forms

Asymptotic and unbounded behavior • Understanding asymptotes in terms of graphical behavior

• Describing asymptotic behavior in terms of limits involving infinity

• Comparing relative magnitudes of functions and their rates of change (for example, contrasting

exponential growth, polynomial growth, and logarithmic growth)

Continuity as a property of functions • An intuitive understanding of continuity. (The function values can be made as close as desired

by taking sufficiently close values of the domain.)

• Understanding continuity in terms of limits

• Geometric understanding of graphs of continuous functions (Intermediate

Value Theorem and Extreme Value Theorem)

II. Derivatives

Concept of the derivative • Derivative presented graphically, numerically, and analytically

• Derivative interpreted as an instantaneous rate of change

• Derivative defined as the limit of the difference quotient

• Relationship between differentiability and continuity

Derivative at a point • Slope of a curve at a point. Examples are emphasized, including points at which there are

vertical tangents and points at which there are no tangents.

• Tangent line to a curve at a point and local linear approximation

• Instantaneous rate of change as the limit of average rate of change

• Approximate rate of change from graphs and tables of values

Derivative as a function • Corresponding characteristics of graphs of ƒ and ƒ’

• Relationship between the increasing and decreasing behavior of ƒ and the sign of ƒ’

• The Mean Value Theorem and its geometric interpretation

• Equations involving derivatives. Verbal descriptions are translated into equations involving

derivatives and vice versa.

Second derivatives • Corresponding characteristics of the graphs of ƒ, ƒ’ and ƒ’’

• Relationship between the concavity of ƒ and the sign of ƒ’’

• Points of inflection as places where concavity changes

Applications of derivatives • Analysis of curves, including the notions of monotonicity and concavity

• Optimization, both absolute (global) and relative (local) extrema

• Modeling rates of change, including related rates problems

• Use of implicit differentiation to find the derivative of an inverse function

• Interpretation of the derivative as a rate of change in varied applied contexts, including

velocity, speed, and acceleration

• Geometric interpretation of differential equations via slope fields and the relationship between

slope fields and solution curves for differential equations

Computation of derivatives • Knowledge of derivatives of basic functions, including power, exponential, logarithmic,

trigonometric, and inverse trigonometric functions

• Derivative rules for sums, products, and quotients of functions

• Chain rule and implicit differentiation

III. Integrals

Interpretations and properties of definite integrals • Definite integral as a limit of Riemann sums

• Definite integral of the rate of change of a quantity over an interval interpreted as the change of

the quantity over the interval:

• Basic properties of definite integrals (examples include additivity and linearity)

Applications of integrals Appropriate integrals are used in a variety of applications to model

physical, biological, or economic situations. Although only a sampling of applications can be

included in any specific course, students should be able to adapt their knowledge and techniques

to solve other similar application problems. Whatever applications are chosen, the emphasis is on

using the method of setting up an approximating Riemann sum and representing its limit as a

definite integral. To provide a common foundation, specific applications should include finding

the area of a region, the volume of a solid with known cross sections, the average value of a

function, the distance traveled by a particle along a line, and accumulated change from a rate of

change.

Fundamental Theorem of Calculus • Use of the Fundamental Theorem to evaluate definite integrals

• Use of the Fundamental Theorem to represent a particular antiderivative, and

the analytical and graphical analysis of functions so defined

Techniques of antidifferentiation • Antiderivatives following directly from derivatives of basic functions

• Antiderivatives by substitution of variables (including change of limits for definite integrals)

Applications of antidifferentiation • Finding specific antiderivatives using initial conditions, including applications to motion along

a line

• Solving separable differential equations and using them in modeling (including

the study of the equation y’= ky and exponential growth)

Numerical approximations to definite integrals Use of Riemann sums (using left, right, and

midpoint evaluation points) and trapezoidal sums to approximate definite integrals of functions

represented algebraically, graphically, and by tables of values

Broad concepts and widely applicable methods are emphasized. The focus of the courses is

neither manipulation nor memorization of an extensive taxonomy of functions, curves, theorems,

or problem types. Thus, although facility with manipulation and computational competence are

important outcomes, they are not the core of these courses.

Technology should be used regularly by students and teachers to reinforce the relationships

among the multiple representations of functions, to confirm written work, to implement

experimentation, and to assist in interpreting results.

Goals • Students should be able to work with functions represented in a variety of ways:

graphical, numerical, analytical, or verbal. They should understand the connections

among these representations.

• Students should understand the meaning of the derivative in terms of a rate of change

and local linear approximation and should be able to use derivatives to solve a variety of

problems.

• Students should understand the meaning of the definite integral both as a limit of

Riemann sums and as the net accumulation of change and should be able to use integrals

to solve a variety of problems.

• Students should understand the relationship between the derivative and the definite

integral as expressed in both parts of the Fundamental Theorem of Calculus.

• Students should be able to communicate mathematics and explain solutions to problems

both verbally and in written sentences.

• Students should be able to model a written description of a physical situation with a

function, a differential equation, or an integral.

• Students should be able to use technology to help solve problems, experiment, interpret

results, and support conclusions.

• Students should be able to determine the reasonableness of solutions, including sign,

size, relative accuracy, and units of measurement.

• Students should develop an appreciation of calculus as a coherent body of knowledge

and as a human accomplishment.

Prerequisites Before studying calculus, all students should complete four years of secondary mathematics

designed for college-bound students: courses in which they study algebra, geometry,

trigonometry, analytic geometry, and elementary functions. These functions include linear,

polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and

piecewise-defined functions. In particular, before studying calculus, students must be familiar

with the properties of functions, the algebra of functions, and the graphs of functions. Students

must also understand the language of functions (domain and range, odd and even, periodic,

symmetry, zeros, intercepts, and so on) and know the values of the trigonometric functions at the

numbers 0, and their multiples.

The primary textbook for this course is:

Calculus: Graphical, Numerical Algebraic (5th ed) By Finney, Demano, Waits, Kennedy, Bressoud

And ancillary resources that accompany this textbook

The AP Calculus curriculum framework has been updated to provide a clear and detailed

description of the course requirements necessary for student success. The Understanding by

Design model uses a content outline organized by Big Ideas (limits and continuity, derivatives,

integrals and the Fundamental Theorem of Calculus) which each have related enduring

understandings, learning objectives, and essential knowledge statements. The Common Core

Standards for Mathematics have inspired six Mathematical Practices for AP Calculus:

MPAC 1: Reasoning with definitions and theorems

MPAC 2: Connecting Concepts

MPAC 3: Implementing algebraic/computational processes

MPAC 4: Connecting multiple representations

MPAC 5: Building notational fluency

MPAC 6: Communicating

The concept outline of enduring understandings and learning objectives:

Curriculum Framework:

Big IdeasEnduring UnderstandingsLearning ObjectivesEssential Knowledge +Examples

and Exclusion Statements

Big Ideas: limits and continuity, derivatives, integrals and the fundamental theorem of

calculus

Enduring Understandings: long-term takeaways related to the big ideas that students

should have after exploring content and skills.

Learning Objectives: targets of assessment that convey what a student needs to be able to

do in order to develop the enduring understandings.

Essential Knowledge: statements that describe the basic facts and concepts that a student

should know and be able to recall in order to be able to demonstrate mastery of each

learning objective.

This course will provide classroom activities and assignments to facilitate your

understanding of calculus and to prepare you for the challenges of achieving a score of

“excellent” on the AP Calculus AB Exam and continuing your study of mathematics

beyond high school.

Big Idea 1: Limits and Continuity

EU 1.1 The concept of a limit can be used to understand the behavior of functions.

LO 1.1A(a) Express limits symbolically and using correct notation.

LO 1.1A(b) Interpret limits expressed symbolically.

LO 1.1B Estimate limits of functions.

LO 1.1C Determine limits of functions

LO 1.1D Deduce and interpret behavior of functions using limits

EU 1.2 Continuity is a key property of functions that is defined using limits.

LO 1.2A Analyze functions for intervals of continuity outpoints of discontinuity

LO 1.2B Interpret the applicability of important calculus theorems using continuity

Activities/Assignments:

· Assigned homework questions and problems, followed by homework quizzes

· Unit Exam on Limits and Continuity (delayed until rules for differentiation are learned and

L’Hospital’s Rule is applied)

· Sample Activity: Multiple Representations: Students/Teams of students are given a limit

of a function at a point / limit of a function as problem expresses analytically, and asked to

evaluate the limit (or show its nonexistence/asymptotic behavior) numerically, graphically, and

analytically. The graphing calculator will be useful for both exploration and confirmation of

conjectured results: both the graph of the function and the associated table of values can be

manipulated strategically (by adjusting the window of the display, the starting point for the

table, and the increment size on the table). (CR3c, CR2d) Students are chosen to verbally

interpret and explain the meaning of their result using a calculus context.

Big Idea 2: Derivatives and Applications of Derivatives

EU 2.1 The derivative of a function is defined as the limit of a difference quotient and can be

determined using a variety of strategies.

LO 2.1A Identify the limit of a function as the limit of a difference quotient.

LO 2.1B Estimate derivatives.

LO 2.1C Calculate derivatives

LO 2.1D Determine higher-order derivatives.

EU 2.2 A function’s derivative, which is itself a function, can be used to understand the behavior

of a function.

LO 2.2A Use derivative to analyze properties of functions.

LO 2.2B Recognize the connection between differentiability and continuity.

EU 2.3 The Mean Value Theorem connects the behavior of a differentiable function over an

interval to the behavior of the derivative of a function at a particular point in the interval.

LO 2.3A Interpret the meaning of a derivative within a problem.

LO 2.3B Solve problems involving the slope of a tangent line.

LO 2.3C Solve problems involving related rates, optimization, and rectilinear motion.

LO 2.3D Solve problems involving rates of change in applied contexts.

LO 2.3E Verify solutions to differential equations.

LO 2.3F Estimate solutions to differential equations.

EU 2.4 The Mean Value Theorem connects the behavior of a differentiable function over an

interval to the behavior of a function at a particular point in the interval.

LO 2.4A Apply the Mean Value Theorem to describe the behavior of a function over an interval.



· Unit Exam on Differentiation and Applications of Derivatives

· Sample Activity: Matching graphs of: Students/Teams of students are given two

envelopes: one labeled containing graphs of functions lettered A-Z; one labeled containing

graphs of functions labeled 1-26. The objective is to pair each graph of with its corresponding

graph of . As an extension, students may graph on a blank graph for each pair.

Big Idea 3: Integrals and the Fundamental Theorem of Calculus

EU 3.1 Antidifferentiation is the inverse process of differentiation.

LO 3.1A Recognize antiderivatives of basic functions.

EU 3.2 The definite integral of a function over an interval is the limit of a Riemann sum over

that interval and can be calculated using a variety of strategies.

LO 3.2A(a) Interpret the definite integral as the limit of a Riemann sum.

LO 3.2A(b) Express the limit of a Riemann sum in integral notation.

LO 3.2B Approximate a definite integral.

LO 3.2C Calculate definite integrals using areas and properties of definite integrals.

EU 3.3 The Fundamental Theorem of Calculus, which has two distinct formulations, connects

differentiation and integration.

LO 3.3A Analyze functions defined by an integral.

LO 3.3B(a) Calculate antiderivatives.

LO 3.3B(b) Evaluate definite integrals.

EU 3.4 The definite integral of a function over an interval is a mathematical tool with many

interpretations and applications involving accumulation.

LO 3.4A Interpret the meaning of a definite integral within a problem.

LO 3.4B Apply definite integrals to problems involving the average value of a function.

LO 3.4C Apply definite integrals to problems involving motion.

LO 3.4D Apply definite integrals to problems involving area and volume.

LO 3.4E Apply definite integrals to problems in various contexts.

EU 3.5 Antidifferentiation is an underlying concept involved in solving separable differential

equations. Solving separable differential equations involves determining a function or relation

given its rate of change.

LO 3.5A Analyze differential equations to obtain general and specific solutions.

LO 3.5B Interpret, create, and solve differential equations from problems in context.



· Unit Exam on Integrals, Applications of Integrals, and the Fundamental Theorem of

Calculus

· Sample Activity: Fundamental Theorem of Calculus Special Focus Worksheets: In 2006-

2007 the College Board conducted a professional development workshop for AP Calculus

Teachers that focused on the Fundamental Theorem of Calculus. The Board has released the

Workshop materials that contain useful worksheets from Mark Howell, Benita Albert, and J.T.

Sutcliff. These provide a rich resource for introducing and reinforcing definite integrals, integrals

as functions, and the FTC.

Course Structure and Progression:

First Two Weeks: Preparing for AP Calculus

· Review/Reinforcement of Precalculus Mathematics based upon the Summer Assignment

given to students at the end of the previous school year as a requirement for participating in our

AP Calculus AB course.

· Test on Precalculus Mathematics

· Corrections of Test on Precalculus

· Introduction to Calculus Activity: the slope of a tangent line problem and an accumulator

function problem.

First Semester: Limits and Continuity; Differentiation and Applications of Derivatives

· Daily lessons, homework, and homework quizzes

· Student audiovisual presentations of selected problem solutions

· “Competition Fridays”: each Friday student teams will be given 5-6 multiple-choice

questions that emulate AP Calculus AB Exam MC questions and highest-scoring teams

acknowledged. Explanations of correct answer choices must be presented and defended by

winning teams upon request.

· Teacher-made Unit Exams on Limits and Continuity and Differentiation. These Exams

will contain some questions that emulate AP Calculus AB Exam MC questions and problems

that emulate AP Calculus AB Exam FR problems.

· Entire or partial Free Response problems that evaluate student understanding of calculus

concepts in limits and differentiation. Some of these free response problems will require the use

of a graphing calculator, while a calculator is not allowed for use on other problems. These

problem solutions will be evaluated using the associated scoring rubric. Students will have

opportunities to analyze selected student solutions (some from current and past classmates; some

from student solutions downloaded from the AP Calculus AB website that have been released for

past Exams), and apply the scoring rubric to assign a grade; discussion of the scoring criteria will

be an important component of this activity. A focus of this experience will be to understand

appropriate responses to prompts of “ justify your answer”.

· “Describe the Function” verbally think-pair-share activity: in pairs, students receive

an 8 ½ inches by 11 inches posterboard showing the graph of a function or its derivative;

each student writes down verbal descriptions of the function’s behavior and characteristics

(intervals of increasing/decreasing, up/down concavity, extrema, and inflection points)

based upon their own graphs. Students stand facing each other displaying their

descriptions, asking the partner to trace out a possible graph of the function or its

derivative. (CR2d, CR2f)

Second Semester/Third Marking Period: Integration, Fundamental Theorem of Calculus, and

Differential Equations

· Daily lessons, homework, and homework quizzes

· Student audiovisual presentations of selected problem solutions

· “Competition Fridays”: each Friday student teams will be given 5-6 multiple-choice

questions that emulate AP Calculus AB Exam MC questions and highest-scoring teams



· Teacher-made Unit Exams on Integration, Differential Equations, and the Fundamental

Theorem of Calculus. These Exams will contain many questions that emulate AP Calculus AB

Exam MC questions and problems that emulate AP Calculus AB Exam FR problems.

· Entire or partial Free Response problems that evaluate student understanding of calculus

concepts in limits and differentiation. Some of these free response problems will require the use

of a graphing calculator, while a calculator is not allowed for use on other problems. These

problem solutions will be evaluated using the associated scoring rubric. Students will have

opportunities to analyze selected student solutions (some from current and past classmates; some

from student solutions downloaded from the AP Calculus AB website that have been released for

past Exams), and apply the scoring rubric to assign a grade; discussion of the scoring criteria will

be an important component of this activity. A focus of this experience will be to understand

appropriate responses to prompts of “ justify your answer” or “explain you reasoning”.

Second Semester/Fourth Marking Period: Review and Practice

· Targeted Review Sessions 2-3 times per week for part of the class period.

· Released AP Calculus AB Free Response Problems daily; scoring of these problems will

be shared by teacher and students and discussion of the scoring rubric and its application will

ensue.

· Competition Fridays”: each Friday student teams will be given 5-6 multiple-choice

questions that emulate AP Calculus AB Exam MC questions. The highest-scoring teams are



· Completion of two full AP Exams (total of 185 minutes) that simulate the test conditions

of the actual Exam.

· Completion of the AP Calculus AB Exam Simulation offered as part of the AP Simulation

Workshop provided each April by the local Intermediate Unit; this Exam will be given on an

early dismissal day or Saturday morning and will replicate the exact conditions of the actual

Exam.

· Review activity: Students will work together in groups to sketch slope fields when

given differential equations in analytic form. Then students will sketch possible solutions

through given points. The class will compare and discuss their different possible solutions.

Graphing calculators will be used at the conclusion to verify results. Students will discuss

differences in their solutions and the solutions on the calculator and analyze those

differences. CR2f(oral) · Review activity: Students will complete a write-pair-share activity which requires

them to write a paragraph using well-written sentences about what the FTC means in the

context of a given application problem CR2f(written) · Review Activity: Students are given a variety of growth and decay word problems

where the rate of change of the dependent variable is proportional to the same variable

(e.g., population growth, radioactive decay, continuously compounded interest, and/or

Newton’s law of cooling). Students are asked to translate the problem situation into a

differential equation using proper notation. Students show the steps in solving the

differential equation, continuing to use proper notation for each step (e.g., when to keep or

remove absolute value). In a later activity, students will vary initial conditions and use their

calculators to graph the resulting solutions so that students can explore the effect of these

changes.

Additional Notes:

1. A graphic organizer will be given following presentation of the Intermediate Value Theorem.

This organizer will be used to help students in reasoning with definitions and theorems and to

practice notational fluency (CR2a, CR2e). Every definition will be stated formally in writing

and in appropriate mathematical symbolic notation. The conditions for the hypotheses of all

theorems studied and applied throughout the course will be articulated in the organizer that

justify each of the subsequent conclusions for that theorem. These include the IVT, EVT, MVT,

MVT for Integrals, and both parts of the FTC (antiderivative and evaluation). This organizer will

be useful in the fourth marking period review sessions. As part of this review process, students

will be given an “Does it Apply?” analysis of functions supplement, with which students

can analyze a collection of functions over specified domains and determine whether the

hypotheses of each theorem is satisfied. (CR2a) Also as part of this review process, a quiz

will be administered on all of the definitions and theorems for AP Calculus AB. This quiz

will be a list of incomplete statements (blanks at the beginning, end, or inside of the text) in

which students complete expressions and provide labels in the correct format with proper

notation. Students are expected to use and interpret the appropriate symbolic expressions

for definitions and theorems along with the accepted notation. (CR2e)

2. The AP Calculus courses are designed to provide students with opportunities for

exploring and interpreting calculus concepts. You cannot attain the intended mastery of

first-year college calculus by merely learning and rehearsing the procedural mechanics

required in solving calculus problems. This course will demand that you consider the

underlying conceptual justifications for choosing a strategy or performing a procedure.

You will be asked “why”, “how do you know it’s true”, and “what reasoning using calculus

can you provide to make your argument”. Classroom discourse will always be focused on

this principle of justifying your work and the conclusions drawn from it. Your graphing

calculator will be a valuable tool to assist and expedite the exploration and interpretation

experience, because it provides access to numerical as well as graphical information,

connected to the analytic representation of a function. Interactive activities, such as the

Quickwrite and Critique Reasoning structures outlined and modeled by Janice Michener

will help you focus your thinking on calculus-based reasoning and practice your ability to

express concepts verbally, as well as numerically, graphically, and analytically. (CR2d,

CR2e, CR2f, CR3c)

3. A culminating analysis of functions notebook will be completed during the second semester,

distributed after completing the unit on applications of derivatives. There will be a

comprehensive set of functions, each one of which will be analyzed using calculus. The domain

of each function will be identified; analysis assisted by skilled use of the graphical calculator will

enable the student to also determine the range, intercepts, discontinuities, asymptotes,

symmetries, intervals of increasing/decreasing, intervals of positive/negative concavity, extrema,

inflection points, asymptotic behavior, end-behavior/periodic behavior of each function. This

will be handed in at the end of the second semester.

4. The Intermediate Unit provides local AP Calculus Teachers an Exam Simulation Workshop in

mid-April of each school year. Students will take this Exam on an early dismissal day afternoon

or Saturday morning and will replicate the exact conditions of the actual Exam. The Exams will

be collectively scored at the Workshop by the attending teachers, with the Free Response

problems graded using the scoring rubric by a team of teachers working at scoring tables. This

experience provides feedback both for me as a teacher and for the students as an assessment of

their readiness for the actual Exam later in May. The “Rule of Four” is understood by teachers

and students of AP Calculus to emphasize the versatility of reasoning and representing

mathematical quantities using modalities that are:

· Numerical (tabular)

· Graphical

· Analytic

· Verbal

The prevailing mindset for everyone in calculus class is that you aspire to be skilled along all

four dimensions of expressing mathematical ideas and utilizing mathematical reasoning.

5. Use of Graphing Calculators:

The use of a graphing calculator in AP Calculus is required for two of the four parts of

the AP Calculus AB Exam. Not all questions and problems in these parts will require the use of a

graphing calculator, but will allow students to access information in a problem that is otherwise

unavailable without its use. The graphing calculator is not a replacement for using basic paper-

and-pencil techniques or as a “shortcut” to mastery of calculus. Rather, a graphing calculator is a

tool for enhancing and extending student understanding of essential concepts in calculus. It is

necessary that the calculator can:

· Plot the graph of a function in an arbitrary viewing window

· Find the zeros of a function and numerically solve equations in one variable

· Numerically calculate the derivative of a function

· Numerically calculate the value of a definite integral

Your graphing calculator will be a valuable tool to assist and expedite the exploration and

interpretation experience, because it provides access to numerical as well as graphical

information, connected to the analytic representation of a function. The graphing

calculator will not be a replacement for developing your understanding of calculus: you

must develop the skill set for knowing how to use your calculator to support your

progression towards mastering essential concepts of calculus. That includes your awareness

about the limitations of the device, and how information displayed on your calculator may

be misleading or incomplete.

COURSE REQUIREMENTS: 1. Homework: Assignments of activities, exercises, and problems are important elements

of your coursework. Some of these can be started or completed during class, but some

will require work outside of class. Any assignment to be completed outside of class is, by

definition, “homework”. The Northeastern District Policy on homework indicates that

“homework should aid in mastery of a skill learned in the classroom and should instill a

sense of responsibility in the student”. Furthermore, the Policy specifies a maximum

homework load limit for high school students as 150 minutes. In a math course, daily

homework assignments are essential. You should expect to allot approximately 30-40

minutes nightly for doing Algebra 2 homework. Please note that all assignments

including homework are integral to achieving mastery of essential skills and

knowledge. Remember that doing homework complements doing work in class because

it affords an opportunity to practice newly-acquired skills and reinforce conceptual

understanding without the immediate accessibility to the resources that are available in

the classroom. Collaboration with your classmates in class and out of class is expected

and encouraged. Homework assignments will be reviewed in class, either in whole-group

or small group settings: the review of assigned homework will be highly interactive and

will be a foundation for acquiring and reinforcing understanding of essential knowledge

mastery of critical skills. There will be a Homework Quiz upon completion of the review.

2. Quizzes: Quizzes will be given as periodic short-term formative assessments of

conceptual understanding and mastery of knowledge and skills. Quizzes will require in-

class work, although some parts of some quizzes may be completed outside of class.

Collaboration with classmates is encouraged to help reinforce understanding and mastery.

These quizzes will be scored and returned for review and classroom analysis. It is

incumbent on you that you identify your mistakes and that you fully understand how to

do exercises and problems correctly before moving on. You may make the appropriate

corrections of your work and explain these corrections so that your score is improved.

3. Tests: : Tests will be the primary summative assessments of student learning. The tests

for this course will emulate the AP Exam and will use AP Exam questions and problems

or close facsimiles. You will be doing at least one of the released Exams as part of your

test grade average and to help prepare for the AP Exam in May 2017.

4. Student-Constructed Free Response Problems: Problem-solving skills will be a focus

of much of this course. The Free-Response section of the AP Exam is entirely problem-

solving. The College Board has made many past AP Exam problems available for

teachers and students to use, and you will be assigned problems that are aligned with the

concepts we are covering in class. These will be graded and included within your quiz

average.

5. Class Participation: Each student will be expected to participate in all classroom

activities, including seatwork, note-taking, question-and-answer sessions, small group

activities, classroom presentations (by any class member), peer-assistance, project and/or

lab work, and library/online research.When any person is making a presentation to the

class, each student is expected to be engaged as a respectful and active listener during the

presentation. During whole group question-and-answer sessions, each and every student

is expected to formulate an answer to a teacher-posed question or prompt, and to be

prepared to offer a thoughtful response. Such responses may be acknowledged in

multiple way. The time allotment in every academic period is purposeful, and every

learning activity is meaningful. You should regard the entire class time as a valuable

resource for getting work done in the context of an academic and collegial environment

with an instructor and student learning peers.

6. Student Notebooks: Taking notes in class is a traditional and efficient way to acquire

and retain information that will help initiate, reinforce, and extend understanding. Such

notes may be delivered orally or written explicitly by the teacher. Additional “notes”

made by the student (for example, explanations or examples extracted from the text, or

side notes added by the student to class notes) are encouraged. Each student is expected

to maintain a "notebook"; this is a requirement. There are no constraints placed on how

a student should organize and structure a notebook; however, if academic performances

are below proficient standards of quality, a student may be asked to show his or her

notebook as a starting point for assistance or remediation. For all students, the notebook

is expected to be the primary personal resource for all aspects of student

coursework. You should be able to use your notebook to help you in doing homework,

completing and correcting quizzes, engaging in small group or general classroom

discussions and activities, and for preparing for tests, including the final examination.

Since all graded assessments except unit tests and the Exam are “open notes”, your

notebook will be a very important tool for you.

7. Reading: You will be expected to read written text from various printed and online

media throughout the course. Although reading skills will not be formally assessed, your

ability to read various written texts will be an important enabler towards achieving

success in this course.

8. Quality: The general academic goal of all students should be to produce quality work.

Although "quality" is hard to define in either its broadest sense or more specifically for a

particular subject area and related coursework, I will emphasize quality as a goal for

every student academic endeavor. Although absolute performance standards must be set

in every academic course for nearly every academic activity, student commitment to

excellence is reflected in a relative way by a willingness to improve the quality of his or

her work.

EVALUATION AND ASSESSMENT:

The process of assessing student learning is complex, and is not done solely for the

purpose of reporting grades (i.e., it can be formative, summative, or both). Assessment provides

both the teacher and the student with important feedback about how well the student understands

the essential knowledge and skills associated with the planned course. Most important is how

instruction is adapted to fit the needs of the student, and how the student adjusts and improves

to achieve full mastery of these skills and knowledge.

As a process, assessment is continuous and can be mostly informal; that is, the

daily experience of answering questions in class, participating in homework review, presenting

problem solutions in class, and participating in group activities will indicate to you and the

teacher how well you understand the concepts. However, some assessments are formal and

involve scoring criteria that will yield a numeric grade that reflects the quality of your work.

These formal assessments in this course will be the quizzes, tests, and scoring rubrics associated

with performance tasks (problem solutions, written presentations, oral presentations, and

projects). Every formal assessment will have a total number of quality points associated with

it. A percent grade for any formal assessment is determined by:

Percent Grade = 100%

All formal assessment scores will be recorded in Schoology. A cumulative grade for each

marking period as well as the course will compile as scores are updated. However, this may not

reflect the actual marking period or course grade. The Schoology platform allows teachers to

update grades in real-time.


Probability & Statistics

Course Description: The content of this course includes the study of statistics, probability theory, and math logic.

Principles and concepts will be introduced, but applications will be emphasized.

Course Objectives:

1. Students will represent data using a variety of graphing methods.

2. Students will compute measures of central tendency and dispersion on data sets.

3. Students will calculate theoretical and empirical probabilities.

4. Students will describe compound events with a variety of counting techniques.

5. Students will compute probability distributions on discrete random variables.

6. Students will compute probability distributions using the binomial formula.

7. Students will compute probabilities on normally distributed continuous random variables.

8. Students will use the normal distribution to approximately model binomial distributions.

9. Students will use the central limit theorem to compute the probability of a sample mean

having a given value.

10. Students will use the central limit theorem to estimate a population mean, given a sample

from that population.

11. Students will use statistical methods to test hypotheses.


It is a requirement for this course that students have access to a TI-83 or TI-84 graphing

calculator in class every day. If you do not own a TI-83 or TI-84, and cannot obtain one, please

speak to me ASAP. In addition, current events may be discussed in class as they become relevant

to content or student achievement.

Instructional Time:

One semester, 80 minutes per day

Standards:

1. Interpreting Categorical & Quantitative Data

2. Making Inferences & Justifying Conclusions

3. Conditional Probability & the Rules of Probability

4. Using Probability to Make Decisions

For more detailed information on the standards addressed in this course, see

http://www.corestandards.org/Math/Content/HSS/introduction/



discussions.

http://www.corestandards.org/Math/Content/HSS/introduction/


A.P. Statistics


Material will be presented as organized in the Bock, Velleman & De Veaux textbook (see Course

Content, below). Students will be assessed primarily through tests to be given at the end of each

unit. Problems for the tests will be in the style of AP exam questions, and will be drawn from

AP practice materials. In addition to these tests, students will design and conduct an original

research project, as the culminating activity for the course. The project will be summarized in a

paper. Current events may be discussed in class as they become relevant to content or student

achievement.

Shortly before the AP exam, students will be given two separate practice exams, one of which

will be part of an AP Statistics simulation offered through Millersville University. The practice

exams will be given on Saturday mornings, with opportunities to reschedule in case of a conflict.

All students who plan to take the exam are required to take the practice exams; all others are

strongly encouraged.


Primary Textbook

David E. Bock, Paul F. Velleman and Richard D. De Veaux, Stats: Modeling the World, first

edition. Boston, MA: Pearson Education, 2004.

Technology

• Every student must have a TI-84 Graphing calculator for use in class, at home, and on the AP

exam. Students will use their graphing calculators to enter data, compute statistics, simulate

random sampling and other chance experiments, and perform statistical tests.


Standards:

CC.2.4.HS.B.1 Summarize, represent, and interpret data on a single count or measurement

variable.

CC.2.4.HS.B.2 Summarize, represent, and interpret data on two categorical and quantitative

variables.

CC.2.4.HS.B.3 Analyze linear models to make interpretations based on the data.

CC.2.4.HS.B.4 Recognize and evaluate random processes underlying statistical experiments.

CC.2.4.HS.B.5 Make inferences and justify conclusions based on sample surveys, experiments,

and observational studies.

CC.2.4.HS.B.6 Use the concepts of independence and conditional probability to interpret data.

CC.2.4.HS.B.7 Apply the rules of probability to compute probabilities of compound events in a

uniform probability model.

Assessment:



discussions.

Course Content:

(organized by chapters in primary)

Part 1: Exploring and Understanding Data (12 days)

• Data

• Displaying and Describing Categorical Data

• Displaying Quantitative Data

• Describing Distributions Numerically

• The Standard Deviation as a Ruler and the Normal Model

• Chapter Test

Part 2: Exploring Relationships between Variables (10 days)

• Scatterplots, Association and Correlation

• Linear Regression

• Regression Wisdom

• Re-expressing Data

• Chapter Test

Part 3: Gathering Data (8 days)

• Understanding Randomness

• Sample Surveys

• Experiments

• Chapter Test

Part 4: Randomness and Probability (10 days)

• From Randomness to Probability

• Probability Rules

• Random Variables

• Probability Models

• Chapter Test

Part 5: From the Data at Hand to the World at Large (12 days)

• Sampling Distribution Models

• Confidence Intervals for Proportions

• Testing Hypotheses About Proportions

• More About Tests

• Comparing Two Proportions

• Chapter Test

Part 6: Learning About the World (8 days)

• Inferences About Means

• Comparing Means

• Paired Samples and Blocks

• Chapter Test

Part 7: Inference When Variables Are Related (6 days)

• Comparing Counts

• Inferences for Regression

• Chapter Test

Exam Preparation (8 days)

• Practice Tests

• Review and Analysis of Results

Culminating Activity (12 days)

• Students will design and implement an original research project.

• Students will write a paper summarizing the study design, implementation, results and

conclusions.

Note: There are a total of 4 unreserved days built into this schedule, to allow for deviations from

it, in the event that any particular topic needs to be addressed in more depth. Use of those days

will be at the teacher’s discretion.

In addition, there will be one Saturday session per month for January through April for exam

practice.


Personal Finance

Course Description: This course is geared to introduce the topics of consumer math, business math and personal

finance. The students will learn to solve practical problems such as figuring taxes, payroll,

interest, unit cost, banking costs, commissions, and other problems encountered in the field of

business as a worker and a consumer.


Using the Internet to conduct several projects throughout the course. We will use Schoology on a

regular basis. St. Louis Federal Reserve Bank Econ Lowdown, this is an online resource to

reinforce content being taught in class. And current events may be discussed in class as they


Instructional Time:

This course can be offered online for 45 days, 80 minutes a day for 90 days, or 80 minutes a day

for 45 days.

Standards: · A2.1.2.1.1 Use exponential expressions to represent rational numbers.

· A2.1.2.2.2 Simplify rational algebraic expressions.

· A2.1.3.1.4 Write, solve, and/or apply linear or exponential growth or decay

(including problem situations).

· A2.1.3.2.1 Determine how a change in one variable relates to a change in a second

variable (e.g., y = 4/x; if x doubles, what happens to y?).

· A2.1.3.2.2 Use algebraic processes to solve a formula for a given variable (e.g.,

solve d = rt for r).

· A2.2.1.1.1 Analyze a set of data for the existence of a pattern and represent the

pattern with a rule algebraically and/or graphically.

· A2.2.1.1.3 Determine the domain, range, or inverse of a relation.

· A2.2.2.1.3 Determine, use, and/or interpret minimum and maximum values over a

specified interval of a graph of a function.

· A2.2.2.1.4 Translate from one representation of a function to another (graph, table,

and equation).

· A2.2.3.1.1 Draw identifies, find, interpret, and/or write an equation for a

regression model (lines and curves of best fit) for a scatter plot.

· A2.2.3.1.2 Make predictions using the equations or graphs of regression models

(lines and curves of best fit) of scatter plots.

Assessments:

Assessment: Student achievement will be measured through various methods. These may include

tests, quizzes, written assignments, classwork, homework, projects, presentations, labs, and

discussions.


Life Science 7


This course is designed to educate the student in the areas of basic life science. Throughout the

course of this semester we will investigate the scientific method, cells, invertebrates, vertebrates,

animal kingdoms, and various other aspects of life science. This will be done through the use of

direct – instruction and hands – on activities. At the conclusion of this course students will have

a better understanding of the topics listed above.

Materials May Include: Chromebook, 3 ring binder,earbuds, highlighter and pencil

Instructional Time:

45 minutes per day, all year

Standards: http://www.pdesas.org

1. First Marking Period: Standards 3.1 D, E; 3.2 A, B, C, D; 3.7 A, B, C: Scientific

Method, Characteristics of Living Things, and Microscopes

2. First Marking Period: Standards: 3.1 A, B; 3.2 A, B; 3.3 B; 3.4 A; 3.7: Cells

3. Second Marking Period: Standards: 3.1 C; S8.A.3.3; S8.B.2.1; S8.B.1.1

Classification, Diversity of Living Things, Viruses, Bacteria, Protists, Fungi, & Plants

4. Third Marking Period: Standards: S8.B.1.1; S8.B.1.1 Animals (Simple Invertebrates

and Complex Invertebrates)

5. Fourth Marking Period: Standards: S8.B.1.1; S8.A.1.2; S8.A.1.3; S8.A.3.1;

S8.A.3.2; S8.B.3.1; S8.B.3.2 Vertebrates and Ecology

Assessment:



discussions.



Physical Science 8


This course is designed to provide the student with a thorough understanding of the physical

concepts of science such as: motion, force and energy, the chemical nature of our surroundings,

atomic structure, chemical reactions and radioactivity. In addition to this, students will learn

about lab safety and review concepts of biology and Earth and space science for the science

PSSA.

1st Marking Period Mini Units:

Lab Safety

The Nature of Science/Scientific thinking

The scientific method

Measuring and density

Physical and chemical properties of matter

Elements, compounds, and mixtures (continued into 2nd MP)

2nd Marking Period Mini Units:

Elements, compounds, and mixtures (continued from 1st MP)

Physical and chemical changes

Atomic structure

Elements of the Periodic Table

Energy

Systems & Models

3rd Marking Period Mini Units:

Forms of energy

Energy transformations

Energy resources

Heat

Force and Motion (speed, acceleration, velocity...etc)

4th Marking Period Mini Units

Momentum

Newton's 3 laws of motion

Simple machines

Work, energy, and power

PSSA: PSSA Prep: Study Island and small group instruction

Biology

Data Analysis

Earth Science


Instructional time: 45 minutes, everyday all year.

Standards: CC.3.5.6-8.J, CC.3.6.6-8.B, CC.8.6.6-8.B, 3.1.7.A9, 3.1.B.A9, 3.1.C.A9, 3.1.P.A9,

3.1.5.B6, 3.1.7.B6, 3.1.6.C4, 3.1.7.C4, 3.2.7.B7, 3.3.C.A8, 3.3.P.A8, 3.3.7.B3,4.5.7.F,

S8.A.1.1.1; S8.A.1.1.2; S8.A.2.1.2, S8.A.2.2.1; S8.A.2.2.3, S8.A.1.1.2; S8.A.2.1.3, S8.A.1.1.4;

S8.A.2.2.1; S8.A.2.2.2, S8.A.1.1.3; S8.A.1.1.4; S8.A.2.1.1; S8.A.2.1.4; S8.A.2.1.5; S8.A.2.2.2,

S8.A.1.3.1; S8.A.1.3.2; S8.A.1.3.3; S8.A.1.3.4; S8.A.3.1.1; S8.A.3.1.2; S8.A.3.1.3; S8.A.3.1.5;

S8.A.3.3.1; S8.A.3.3.2; S8.A.3.1.4, S8.A.1.1.2; S8.A.1.1.4; S8.A.2.1.4; S8.A.2.1.6; S8.A.3.2.1;

S8.A.3.2.2; S8.A.3.2.3, S8.A.1.2.1; S8.A.1.2.2; S8.A.1.2.3; S8.A.1.2.4; S8.A.2.2.3, S8.A.1.3.1;

S8.A.2.1.2; S8.C.1.1.2, S8.C.1.1.1, S8.A.1.2.1; S8.A.1.2.2; S8.A.1.2.4; S8.B.3.3.1; S8.B.3.3.2;

S8.B.3.3.3; S8.C.2.1.1; S8.C.2.2.1; S8.C.2.2.2; S8.C.2.2.3; S8.D.1.2.1; S8.D.1.2.2, S8.A.1.3.1;

S8.A.2.2.3; S8.C.3.1.3, S8.A.1.2.3; S8.A.1.3.1; S8.A.1.3.3; S8.A.2.1.1; S8.A.2.1.2; S8.C.3.1.1,

S8.C.2.1.1; S8.C.2.1.2; S8.C.2.2.1

More info on science standards can be found on PDE Science Standards

Assessments: Student achievement will be measured through various methods. These may include tests,

quizzes, videos, written assignments, classwork, lectures, homework, projects, presentations,

labs, and discussions.

https://www.education.pa.gov/Teachers%20-%20Administrators/Curriculum/Pages/Science-Education.aspx


Earth and Environmental Studies

Course Description/Course Objectives: Earth and Environmental Systems Science is a course which builds on the students’ background

in the biological and physical sciences as they are related to the five parts of the Earth System.

Major emphasis throughout this course will focus on the processes that exchange matter and

energy between the different parts of the Earth System and the environmental impacts that occur

as a result of these processes. The following units will be included in this semester course:

Foundations of Science

Exosphere

Lithosphere

Atmosphere

Materials May Include: The book that Earth and Environmental Science may be referenced is Butz, Stephen D. Science

of Earth Systems. Thomas, Delmar Learning, 2008, multiple credible websites for labs and

activities, and current events may be discussed in class as they become relevant to content or


Instructional Time:

80 minute blocks within a semester

Standards: For information beyond what is listed below, please visit our states standards at:

https://www.pdesas.org/Page?pageId=11

3.3.10.A1. Relates the plate tectonics with the rock cycle and geochemical cycles

3.3.10.A2. Carbon cycle’s influence on renewable and nonrenewable resources

3.3.10.A3. The lithosphere, hydrosphere, atmosphere, and biosphere shaped and formed

our Earth over several years.

3.3.10.A4. Explains how the Earth’s systems and its various cycles are driven by energy.

3.3.10.A5. Relates the hydrologic cycle to the movement of ocean circulation and

movement

3.3.10.A6. Interpret meteorological data to describe and/or predict weather.

3.3.10.A7. Students will use scale models to evaluate geochemical change and

consistency through the lense of geologic time

3.3.10.A8. Science involves inquiry

3.3.10.B1. Cosmic and solar system formation

3.3.10.B2. Technology is used to discover and uncover the complexities of our universe

3.3.10.B3 Science involves inquiry



discussions.

https://www.pdesas.org/Page?pageId=11


Physics

Course Description/Course Objectives: All students will begin this course with an introduction to measurement and scientific studies

unit. Areas of content study will include one-dimensional motion, vectors, projectiles, forces,

Newton’s Laws, work, power, energy and linear momentum. Basic geometry and trigonometry

skills are necessary for successful completion of this course. Exams, quizzes laboratory

investigations, homework, journals, projects, class work, problem solving skills and classroom

participation will be used to evaluate students.

Students will learn about these topics through lecture, note-taking, discussions, labs, projects,

tests and quizzes.

The following is a list of topics that will be studied in this course:

1. Scientific Inquiry, Graphing and Unit Conversions

2. Speed and Velocity

3. Accelerated Motion

4. Projectile Motion

5. Newton’s Laws

6. Work, Power and Energy

7. Momentum and Impulse

Materials May Include: Spiral notebook, 3 ring binder, pen/pencil, scientific calculator


Standards:

S11.A1.1, S11.A.1.2, S11.A.1.3, S11.A.2.1, S11.A.3.1, S11.A.3.3, S11.C.2.1, S11.C.3.1


quizzes, classwork, homework, projects, labs, and discussions.


Forensic Science

Course Description/Course Objectives: This course is an introductory survey course in criminalistics. This course is designed to provide

an overview of the basic science concepts and techniques used in a forensic laboratory. The

nature and significance of physical evidence and the underlying chemical and biological

principles of the scientific techniques employed for analysis and interpretation will be

emphasized.

Students will learn about these topics through lecture, note-taking, discussions, labs, projects,

tests and quizzes.

The following is a list of topics that may be studied in this course:

1. Scope and History of Forensic Science

2. The Crime Scene

3. Physical Evidence

4. Properties of Matter and the Analysis of Glass

5. Forensic Serology

6. DNA

7. Forensic Toxicology

8. Drugs

9. Trace Evidence: Hairs and Fibers

10. Trace Evidence: Soil

11. Fingerprints

12. Firearms, Tool Marks and Other Impressions

Materials May Include: Spiral notebook, 3 ring binder, pen/pencil


Standards:

3.1.C.A2, 3.1.10.B1, 3.1.10.B3, 3.1.10.C3, 3.1.10.B5, 3.2.12.A2, 3.2.10.A4, 3.2.C.A4,

3.2.10.B1, 3.2.P.B1, 3.4.12.B1



discussions.


Physics of Sports


Physics of Sports focuses on the application of basic physics concepts to athletics. The

performance of athletes will be analyzed in order to show how improvements in athletic

performance are governed by the laws of nature. Students will gain an understanding of

momentum in athletic events, energy transformations, projectiles in sports, and the application of

forces. Through a variety of educational experiences, students will study the major aspects of

one-dimensional motion, gravity, projectiles, forces, Newton’s Laws, work, power, energy,

momentum, rotational motion, and torque. The students will develop knowledge of general

kinematics. The students will be expected to actively participate in group activities, labs, and

projects. The students will develop a basic knowledge in physics principles in analyzing various

athletic events. Prerequisites: Earth and Environmental Systems Science, Biology, & Chemistry I

Topics

The Nature of Science

Vectors

One-Dimensional Motion

Projectiles

Gravity

Forces and Newton’s Laws

Work, Power, and Energy

Momentum

Rotational Motion

Fluid Forces

Mechanical Waves

*The chart above displays the anticipated outline for the course. It is subject to change.


Writing Utensil, 3-ring Binder

Instructional Time:

Semester, 80 minutes per day

Standards:

Physical Sciences: Physics

3.2.B.1 Force & Motion of Particles and Rigid Bodies

3.2.B.2 Energy Storage and Transformations: Conservation Laws

3.2.B.5 Nature of Waves (Sound and Light Energy)

3.2.B.6 Unifying Themes

3.2.B.7 Science as Inquiry

Technology and Engineering Education

3.4.C.1 Design Attributes

3.4.C.2 Engineering Design

3.4.C.3 Research & Development, Invention & Innovation, Experimentation/problem

Solving and Troubleshooting

3.4.D.1 Applying the Design Process

3.4.D.2 Using and Maintaining Technological Systems

3.4.D.3 Assessing Impact of Products and Systems

Standards can be explained in more detail by viewing them on http://www.pdesas.org.

Assessment:



discussions.


Honors Chemistry

Course Description/Course Objectives: This course is intended for students planning to attend college for science or mathematics. Problem

solving and mathematical applications are used frequently to reinforce topics, including Factor

Label, Gas Laws, Stoichiometry and others. Students will learn the language of chemistry

including the facts, formulas, and major principles which form the foundation for understanding

along with a network of comprehension. The course emphasizes critical thinking and problem

solving skills which extend into everyday life. Learning will occur and be assessessed through

means of questions during lecture, notes, discussions, laboratory investigation, hands-on activities,

projects, homework, quizzes, and tests. The prerequisites for Honors Chemistry are: Earth and

Environmental Systems Science, Biology, and Algebra I.

Major Topics Approximate Time

Unit 1 Nature of Science Weeks 1 & 2

Unit 2 Matter Weeks 3 & 4

Unit 2A Calorimetry Week 5

Unit 3 States of Matter Weeks 6

Unit 4 Atomic Structure Weeks 7, 8, & 9

Unit 5 The Periodic Table Weeks 10 & 11

Unit 6 Chemical Bonding Weeks 12, 13, & 14

Unit 7 Types of Reactions and Mole Concept Weeks 15, 16, & 17

Unit 8 Solutions Week 18

* The above chart is an anticipated outline for the course and is subject to change *

Materials May Include: The materials and resources provided by the instructor for Chemistry are –

Prentice Hall CHEMISTRY

Laboratory instruction sheets

Periodic Table of the Elements

Students are to provide the following items –

Class notebook for personal use

Simple calculator for general use

General school supplies – writing instruments, paper, etc.

Instructional Time: 80 minutes per day for two marking periods (one semester)

Standards:

In order to successfully complete Honors Chemistry, a student must adequately demonstrate

mastery of the following; {Academic Standards for Science & Technology}

Accurate use of measuring instruments, their units of measure and expression of the

quantities measured using the Metric System; {3.7.10B; 3.7.12B}

Employment of the Factor-Label Method for problem solving, showing the appropriate

means for arriving at the solution (including a verbal or written explanation), for a wide

variety of problems in Chemistry; {3.2.10B; 3.2.12B}

The description of matter at the atomic, molecular and substance levels, in terms of

structure and behavior, and the historical development of modern theory; {3.1.10B,C,E;

3.2.10A}

Discussion of energy, its forms and measurement, interaction with matter and impact on

our lives; {3.4.10A; 3.4.12A}

Utilize a simple calorimeter to determine Energy Transfers during changes in matter and

perform the related calculations {3.2.10.A4; 3.2.C.B3}

Naming compounds, writing formulas and balancing equations for the formation of

compounds; {3.4.10B; 3.4.12B}

Understanding of the information, patterns and development of the Periodic Table of the

Elements as a scientific tool; {3.1.10C}

Use the Mole concept to determine number of particles and molar mass of elements and

compounds, as well as determine Percent Composition, Empirical Formulas and Molecular

Formulas of compounds {3.2.C.A2}

Safely follow established procedures, obtaining and recording data, presenting data and

interpreting these results in the form of a formal laboratory report. {3.2.10B,C; 3.7.10B;

3.7.12B}

Please visit this website for further details regarding the Standards addressed throughout this

course - https://www.pdesas.org/Standard/View#


quizzes, written assignments, classwork, homework, projects, presentations, labs, and current




General Chemistry

Course Description/Course Objectives: This course presents basic principles with emphasis on theoretical aspects. Conceptual analysis of

basic topics with a focus on lab activities leads to a broad foundation of chemical knowledge. This

course is intended for all students regardless of post-secondary educational goals. Students will

learn the language of chemistry including the facts, formulas, and major principles which form the

foundation for understanding along with a network of comprehension. The course emphasizes

critical thinking and problem solving skills which extend into everyday life. Learning will occur

and be assessessed through means of questions during lecture, notes, discussions, laboratory

investigation, hands-on activities, projects, homework, quizzes, and tests. The prerequisites for

Chemistry are: Earth and Environmental Systems Science, Biology, and Algebra I.

Major Topics Approximate Time

Unit 1 Nature of Science Weeks 1 & 2

Unit 2 Matter Weeks 3 & 4

Unit 3 States of Matter Weeks 5 & 6

Unit 4 Atomic Structure Weeks 7, 8, & 9

Unit 5 The Periodic Table Weeks 10 & 11

Unit 6 Chemical Bonding Weeks 12, 13, & 14

Unit 7 Types of Reactions and Mole Concept Weeks 15, 16, & 17

Unit 8 Solutions Week 18

* The above chart is an anticipated outline for the course and is subject to change *

Materials May Include: Course textbook

Periodic Table

Writing utensil

Binder or folder

Notebook

Calculator


Standards:

In order to successfully complete Chemistry, a student must adequately demonstrate mastery of

the following; {Academic Standards for Science & Technology}


quantities measured using the Metric System; {3.7.10B; 3.7.12B}



variety of problems in Chemistry; {3.2.10B; 3.2.12B}

The description of matter at the atomic, molecular and substance levels, in terms of

structure and behavior, and the historical development of modern theory; {3.1.10B,C,E;

3.2.10A}


our lives; {3.4.10A; 3.4.12A}


compounds; {3.4.10B; 3.4.12B}


Elements as a scientific tool; {3.1.10C}

Use the Mole concept to determine number of particles and molar mass of elements and

compounds, as well as determine Percent Composition, Empirical Formulas and Molecular

Formulas of compounds {3.2.C.A2}


interpreting these results in the form of a formal laboratory report. {3.2.10B,C; 3.7.10B;

3.7.12B}

Please visit this website for further details regarding the Standards addressed through this course

- https://www.pdesas.org/Standard/View#






Chemistry II

Course Description/Course Objectives: Chemistry II is designed for the student interested in studying advanced topics in chemistry such

as stoichiometry review; mass-mass analysis; gas laws, solutions and concentrations; acids, bases

and salts; energy and disorder; molecular geometry, reaction rates and equilibrium; oxidation-

reduction reactions and organic chemistry. This lab-heavy course is intended for students seeking

a medical or science-related career, and / or who will be enrolled in chemistry courses in college.

Pre-requisite: Earth and Environmental Systems Science, Biology, Algebra I, Honors Chemistry.

Materials may include: The materials and resources provided by the instructor for Chemistry are –

CHEMISTRY - Connections to Our Changing World; Solving Problems in Chemistry -

Problems manual

Laboratory instruction sheets

Periodic Table of the Elements

Students are to provide the following items –

Class notebook for personal use

Simple calculator for general use

General school supplies – writing instruments, paper, etc.


Standards:

In order to successfully complete Chemistry II, a student must adequately demonstrate mastery of

the following:


quantities measured using the Metric System {3.7.10B; 3.7.12B};



variety of problems in Chemistry {3.2.10B; 3.2.12B; 3.2.10.A4; 3.2.C.B3};


our lives through the study of Specific Heat {3.4.10A; 3.4.12A};


compounds {3.4.10B; 3.4.12B};


Elements as a scientific tool {3.1.10C};

Classifying, drawing and distinguishing molecular shapes based upon the VSEPR Theory

of Molecular Geometry ;

Identifying and manipulating molar connections between mass, volume and

atoms/molecules {3.2.C.A2};

Naming, drawing and using the basic language of Organic compounds {3.2.12.A5};

Research information about a specific Organic compound and create a special project based

on that information, including a presentation to the class {3.2.12.A5};


interpreting these results in the form of a informal laboratory report {3.2.10B,C; 3.7.10B;

3.7.12B}

Please visit this website for further details regarding the Standards addressed throughout this

course - https://www.pdesas.org/Standard/View#






Honors Physics I


Honors Physics provides an in-depth understanding of physics concepts and mathematical

proofs. This course is intended for the college-bound student. The course will include concepts in

Newtonian Physics. Areas of content study will include one and two dimensional motion,

vectors, projectiles, forces, Newton’s Laws, work, power, energy, linear momentum, torque, and

rotational motion. Exams, quizzes laboratory investigations, homework, journals, projects, class

work, problem solving skills and classroom participation will be used to evaluate students.

Prerequisites: Earth and Environmental Systems Science, Biology, Chemistry, & Precalculus

(Precalculus may be taken concurrently with Honors Physics.)

Chapter 1 – Science Skills: Scientific Method and Units (Week 1)

Chapter 2 – Motion in One Dimension (Weeks 2 – 3)

Chapter 3 – Vectors and Two-Dimensional Motion (Weeks 4 – 7)

Chapter 4 – The Laws of Motion and Friction (Weeks 8 – 9)

Chapter 5 – Work, Power, and Energy (Weeks 10 – 13)

Chapter 6 – Momentum, Impulse and Collisions (Weeks 14 – 15)

Chapter 7 – Rotational Motion and Torque (Weeks 16 – 17)

Chapter 8 – Review and Final Exam (Week 18)

*The above content areas display the anticipated outline for the course. It is subject to change

due to time restraints and student interests.


Course Textbook, Writing Utensil, Scientific Calculator, 3-ring Binder

Instructional Time:


Standards:









3.4.C.3 Research & Development, Invention & Innovation, Experimentation/problem Solving

and Troubleshooting




Standards can be explained in more detail by viewing them on http://www.pdesas.org

Assessment:

As marking periods develop you will find that your grade will depend on many areas of

assessment. Exams, quizzes, homework checks, labs, individual and group projects, journals,

technology use, and your participation during class will determine your final grade. Up-to-date

grades on a weekly basis will be provided, but at any time throughout the marking period, you

may find out your current grade.



Honors Physics II


This course extends the knowledge and skills acquired in Honors Physics I and introduces

concepts in wave mechanics, acoustics, optics, electricity, magnetism, and special relativity. This

course is intended for the college-bound student seeking to study a science-related field.

Prerequisite: Honors Physics

Topics

Review of Honors Physics I

Rotational Motion, Equilibrium and Dynamics

Vibrations and Waves

Sound

Light and Optics

Electricity and Circuits

Magnetism

Relativity

Quantum and Atomic Physics

Nuclear Physics

*The chart above displays the anticipated outline for the course. It is subject to change.


Course Textbook, Writing Utensil, Scientific Calculator, 3-ring Binder

Instructional Time:


Standards:




3.2.B.4 Electrical and Magnetic Energy 3.2.B.5 Nature of Waves (Sound and Light Energy)






3.4.C.3 Research & Development, Invention & Innovation, Experimentation/problem Solving

and Troubleshooting




Standards can be explained in more detail by viewing them on http://www.pdesas.org

Assessment:

Exams, quizzes laboratory investigations, homework, journals, projects, class work, problem

solving skills and classroom participation will be used to evaluate students. A project focusing

on the student’s specific area of interest will also be completed as a course requirement.



Astronomy

Course Description/Course Objectives: Astronomy will offer students an opportunity to learn more about the universe and their place in

it. Topics of study include the history and development of astronomy, basic scientific laws of

motion and gravity, observing the night sky, the origin and evolution of our universe, and our

solar system. Additional topics include the birth, life, and death of stars, the planets within our

own solar system, space exploration missions and the search for extrasolar planets and life

beyond the Earth.

Materials May Include: The book that Astronomy references is OpenStax Astronomy E-Book (online and pdf form

available), multiple credible websites for labs and activities, Starry Night software, and current


Instructional Time: 80 minutes per day for one semester (2 marking periods)

Standards: HS-ESS1-1.

Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear

fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.

HS-ESS1-2.

Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra,

motion of distant galaxies, and composition of matter in the universe.

HS-ESS1-3.

Communicate scientific ideas about the way stars, over their life cycle, produce elements.

HS-ESS1-4.

Use mathematical or computational representations to predict the motion of orbiting objects in

the solar system.



discussions.


AP Physics 1


AP Physics 1 is a full-year course (2 credits) that is the equivalent of a first semester introductory

college course in algebra-based physics. Students cultivate their understanding of physics

through inquiry-based investigations as they explore the following topics: kinematics, dynamics,

circular motion and gravitation, energy, momentum, simple harmonic motion, torque, electric

charge and force, DC circuits, mechanical waves, and sound.

The course is based on the following six big ideas:

1. Objects and systems have properties such as mass and charge.

2. Fields existing in space can be used to explain interactions.

3. The interactions of an object with other objects can be described by forces.

4. Interactions between systems can result in changes in those systems.

5. Changes that occur as a result of interactions are constrained by conservation laws.

6. Waves can transfer energy and momentum from one location to another.

Students who are successful in the course are encouraged to take the corresponding Advanced

Placement Exam. Additionally, the student will complete any summer and/or pre-course

assignment as required by the course. The student understands that failure to complete this

mandatory summer and/or pre-course assignment will not result in course removal, but an

academic penalty will be assessed at the discretion of the course instructor. Prerequisites: Honors

Pre-Calculus and Honors Chemistry


Course Textbook, Writing Utensil, Scientific Calculator, 1 inch 3-ring binder (lab notebook), 3

inch 3-ring binder (coursework), Loose leaf notebook paper

Instructional Time:

Full year, 80 min per day

Standards:




3.2.B.3 Heat / Heat Transfer

3.2.B.4 Electrical and Magnetic Energy

3.2.B.5 Nature of Waves (Sound and Light Energy)




3.4.A.1 Characteristics of Technology

3.4.A.3 Technology Connections

3.4.B.1 Effects of Technology



3.4.C.3 Research & Development, Invention & Innovation, Experimentation/Problem

Solving and Troubleshooting




3.4.E.3 Energy and Power Technologies

Standards can be explained in more detail by viewing them on http://www.pdesas.org and

https://apcentral.collegeboard.org/courses/ap-physics-1/course

Assessment:

Your grade in this class will be based on your performance on a wide variety of assignments and

assessments throughout the semester. All of your assignments are expected to be finished on

time and to the best of your ability. Late work will be accepted with penalties.

Labs are all “hands-on” and placed throughout the instructional year. Students will spend at least

25% of class time engaged in hands-on laboratory investigations. Labs can be either teacher

directed or student directed/open-ended. Students are required to keep the reports in an organized

lab notebook or binder (separate from their classroom binder). This lab notebook will be kept by


https://apcentral.collegeboard.org/courses/ap-physics-1/course

students for the entire year and must include the completed lab reports as well as the raw data

tables and any notes made during the execution of the labs done in the course.

One real world activity/application of our curriculum will be given after the AP exam. This

project will be decided on during the class. The project will involve an investigation, build, and

lab presentation.


Geography 7


Students will learn about the basics of geography (Five Themes and Culture) to better prepare

them for future courses with geography concepts at NHS and beyond.

Materials May Include: The textbook is MCDOUGALL LITTELL’s WORLD CULTURES and GEOGRAPHY. Google

Chromebooks and Google Drive will also be used on a daily basis. Current events may be


Instructional Time:

Geography is a yearlong course where students meet with the teacher for 45 minutes per day

Standards:

1.4.7.B: Write multi-paragraph informational pieces (e.g., letters, descriptions, reports,

instructions, essays, articles, interviews)

7.1.7.A: Explain how common geographic tools are used to organize and interpret information

about people, places, and environments.

7.1.7.B: Explain and locate places and regions as defined by physical and human features.

7.2.7.A: Explain the characteristics of places and regions.

7.2.7.B: Describe the physical processes that shape patterns on Earth’s surface.

7.3.7.A: Describe the human characteristics of places and regions using the following criteria:

Population, Culture, Settlement, Economic activities, Political activities.

7.4.7.A: Describe and explain the effects of the physical systems on people within regions.

7.4.7.B: Describe and explain the effects of people on the physical systems within regions.

Assessment:



discussions. Map quizzes/tests and Map work will also be graded in this course.

NORTHEASTERN SCHOOL DISTRICT American History 8

Course Description/Course Objectives: In 8th grade, you will be studying the early history of the United States of America. My

class will prepare you success in American History II and Civics when you move to the high

school. What follows are the essential questions that you will learn and understand before the

end of the school year.

I.How & why the citizens of thirteen English colonies created a new nation.

II.How & why the new republic grew and expanded between 1789 and 1844.

III.How & why the United States changed between 1824 and 1860.

IV.How & why our nation divided and then rebuilt itself.

To learn and understand these essential questions we will be studying topics, which are

outlined in the following chapters in our American History textbook:

1st Marking Period

Chapter 5: Beginnings of an American Identity (1689-1763)

Chapter 6: The Road to Revolution (1763-1776)

Chapter 7: The American Revolution (1775-1783)

Chapter 8: Confederation to Constitution (1776-1791)

2nd Marking Period

Chapter 9: Launching a New Republic (1789-1800)

Chapter 10: The Jefferson Era (1800-1816)

Chapter 11: National and Regional Growth (1800-1844)

3rd Marking Period

Chapter 12: The Age of Jackson (1824-1840)

Chapter 13: Manifest Destiny (1821-1853)

Chapter 14: A New Spirit of Change (1830-1860)

Chapter 15: The Nation Breaking Apart (1846-1861)

4th Marking Period

Chapter 16: The Civil War Begins (1861-1862)

Chapter 17: The Tide of War Turn (1863-1865)

Chapter 18: Reconstruction (1865-1877)

Chapter 19: Growth in the West (1860-1900)

Materials May Include: Your Chromebook is your textbook, notebook, pencil, and window to knowledge. It is the only

piece of equipment required for class.

Textbooks are available:

In the back of the room and can be signed out on a nightly basis

On Google Classroom

On the GREEN TEAM SOCIAL STUDIES website.

Hard copies of the textbook will only be distributed to individual students as per parental request.

https://sites.google.com/a/nebobcats.org/green-team-social-studies/home

Instructional Time: American History will take place everyday for a full year. Classes will meet once a day

for 45 minutes.

Standards: 8.1.8.A Continuity and Change over Time

Compare and contrast events over time and how continuity and change over time

influenced those events.

8.1.8.B Fact/Opinion and Points of View

Compare and contrast a historical event, using multiple points of view from primary and

secondary sources.

8.3.8.A Contributions of Individuals and Groups (US History)

Examine the role groups and individuals played in the social, political, cultural, and

economic development of the United States.

8.3.8.B Historical Documents and Artifacts (US History)

Evaluate the importance of historical documents, artifacts and places critical to United

States history.

8.3.8.C Impact of Continuity and Change on US History

Summarize how continuity and change have impacted U.S. history.

8.3.8.D Conflict and Cooperation (US)

Examine how conflict and cooperation among groups and organizations have impacted

the growth and development of the U.S.

Assessment: Final grades for each marking period will be based on three categories. Each category is worth a

different percent of your final grade. They are classwork, quizzes, and tests.


World Religions

Course Description/Course Objectives: World Religions is a survey course of the world’s five major religions: Hinduism,

Buddhism, Judaism, Christianity and Islam, along with the native religious traditions of regions

around the globe. Basic beliefs and practices of these religions will be studied through a variety

of learning skills and activities. We will also explore the impact of contemporary developments

within regions and the globe on the practice of these religions and the responses within and

outside of the religious groups that practice these particular faiths.

Topics to be covered include: Dimensions of Religious Thought and Practice

Major World Religions: Buddhism, Christianity, Hinduism, Islam, Judaism and other

indigenous religions of various regions.

Historiographic Skills to include:

o Primary Source document interpretation

o Textual Analysis

o Comparative writing and evaluation of past and current trends within religions

Importance of Architecture in the world religions

Symbolism within different Religious Practices

Origins of holidays and religious festivals within Religions across the globe

History of Religion in the United States and Pennsylvania

Materials May Include: Folder or 3 Ring Notebook to organize handouts and notes

Single Subject Notebook/Composition book if you choose to handwrite research journal

Pencils and/or Pens

CHARGED Chromebook Internet Access (if you don’t have this at home, you must utilize the resources at school)

Instructional Time:

Semester 80 Minutes Per Day.

Standards:

CC.8.5.11-12.A

CC.8.5.11-12.B

CC.8.5.11-12.G

8.1 Historical Analysis and Skills Development

8.4.12. B

For more detailed content standards, please visit www.pdesas.org

Assessment:



discussions.

http://www.pdesas.org/Standard/Detail?LinkStandardId=0&StandardId=162486





Honors US History

Course Description/Course Objectives: Together we will study American history, beginning with the Second Industrial Revolution (us

making things - yay!) and ending in the present. We will examine the growth of big business,

immigration, and the impact of political, social and culture trends on American society. Our

work will integrate geography, history, and its connections to modern day events

Materials May Include: Student chromebook/charger

Headphones

Pen/Pencil

Binder


achievement.

Instructional Time:

80 minutes per day

Standards:

8 History


08/01/2009 GRADE 9

8.1.9.A Compare patterns of continuity and change over time, applying context of events.

8.1.9.B

Compare the interpretation of historical events and sources, considering the use of

fact versus opinion, multiple perspectives, and cause and effect relationships.

8.1.9.C

Construct research on a historical topic using a thesis statement and demonstrate

use of appropriate primary and secondary sources. (Reference RWSL Standard

1.8.8 Research)

8.1.U US HISTORY 1850-PRESENT

8.1.U.A Evaluate patterns of continuity and change over time, applying context of events.

8.1.U.B

Evaluate the interpretation of historical events and sources, considering the use of


8.1.U.C

Analyze, synthesize and integrate historical data, creating a product that supports

and appropriately illustrates inferences and conclusions drawn from research.

(Reference RWSL Standard 1.8.11 Research)

8.2 Pennsylvania History

08/02/2009 GRADE 9

8.2.9.A

Contrast the role groups and individuals from Pennsylvania played in the social,

political, cultural, and economic development of the U.S.

8.2.9.B

Compare the impact of historical documents, artifacts, and places in Pennsylvania

which are critical to U.S. history.

8.2.9.C

Compare and contrast how continuity and change in Pennsylvania are interrelated

throughout U.S. history. Belief systems and religions Commerce and industry

Technology Politics and government Physical and human geography Social

organizations

8.2.9.D

Interpret how conflict and cooperation among groups and organizations in

Pennsylvania have influenced the growth and development of the US.

Ethnicity and race Working conditions Immigration

Military conflict Economic stability


8.2.U.A

Evaluate the role groups and individuals from Pennsylvania played in the social,


8.2.U.B

Evaluate the importance of various historical documents, artifacts, and places in

Pennsylvania which are critical to U.S.

8.2.U.C

Evaluate continuity and change in Pennsylvania are interrelated to the U.S. Belief

systems and religions Commerce and industry Technology Politics and government

Physical and human geography Social organizations

8.2.U.D

Evaluate how conflict and cooperation among groups and organizations in

Pennsylvania have influenced the growth and development of the U.S. Ethnicity

and race Working conditions Immigration Military conflict Economic stability

8.3 United States History

08/03/2009 GRADE 9

8.3.9.A

Compare the role groups and individuals played in the social, political, cultural, and

economic development of the U.S.

8.3.9.B

Compare the impact of historical documents, artifacts, and places which are critical

to the U.S.

8.3.9.C

Analyze how continuity and change have impacted the United States. Belief



8.3.9.D

Interpret how conflict and cooperation among groups and organizations have

impacted the growth and development of the U.S. Ethnicity and race Working

conditions Immigration Military conflict Economic stability


8.3.U.A



8.3.U.B


to the U.S.

8.3.U.C

Evaluate how continuity and change have impacted the United States. Belief



8.3.U.D

Evaluate how conflict and cooperation among groups and organizations have

influenced the growth and development of the U.S. Ethnicity and race Working


8.4 World History

08/04/2009 GRADE 9

8.4.9.A


economic development throughout world history.

8.4.9.B

Contrast the importance of historical documents, artifacts, and sites which are

critical to world history.

8.4.9.C

Analyze how continuity and change have impacted world history. Belief systems

and religions Commerce and industry Technology Politics and government

Physical and human geography Social oganization

8.4.9.D

Analyze how conflict and cooperation among groups and organizations have

influenced the history and development of the world.


In this course, students will study:

America’s expansion

Culture and economy

Use primary and secondary sources in research and writing

America’s relationship with the world

Major American conflicts and how it brings people together or drives them apart

Use current events to study history

Encourage critical thinking, reading, and writing


include tests (unit and final), quizzes, written assignments, classwork, homework, projects,

presentations, labs, and discussions. Graded work will include both a point value and feedback

comments. Students are expected to master content.

*Please note that the final exam counts as 20% of your overall grade.*


US History

Course Description/Course Objectives: Together we will study American history, beginning with the Second Industrial Revolution (us

making things - yay!) and ending in the present. We will examine the growth of big business,

immigration, and the impact of political, social and culture trends on American society. Our

work will integrate geography, history, and its connections to modern day events


Headphones

Pen/Pencil

Binder


achievement.

Instructional Time:

80 minutes per day, 1 semester

Standards:

8 History


08/01/2009 GRADE 9

8.1.9.A Compare patterns of continuity and change over time, applying context of events.

8.1.9.B

Compare the interpretation of historical events and sources, considering the use of


8.1.9.C

Construct research on a historical topic using a thesis statement and demonstrate

use of appropriate primary and secondary sources. (Reference RWSL Standard

1.8.8 Research)


8.1.U.A Evaluate patterns of continuity and change over time, applying context of events.

8.1.U.B

Evaluate the interpretation of historical events and sources, considering the use of


8.1.U.C

Analyze, synthesize and integrate historical data, creating a product that supports

and appropriately illustrates inferences and conclusions drawn from research.

(Reference RWSL Standard 1.8.11 Research)

8.2 Pennsylvania History

08/02/2009 GRADE 9

8.2.9.A

Contrast the role groups and individuals from Pennsylvania played in the social,


8.2.9.B

Compare the impact of historical documents, artifacts, and places in Pennsylvania

which are critical to U.S. history.

8.2.9.C

Compare and contrast how continuity and change in Pennsylvania are interrelated

throughout U.S. history. Belief systems and religions Commerce and industry

Technology Politics and government Physical and human geography Social

organizations

8.2.9.D

Interpret how conflict and cooperation among groups and organizations in

Pennsylvania have influenced the growth and development of the US.

Ethnicity and race Working conditions Immigration

Military conflict Economic stability


8.2.U.A

Evaluate the role groups and individuals from Pennsylvania played in the social,


8.2.U.B

Evaluate the importance of various historical documents, artifacts, and places in

Pennsylvania which are critical to U.S.

8.2.U.C

Evaluate continuity and change in Pennsylvania are interrelated to the U.S. Belief



8.2.U.D

Evaluate how conflict and cooperation among groups and organizations in

Pennsylvania have influenced the growth and development of the U.S. Ethnicity

and race Working conditions Immigration Military conflict Economic stability

8.3 United States History

08/03/2009 GRADE 9

8.3.9.A



8.3.9.B


to the U.S.

8.3.9.C

Analyze how continuity and change have impacted the United States. Belief



8.3.9.D

Interpret how conflict and cooperation among groups and organizations have

impacted the growth and development of the U.S. Ethnicity and race Working



8.3.U.A



8.3.U.B


to the U.S.

8.3.U.C

Evaluate how continuity and change have impacted the United States. Belief



8.3.U.D

Evaluate how conflict and cooperation among groups and organizations have

influenced the growth and development of the U.S. Ethnicity and race Working


8.4 World History

08/04/2009 GRADE 9

8.4.9.A


economic development throughout world history.

8.4.9.B

Contrast the importance of historical documents, artifacts, and sites which are

critical to world history.

8.4.9.C

Analyze how continuity and change have impacted world history. Belief systems

and religions Commerce and industry Technology Politics and government

Physical and human geography Social oganization

8.4.9.D

Analyze how conflict and cooperation among groups and organizations have

influenced the history and development of the world.


In this course, students will study:

America’s expansion

Culture and economy

Use primary and secondary sources in research and writing

America’s relationship with the world

Major American conflicts and how it brings people together or drives them apart

Use current events to study history

Encourage critical thinking, reading, and writing



discussions. Graded work will include both a point value and feedback comments. Students are

expected to master content and will be expected to revisit assessments as needed.


Global Studies

Course Description/Course Objectives: Global Studies is a course where students will examine the geography, history, culture, and

current events of different regions around the world. By the end of the course, students will

better understand what it means to be an informed global citizen and have a greater tolerance and

understanding for how people around the world live.

Coursework will cover the following topics and regions: 5 Themes of Geography

Historiographic Skills and Cartography

Continental regions (Europe, Asia, Africa, North America, South America, Central

America)

Cultural norms and practices

Historical events and eras that have shaped global culture to include:

o Social Movements

o Conflict

o Technological Innovations

Religions of the world to include: Buddhism, Christianity, Hinduism, Islam, Judaism and

other indigenous religions of various regions.

Economics and their impact on global culture

Education and its role in global interactions and diplomacy across the globe

Materials May Include: Students will use Schoology daily to access notes, reading and assignments. Current events may

be discussed in class as they become relevant to content or student achievement.

Instructional Time:

Global Studies is a semester long course with 80 minute class periods per day.

Standards:

7.1 Basic Geographic Literacy

7.2 Physical Characteristics of Places and Regions

7.3 Human Characteristics of Places and Regions

7.4 Interactions Between People and the Environment

8.4 World History




discussions.



Introduction to Economics

Course Description/Course Objectives: This course will introduce students to basic economic concepts, and prepare them for college

level economics courses. By the end of this course, students will be able to:

Think economically

Understand basic economic terms and concepts

Compare and contrast different economic systems used throughout the world

Understand the nature of change

Predict outcomes based on changes in supply or demand

Compare world market systems

Apply the concept of competition to market systems

Argue in favor of or against regulation of market systems

Differentiate between types of business organizations that exist

Explain the impact of labor unions and how they affect the economy

Demonstrate knowledge of basic economic theory

Coursework will cover the following topics: Unit 1: Introduction to Economics

o What is Economics

o Specialization and Trade

o Economics Systems

o Supply and Demand

o Macroeconomics

Unit 2: Show Me the Money

o Productivity and Growth

o Inflation, Bubbles, and Tulips

o Fiscal Policy and Stimulus

o Deficits and Debt

o Monetary Policy and the Federal Reserve

o Money and Finance

o The 2008 Financial Crisis

o Recession, Hyperinflation, and Stagflation

Unit 3: The Market System

o Economic Schools of Thought

o Imports, Exports, and Exchange Rates

o Globalization, Trade, and Poverty

o Income and Wealth Inequality

o Marginal Analysis and Elasticity

o Market Efficiency and Price Signals

o Price Controls and Subsidies

o Market Failures, Taxes and Subsidies

Unit 4: Economic Issues

o Environmental Economics

o Economics of Education

o Revenue, Profits, and Price

o Monopolies

o Game Theory

o Behavioral Economics

o Labor Markets and Minimum Wage

o Economics of Healthcare

o Economics of Death

o Economics of Taxes

o The Underground Economy

o Economics of Immigration

o Economics of Foreign Aid

o Economics of Happiness

Materials May Include: Students will use Schoology daily to access notes, reading and assignments. Current events may

be discussed in class as they become relevant to content or student achievement.

Instructional Time:

Economics is a semester long course with 80 minute class periods per day.

Standards:

6.1.12.A-D Scarcity and Choice

6.2.12.A-G Markets and Economic Systems

6.3.12.A-D Functions of Government

6.4.12.A-D Economic Interdependence

6.5.12.A-H Income, Profit, and Wealth




discussions.



Contemporary Affairs

Course Description/Course Objectives: Contemporary Affairs is a semester long course on social issues of the present time. Students are

challenged to formulate enlightened opinions on contemporary issues through analysis and

evaluation of non-fiction and editorials. Students will also learn to accept and respect the

perspective of others. These objectives will be achieved as students use the newest retrieval

technology our school has to offer and through collaboration with others.

Units Studied may include: First, Second, Fifth, Eighth, and Fourteenth Amendment Rights,

Homeland Security, Government Spending, Juvenile Justice, Immigration, Health

Care. Current events may be discussed in class as they become relevant to content or



Headphones

Pen/Pencil

Binder or Folder

Standards: 1.4.12.C: Write persuasive pieces.

1.6.12.A: Listen critically and respond to others in small and large group situations.

1.1.12.E: Demonstrate fluency in silent reading based upon specific grade level text.

5.1.12.A: Analyze the sources, purposes, functions of law, and how the rule of law protects

individual rights and promotes the common good.

5.1.12.C: Evaluate the application of the principles and ideals in contemporary civic life.

Liberty, Freedom, Democracy, Justice, Equality 5.1.12.E: Analyze and assess the rights of people as written in the PA Constitution and the US

Constitution.

5.2.12.A: Evaluate an individual's civil rights, responsibilities and obligations in various

contemporary governments.

5.2.12.C: Evaluate political leadership and public service in a republican form of

government. 5.3.12.E: Evaluate the fairness and effectiveness of the United States electoral processes,

including the electoral college.

5.3.12.F: Analyze landmark United States Supreme Court interpretations of the Constitution and

its Amendments.

5.3.12.I: Evaluate tax policies of various states and countries.

5.3.12.J: Evaluate critical issues in various contemporary governments.

5.4.12.B: Evaluate the effectiveness of foreign policy tools in various current issues confronting

the United States (e.g., diplomacy, economic aid, military aid, sanctions, treaties).

6.3.12.A: Evaluate the costs and benefits of government decisions to provide public goods and

services.

6.3.12.C: Evaluate the social, political, and economic costs/benefits of potential changes to

taxation policies.

11.1.12.G: Compare the availability, costs and benefits of accessing public, nonpublic and for-

profit services to assist the family.

8.3.12.D: Evaluate how conflict and cooperation among groups and organizations in the U.S.

have influenced the growth and development of the world. Ethnicity and race, working

conditions, immigration, military conflict, economic stability.

Assessment: All classwork, homework, reports, projects, and essays will be worth an assigned point

value. At the conclusion of each marking period, a student’s total points earned will be divided

by the total possible points to arrive at the percentage grade.

Classwork – assignments completed during the regular class period are considered class-work.

Homework – assignments completed outside the regular class period. (not to exceed ten percent

of overall grade)(minimal)

Class/Homework - assignments completed both in class and outside of the regular class period.

Quiz - on an almost daily basis, small checks for understanding will occur and may be entered in

the gradebook in the Quiz category.

Essay - Summative assessments may consist of topical essays and will be entered in the

gradebook in the Essay category.


Civics and Government


This course will be an overview of American government and its foundational principles and

contemporary applications. Students will explore the key events and trends regarding American

government while seeking to create their own political opinions and attitudes. This course will

be an exploration of the American Governmental system designed to promote active citizenship,

engaged critical thinking skills, and an informed citizenry.

Topics to be covered will include: Principles and Documents of Government

Rights and Responsibilities of Citizenship

How Government Functions

How International Relationships Function and Impact Government

Materials May Include: Folder or 3 Ring Notebook to organize hand-outs and notes

Single Subject Notebook/Composition book if you choose to handwrite research journal

Pencils and/or Pens

CHARGED Chromebook Internet Access (if you don’t have this at home, you must utilize the resources at school)

Instructional Time:

80 minutes per day Semester Long course.

Standards:

Standards 5.1 - 5.4 Civics and Government



discussions.


Big History

Course Description/Course Objectives: Big History can help you get your mind around the whole of the past and understand the most

important changes that have occurred during the 13.7 billion years since the Big Bang. You will

get a sense of the huge scales of time and space and learn to see your place within the context of

the entire Universe. Big History is the modern, scientific equivalent of the origin stories that

have been told in all human societies.

Big History is comprised of 10 units, each with their own objectives:

Unit 1: What is Big History?

Driving Question: Why do we look at things from far away and close up?

1. Define thresholds of increasing complexity, origin stories, and scale.

2. Understand that Big History is a modern, science-based origin story that draws on many

different types of knowledge.

3. Understand how you fit into the Big History narrative, using the concept of “thresholds”

to frame your past, present, and future, as well as the history of the Universe.

4. Understand what disciplines are and consider how the viewpoints of many different

scholars can be integrated for a better understanding of a topic.

5. Learn to use timelines as a way to compare the scale of personal and historic events.

6. Identify a thesis statement and how writing is structured, and evaluate both of those

elements in writing.

Unit 2: The Big Bang

Driving Question: How and why do individuals change their minds?

1. Explain the basics of the Big Bang theory and the primary evidence that supports this

theory.

2. Using evidence from texts, explain why views of the Universe have changed over time

and the roles that scientists played in shaping our understanding of the origin of the

Universe.

3. Understand how to use claim testing to evaluate a claim or resource.

4. Locate Ptolemy, Copernicus, Galileo, Newton, and Hubble on a timeline and explain

what each added to our collective understanding of the structure of the Universe.

Unit 3: Stars and Elements

Driving Question: How can looking at the same information from different perspectives pave the

way for progress?

1. Describe how stars form.

2. Explain what happens in the life of a star and explain what happens when a star dies.

3. Explain how the death of stars results in the creation of heavier elements.

4. Explain why the formation of stars and the emergence of elements are so important in our

world.

5. Understand what scholars from multiple disciplines know about a topic and the questions

they can ask to understand the topic from an integrated perspective.

6. Understand how to use and apply the concept of periodization.

7. Identify various types of causes and consequences, including short-term, long-term, and

triggering events.

Unit 4: Our Solar System and Earth

Driving Question: How and why do theories become generally accepted?

1. Explain why planets are more complex than stars.

2. Use evidence to explain how the Earth and its atmosphere developed and changed over

time.

3. Explain the basic mechanisms and key pieces of evidence for plate tectonics, and how

plate tectonics impacts life on Earth.

4. Define geology, the types of questions geologists ask, and the tools they use to answer

those questions.

5. Explain why geology is important to understanding the history of the Earth.

6. Understand how geologists can work with historians and scientists from other disciplines

to form a deeper understanding of the history of the Earth.

7. Understand multiple causes and how identify them.

8. Demonstrate an ability to construct an argument in writing.

Unit 5: Life

Driving Question: How and why do theories evolve?

1. Describe the conditions that made it possible for life to emerge on Earth.

2. Explain the differences between life and nonlife.

3. Describe the major events in the development of life on Earth and explain what is meant

by the term biosphere.

4. Use evidence to explain adaptation and evolution, including Darwin’s theory of natural

selection and DNA.

5. Demonstrate using texts as evidence in historical writing.

Unit 6: Early Humans

Driving Question: What makes humans different from other species?

1. Describe human evolution, using evidence and connection to other species of mammals.

2. Explain whether or not symbolic language makes humans different.

3. Describe how early humans lived.

4. Explain collective learning.

5. Understand what scholars from multiple disciplines know about a topic and the questions

they can ask to gain an understanding of the topic from an integrated perspective.

6. Show early human migration on a map.

7. Demonstrate using BHP concepts accurately in writing.

8. Demonstrate an understanding of multiple causes and how they complicate the

relationship between causes, consequences, and their interaction with one another.

Unit 7: Agriculture and Civilization

Driving Questions: To what extent was farming an improvement over foraging? What makes

human societies similar and different? Why do societies collapse?

1. Define agriculture and describe where it emerged.

2. Identify the features of agrarian civilizations.

3. Understand the similarities and differences between the lifestyles of hunter-gatherers and

farmers.

4. Describe how early civilizations formed and their key features.

5. Understand what scholars from multiple disciplines know about agriculture and

civilization and the information they can derive from them using an integrated

perspective.

6. Describe how agrarian civilizations formed and analyze their key similarities and

differences.

7. Use sentence starters to strengthen ability to make an argument in writing.

Unit 8: Expansion and Interconnection

Driving Question: What are the positive and negative impacts of interconnection?

1. Analyze what propelled the expansion and interconnection of agrarian civilizations.

2. Investigate the implications of interconnected societies and regions by looking at how

commerce has spread.

3. Explain how new networks of exchange accelerated collective learning and innovation.

4. Describe the changing characteristics of societies in the four world zones before and after

oceanic travel and the thickening of global networks.

5. Use sentence starters to strengthen ability to use texts as evidence in writing.

6. Analyze a complex historical event through the lens of causality.

Unit 9: Acceleration

Driving Question: To what extent has the Modern Revolution been a positive or a negative

force?

1. Describe accelerating global change and the factors that describe it.

2. Understand the key features that define the Anthropocene.

3. Describe the acceleration in world population, technology, science, communication, and

transportation.

Explain how they have benefited and threatened humanity.

4. Explain the changes in the use, distribution, and importance of natural resources on

human life.

5. Use sentence starters to build skills in applying BHP concepts to writing.

6. Analyze the causes and consequences of shifts in world population, including the impact

of industrialism and commerce.

7. Analyze the causes, characteristics, and long-term consequences of World War I, the

Great Depression and World War II.

Unit 10: The Future

Driving Question: What’s the next threshold?

1. Explain the Big History story and its defining features and patterns.

2. Identify important human and environmental issues that affect the future of our species

and the biosphere.

3. Propose a vision of the future based on new understandings of the past.

Materials May Include: Students will use Schoology daily to access notes, readings and assignments. Current events


Instructional Time:

Big History is a semester long course with an 80 minute class period per day.

Standards: Big History meets a variety of both science and social studies standards.

PA Common Core Science Standards: S11.A.1, S11.A.2, S11.B.2, S11.B.3, S11.C.1,

S11.C.2, S11.D.1, S11.D.2, S11.D.3

PA Common Core Social Studies Standards:6.1.12A, 6.1.12B, 7.1.12A, 7.3.12A,

7.4.12B, 8.1.12A, 8.1.12B, 8.1.12C, 8.4.12A, 8.4.12B, 8.4.12C




discussions. As a general note, everything you write in this class needs to be in complete

sentences.



AP US Government & Politics

Course Description: AP United States Government and Politics is a one-semester, college level course that allows

students to gain a deeper understanding of the government and politics of the United

States. Students will examine various general concepts and specific examples in order to analyze

and synthesize the functions and outcomes of government and politics in the United States.

Students will use critical thinking skills to evaluate a variety of theoretical perspectives, as well

as political behaviors and their outcomes. Acquisition of these skills will be facilitated by essay

writing, primary source analysis, debating skills, presentations and other activities. This is a

rigorous and demanding course requiring students to have a strong work ethic, read at a

rigorous pace, and complete a variety of writing assignments. Students are expected to

demonstrate strong writing and analytical skills and independent work habits. *This course

will closely adhere to requirements set forth by AP College board

Additionally, the student will complete and summer and/or pre-course assignment as

required by the course (s) in which he/she is placed. The student understands that failure to

complete this mandatory summer and/or pre-course assignment will not result in course

removal, but an academic penalty will be assessed at the discretion of the course instructor.

Prerequisites: US History and either AP Human Geography or Global Studies, Successful

completion of English 10

Course Objectives: Upon completion of AP United States Government and Politics, students will be able to identify

and explain the formation, functions, players, organizations and institutions that make up the

American system of government based on the following themes:

Although a major objective of this course is to prepare students for the AP Exam in May, the

primary purpose of this course is to create an informed and active citizenry who will carry on the

principles of democracy which the founding fathers set in place in the 18th century. In order to

create this, students will have an opportunity to actively participate in civil discussions analyzing

the foundations of the United States government and its impact on current workings of the

political system.

Big Ideas in AP US Government and Politics* The big ideas described below are intended to illustrate distinctive features and process in US

Government and Politics as well as how political scientists study political behavior.

Constitutionalism (CON): The US Constitution establishes a system of checks and

balances among branches of government and allocates power between federal and state

governments. This system is based on the rule of law and the balance of majority rule and

minority rights

Liberty and Order (LOR): Governmental laws and policies balancing order and liberty

are based on the US Constitution and have been interpreted differently over time

Civic Participation in a Representative Democracy (PRD): Popular sovereignty,

individualism, and republicanism are important considerations of US laws and policy

making and assume citizens will engage and participate.

Competing Policy-Making Interests (PMI): Multiple actors and institutions interact to

produce and implement possible policies.

Methods of Political Analysis (MPA): Using various types of analyses, political

scientists measure how US political behavior, attitudes, ideologies, and institutions are

shaped by a number of factors over time

*This framework of big ideas has been established by AP Collegeboard and forms the

framework of AP Standards included on this syllabus alongside the PA Standards.

Materials May Include But Are Not Limited To:

Edwards, George C., Robert L. Lineberry, and Martin P. Wattenberg. Government in

America: People, Politics, and Policy. New York: Longman.

The Constitution of the United States (including the Bill of Rights and subsequent

Amendments)

Primary Sources:

o Required by AP Collegeboard:

Federalist No.10, Brutus No.1, The Declaration of Independence, The

Articles of Confederation, Federalist No.51, Letter from a Birmingham

Jail (Martin Luther King, Jr.), Federalist No. 70, Federalist No. 78

Additional primary sources including documentaries, news clips, etc.

Supreme Court Cases:

o 15 Essential Cases Required by AP Collegeboard

McCulloch v Maryland, United States v Lopez, Engel v Vitale, Wisconsin v

Yoder, Tinker v. Des Moines Independent Community School District,

New York Times Co. v United States, Schenck v United States, Gideon v

Wainwright, Roe v Wade, McDonald v Chicago, Brown v Board of

Education, Citizens United v Federal Election Commission, Baker v Carr,

Shaw v Reno, Marbury v Madison

o Additional related cases to the 15 Required cases

o Contemporary cases (some will change on a yearly basis)


achievement.

Instructional Time:

One semester: 80 minutes per day

Standards:

Constitutionalism (CON):

CON-1: The Constitution emerged from the debate about the weaknesses in the Articles

of Confederation as a blueprint

for a limited government

CON - 2: Federalism reflects the dynamic distribution of power between national and

state governments

CON - 3: The republican ideal in the US is manifested in the structure and operation of

the legislative branch.

CON - 4: The presidency has been enhanced beyond its expressed constitutional powers

CON - 5: The design of the judicial branch protects the Supreme Court’s independence

as a branch of government, and

The emergence and use of judicial review remains a powerful judicial practice.

CON - 6: The Supreme Court’s interpretation of the US Constitution is influenced by the

composition of the Court and

citizen-state interactions. At times, it has restricted minority rights and, at others,

protected them.

Liberty and Order (LOR):

LOR - 1: A balance between governmental power and individual rights has been a

hallmark of American political

Development

LOR - 2: Provisions of the US Constitution’s Bill of Rights are continually being

interpreted to balance the power of

the government and the civil liberties of individuals.

LOR - 3: Protections of the Bill of Rights have been selectively incorporated by way of

the Fourteenth Amendment's

due process clause to prevent state infringement of basic liberties

Competing Policy Making Interests (PMI):

PMI - 1: The Constitution created a competitive policy-making process to ensure the

people’s will is represented and that

freedom is preserved.

PMI - 2: The federal bureaucracy is a powerful institution implementing federal policies

with sometimes questionable

Accountability.

PMI - 3: Public policy promoting civil rights is influenced by citizen-state interactions

and constitutional interpretation

over time.

PMI - 4: Widely held political ideologies shape policy debates and choices in American

policies.

PMI - 5: Political parties, interest groups, and social movements provide opportunities

for participation and influence

how people relate to government and policy-makers.

Civic Participation in a Representative Democracy (PRD):

PRD - 1: The Fourteenth Amendment’s equal protection clause as well as other

constitutional provisions have often been

Used to support the advancement of equality.

PRD - 2: The impact of federal policies on campaigning and electoral rules continues to

be contested by both sides of the

political spectrum.

PRD - 3: The various forms of media provide citizens with political information and

influence the ways in which they

participate politically.

Methods of Political Analysis (MPA):

MPA - 1: Citizen beliefs about government are shaped by the intersection of

demographics, political culture, and

dynamic social change.

MPA - 2: Public opinion is measured through scientific polling, and the results of public

opinion polls influence public

policies and institutions.

MPA - 3: Factors associated with political ideology, efficacy, structural barriers, and

demographic influence and nature

and degree of political participation.

*See big ideas as listed under Course Objectives (These are further broken down into learning

objectives, unit by unit)

Assessment:

10% Homework/Classwork: Reading and other out of class work will be assigned on a regular basis. It is imperative

that students keep up with this work in order to participate in class discussions and

perform well on assessments.

Homework portfolios are due on the day of the unit exam for credit. Late portfolios will

be accepted for one day at 50% - after this, homework will not be accepted for credit

Homework quizzes may be given - announced/unannounced. (All homework quizzes will

be in this category & students may use completed homework that applies to the quiz.)

Students who maintain a 90% on Unit Assessments*, 90% on Quizzes and are active in

class discussions may be eligible for portfolio exemptions after the first unit. Maintaining

high performance will be required. Students eligible for this exemption will be contacted

after the Unit 1 Exam.

* Students may include test corrections to reach the 90%

25% Quizzes: Quizzes included in this category will be major vocabulary quizzes, identification quizzes

and any in class quizzes that have been announced. Schoology quizzes associated with

homework will fall under the homework category. (Classification of quizzes will be

designated ahead of time.)

Although quizzes can not be retaken, there will often be extra credit built in.

25% Essays/Discussions/Current Events/Projects: Individual and group projects will be required throughout the course. All group grades

will have an individual component. Any individual grade may be raised or lowered

according to contributions on the project.

Several out of class essays will be assigned throughout the semester.

Formal discussions that may include fishbowls, deliberative discussions, debates, etc. will

be included in this category.

Following current events is an essential part of any Political Science course. Students will

be expected to contribute to class knowledge of current events through in class and

Schoology discussions.

40% Unit Assessments Each unit there will be an assessment of understanding. Assessments may include

multiple choice and/or written assessments.

Test corrections may be completed for multiple choice assessments only.

Final Project/Exam: The final exam grade for this course will be based on final exam simulation (fall only)

and culminating course project.

Final Course Grade

Quarter 1: 45%

Quarter 2: 45%

Final Exam: 10%

AP Exam: All students taking this course are highly encouraged to take the AP Exam. There are

many benefits of successfully scoring a 3-5 on AP Exams. These include, college

acceptance, course credit, potential college savings. Please be open with me about your

intentions to take/not take the exam.

The exam for this course includes:

55 Multiple Choice Questions - 80 Minutes

Questions will include charts, political cartoons, comparison questions and

general knowledge questions

4 Written Responses:

1 Quantitative FRQ (includes a chart to interpret)

1 Qualitative FRQ (includes text)

1 Supreme Court Comparison (1 Required Case/1 Case that may or may

not be familiar

1 Argumentative Essay (Thesis, Evidence/Support/Reasoning,

Counterpoint)


AP Comparative Government & Politics

Course Description/Course Objectives: Advanced Placement Comparative Government and Politics introduces students to fundamental

concepts used by political scientists to study the processes and outcomes of politics in a variety

of national settings. The course aims to illustrate the rich diversity of political life, to show

available institutional alternatives, to explain differences in processes and policy outcomes, and

to communicate to students the importance of global political and economic changes. Significant

reading, research, writing, use of statistics, and out of class assignments will be required of

students. Students who are successful in the course are encouraged to take the corresponding

Advanced Placement Exam.

The Comparative Government and Politics course adopts a country-by-country approach, but

with a considerable emphasis on cross-country conceptual comparisons. Initially, the focus will

be on concepts and theory, and the same theoretical framework will be used to analyze six case

study countries. Students will be required to constantly think back to countries studied

previously, so that they come to understand each process, institution, and issue within the context

of each country’s political system, as well as comparatively in terms of other countries’ political

systems.

The case studies included in this course are: United Kingdom, Russia, China, Mexico, Iran and

Nigeria. Special emphasis in comparing the countries will be on the presence of

liberty/democracy and economic development. Students will be expected to understand the

strengths and challenges for each of the countries as it relates to these themes. Students will also

have a clear understanding of the institutions of government, electoral processes, demographics

and adherence to human rights within each of the countries. Though the United States is not a

part of the AP exam, students will also explore the US relationship to each of the six case

studies.

Prerequisites: APHuman Geography/Global Studies and AP US Government/Civics

Big Ideas in AP Comparative Government and Politics* The big ideas serve as teh foundation of the course and enable students to create meaningful

connections among concepts. They are themes that become threads and run throughout the

course. Revisiting the big ideas and applying them in a variety of contexts allows students to

develop a deeper conceptual understanding.

Power and Authority (PAU): Political systems and regimes govern societies and

determine who has power and authority. They shape the level of legitimacy and produce

different policy outcomes.

Legitimacy and Stability (LEG): Political legitimacy is the degree to which a

government’s right to rule is accepted by the citizenry. Governments that maintain high

levels of legitimacy tend to be more stable and have an easier time enacting,

implementing and enforcign their policies.

Democratization (DEM): Democratization is a process that involves the adoption of free

and fair elections, the extension of civil liberties, and the establishment of the rule of law.

Democratization is a long-term and often uneven process that typically results in

increased governmental transparency and greater citizen access and influence over policy

making.

Internal/External Forces (IEF): Internal forces, such as political culture, citizen

participation, civil society, interest groups, environmental pressures, and internal

divisions based on class, religion, ethnicity and/or territory, can both challenge and

reinforce regimes. External forces, especially globalization, include the increasing

worldwide flow of goods investments, ideas and people in a manner that is largely

unconstrained by national borders.

Methods of Political Analysis (MPA): Political scientists collect data and make

observations in order to describe patterns and trends and eplain the political behavior of

individuals, groups, organizations and governments. They use data and ideas about other

disciplines such as economics, sociology, history and geography when drawing

conclusions.

Materials May Include But Are Not Limited To: Garrels, Anne. (2016). Putin Country: A Journey into the Real Russia. New York: Farrar,

Strauss and Giroux.

Kesselman, M., Krieger, J., and Joseph, W.A. (2010). Introduction to Comparative

Politics, 5th ed. Boston: Wadsworth Cengage Learning.

Majd, Hooman. (2008). The Ayatollah Begs to Differ: The Paradox of Modern Iran. New

York: Anchor Books.

Osnos, Evan. (2014). Age of Ambition: Chasing Fortune, Truth and Faith in the New

China. New York: Farrar, Strauss and Giroux.

Pan, Philip. (2008). Out of Mao’s Shadow: The Struggle for the Soul of a New China.

New York: Simon & Schuster Paperbacks.

Wood, E. (2018). AP Comparative Government and Politics: A Study Guide, 8th ed.

Reading: WoodYard Publications

Various online publications and scholarly journals will be used to supplement texts. These may

include but are not limited to:

Congressional Research Service: https://www.loc.gov/crsinfo/

Council on Foreign Relations: https://www.cfr.org/

Economist: https://www.economist.com/

Foreign Affairs Magazine: https://www.foreignaffairs.com/

Foreign Policy Magazine: https://foreignpolicy.com/


achievement.

Instructional Time: One Semester, 80 minutes per day

https://www.loc.gov/crsinfo/

https://www.cfr.org/

https://www.economist.com/

https://www.foreignaffairs.com/

https://foreignpolicy.com/

Standards:

Civics & Government

Standard Area - 5.1 Principles and Documents of Government

Standard - 5.1.C.A Analyze the sources, purposes, functions of law, and how the rule of law

protects individual rights and promotes the common good.

Standard Area - 5.2:Rights and Responsibilities of Citizenship

Standard - 5.2.12.A Evaluate an individual's civil rights, responsibilities and obligations in

various contemporary governments.

Standard - 5.2.12.B Examine the causes of conflicts in society and evaluate techniques to

address those conflicts.

Standard - 5.2.C.A Contrast the rights and responsibilities of a citizen in a democracy with a

citizen in an authoritarian system.

Standard Area - 5.3: How Government Works

Standard - 5.3.12.B Compare and contrast policy-making in various contemporary world

governments.

Standard - 5.3.12.J Evaluate critical issues in various contemporary governments.

Standard Area - 5.4:How International Relationships Function

Standard - 5.4.12.A Examine foreign policy perspectives, including realism, idealism, and

liberalism.

Standard - 5.4.12.B Evaluate the effectiveness of foreign policy tools in various current issues

confronting the United States (e.g., diplomacy, economic aid, military aid, sanctions, treaties).

Standard - 5.4.12.C Evaluate the effectiveness of international organizations, both governmental

and non-governmental.

Standard - 5.4.12.DEvaluate the role of mass media in world politics.

Standard - 5.4.12.ECompare and contrast the politics of various interest groups and evaluate their

impact on foreign policy.

Standard - 5.4.C.BExplain why and how different foreign policy tools are used to advance a

nation’s self interest (e.g., diplomacy, economic aid, military aid, sanctions, treaties).

Reading Informational Text

Standard Area - CC.8.5: Reading Informational Text: Students read, understand, and respond to

informational text – with emphasis on comprehension, making connections among ideas and

between texts with focus on textual evidence.

Standard - CC.8.5.11-12.A Cite specific textual evidence to support analysis of primary and

secondary sources, connecting insights gained from specific details to an understanding of the

text as a whole.

Standard - CC.8.5.11-12.B Determine the central ideas or information of a primary or secondary

source; provide an accurate summary that makes clear the relationships among the key details

and ideas.

Standard - CC.8.5.11-12.D Determine the meaning of words and phrases as they are used in a

text, including analyzing how an author uses and refines the meaning of a key term over the

course of a text (e.g., how Madison defines faction in Federalist No. 10).

Standard - CC.8.5.11-12.E Analyze in detail how a complex primary source is structured,

including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

Standard - CC.8.5.11-12.H Evaluate an author’s premises, claims, and evidence by corroborating

or challenging them with other information.

Standard - CC.8.5.11-12.I

Integrate information from diverse sources, both primary and secondary, into a coherent

understanding of an idea or event, noting discrepancies among sources.

Standard Area - CC.8.6: Writing: Students write for different purposes and audiences. Students

write clear and focused text to convey a well-defined perspective and appropriate content.

Standard - CC.8.6.11-12.A Write arguments focused on discipline-specific content. • Introduce

precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the

claim(s) from alternate or opposing claims, and create an organization that logically sequences

the claim(s), counterclaims, reasons, and evidence. • Develop claim(s) and counterclaims fairly

and thoroughly, supplying the most relevant data and evidence for each while pointing out the

strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that

anticipates the audience’s knowledge level, concerns, values, and possible biases. • Use words,

phrases, and clauses as well as varied syntax to link the major sections of the text, create


evidence, and between claim(s) and counterclaims. • Establish and maintain a formal style and

objective tone while attending to the norms and conventions of the discipline in which they are

writing. • Provide a concluding statement or section that follows from or supports the argument

presented.

Standard - CC.8.6.11-12.E Use technology, including the Internet, to produce, publish, and

update individual or shared writing products in response to ongoing feedback, including new

arguments or information.

Standard - CC.8.6.11-12.F Conduct short as well as more sustained research projects to answer a

question (including a self-generated question) or solve a problem; narrow or broaden the inquiry

when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the

subject under investigation.

Standard - CC.8.6.11-12.G Gather relevant information from multiple authoritative print and

digital sources, using advanced searches effectively; assess the strengths and limitations of each

source in terms of the specific task, purpose, and audience; integrate information into the text

selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source

and following a standard format for citation.

Standard - CC.8.6.11-12.H Draw evidence from informational texts to support analysis,

reflection, and research.

Standard - CC.8.6.11-12.I Write routinely over extended time frames (time for reflection and

revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-

specific tasks, purposes, and audiences.

AP Collegeboard Standards*: Power and Authority (PAU):

PAU-1: Political systems and regimes reflect the dynamic balance of power between the

government and its citizens

PAU - 2: Distribution of power and authority and the influence of internal and external

actors affect regime stability.

PAU - 3: The structure and function of poltiical institutions reflect the allocation of

power within a political system.

PAU - 4: The power, influence, and strength of political parties and the degree of

competition between parties reflect

the values

Legitimacy and Stability (LEG):

LEG-1: Political legitimacy reinforces sovereignty of the state

LEG-2: How governments respond to social and political divisions affects interactions

between citizens and long-term

regime stability.

LEG - 3: A government bolsters regime stability by adopting its policies to

environmental, political, economic, and

cultural conditions.

LEG-4: Demographic changes have political causes and consequences, and they can

present challenges to a

government’s legitimacy.

LEG - 5: Natural resource endowments can have positive and negative effects on

political stability and economic

development.

Democratization (DEM):

DEM-1: The way a regime uses power and authority to support or suppress its citiznes

establishes a balance between

order and individual liberty.

DEM-2: The rules of electoral systems reflect party and legislative control and level of

democratization.

Internal/External Forces (IEF):

IEF - 1: Political culture, including core beliefs and values that address the tensions

between order and liberty, shapes

the relationships between a state and its citizens

IEF - 2: Strong and varied citizen organizations and movements foster and are reinforced

by democratization.

IEF - 3: Econonomic globalization and economic liberalization have positively and

negatively affected political

policies and behaviors.

Methods of Poltical Analysis (MPA)

MPA-1: Empirical data is important in identifying and explaining political behavior of

groups and individuals.

AP Collegeboard Disciplinary Practices & Assessment: Practice 1: - Concept Application: Apply political concepts and processes in authentic

contexts

Practice 2: - Country Comparison: Compare political concepts and processes among the

course countries (China, Iran, Mexico, Nigeria, Russia and the United Kingdom)

Practice 3: - Data Analysis: Analyze and interpret quantitative data represented in tables,

charts, graphs, maps and infographics.

Practice 4 : - Source Analysis: Read and interpret text-based sources.

Practice 5: - Argumentation: Develop an argumentin essay format.

AP Exam Format & Content:

Section Question Type Number of

Questions

Exam

Weighting

Timing

I Multiple Choice 55 50% 60minutes

II Free-Response

Questions (FRQs)

4 50% 90 minutes

(Recommended timing

below)

Question 1:

Conceptual Analysis

(4pts)

11% 10minutes

Question 2:

Quantitative Analysis

(5pts)

12.5% 20minutes

Question 3:

Comparative Analysis

(5pts)

12.5% 20minutes

Question 4:

Argumentative Essay

(5pts)

14% 40minutes

The Exam will cover the 5 Big Ideas previously mentioned and will be concentrated around the

following themes:

Theme: Exam Weighting

Political Systems, Regimes & Governments 18-27%

Political Institutions 22-33%

Political Culture and Participation 11-18%

Party & Electoral Systems and Citizen Organizations 13-18%

Political & Economic Changes and Development 16-24%


Technology & Engineering 7

Course Description

This is a hands on interactive course that introduces students to the many technologies that are

present throughout the world. This course will engage students in STEAM (Science,

Technology, Engineering, Art, and Mathematics) concepts as they design and create their own

project.

Course Goals/Objectives

Students will learn about the fundamental areas of technology and understand how technology

impacts their daily life.

Students will be able to successfully measure to the nearest 1/16th of an inch and be able to

reduce fractions.

Students will be able to create a manufacturing project that demonstrates their understanding

of manufacturing systems and how raw materials are transformed into a usable product.

Students will be able to successfully solve a design challenge problem by using the

engineering design process to create a solution.

Students will safely and successfully use tools and various pieces of equipment to complete a

project.

Course Topics:

Fundamentals of Technology

Measurement

Manufacturing Systems

Engineering Design Process

Lab Safety


Technology & Engineering Education 8

Course Description

This is a hands on interactive course that introduces students to the many technologies that are

present throughout the world. This course will engage students in STEAM (Science,

Technology, Engineering, Art, and Mathematics) concepts as they design and create their own

project.

Course Goals/Objectives

Students will be able to communicate their ideas by creating digital drawings using CAD

(Computer Aided Drafting).

Students will be able to create graphic designs and various visual effects by using vector art

software (Adobe Illustrator).

Students will be able to apply the principles of design to create a project of their own.

Students will apply various scientific concepts such as velocity and horsepower to test and

evaluate their designed projects.

Students will be able to successfully solve a design challenge problem by using the

engineering design process to create a solution.

Students will safely and successfully use tools and various pieces of equipment to complete a

project.

Course Topics:

CAD (Computer Aided Drafting)

Vector Art (Adobe Illustrator)

Design Principles

Science Concepts: Energy, Velocity, Friction, Horsepower

Engineering Design Process

Lab Safety


Introduction to Materials

Course Description:

Introduction to Materials is the entry-level course and prerequisite to all other woodworking and

metalworking courses offered at Northeastern High School. The course is designed to

familiarize students with basic tools, skills, and knowledge used in the woodworking and

metalworking fields. Students will spend approximately half of the course in each of the

woodworking and metalworking labs.

Upon successful completion of the course, each student will have completed several projects

using techniques learned throughout the course. The construction of these projects will allow

students to learn to identify, properly set-up, and safely use many of the tools used in the

woodworking and metalworking labs. Students will need to read and follow working plans and

instructions to construct and finish projects.

Students are expected to follow directions and procedures throughout the construction of these

projects. Students will encounter many situations that will require them to think critically and

use provided resources to solve problems.

Instructional Time:

One Marking Period; 80 minutes per day.

Course Objectives:

Upon completion of this course, students will be able to:

1. Measure accurately to within 1/16 of an inch.

2. Demonstrate proper care and safe use of woodworking and metalworking equipment

3. Identify common hand and machine tools by their proper name.

4. Construct and finish wood and metal projects using proper techniques.

5. Demonstrate the ability to follow directions and procedures.

6. Demonstrate problem solving abilities

7. Work productively with others in a team effort.


Basic woodworking hand tools, portable drill and router, drill press and scroll saw. Current


Standards:

Arts and Humanity

9.1.8.H Demonstrate and maintain materials, equipment and tools safely at work and

performance spaces.

Mathematics

11.A. Select and use appropriate units and tools to measure to the degree of

accuracy required in particular measurement situations.

Science and Technology

10.A Identify and safely use a variety of tools, basic machines, materials and techniques to

solve problems and answer questions.

Assessment: The grading for this course follows the policy set forth by Northeastern High School. Schoology

electronic grade book is updated shortly after an assignment is completed. I encourage you to

check grades regularly.


quizzes, written assignments, class work, homework, projects, lab work, and discussions.

To successfully complete Introduction to Materials and receive credit for the course, all

assignments, class work and projects must be completed and submitted on time for grading.

Students are expected to put forth a good effort and attitude to complete all assignments to the

best of their ability.

Student grades will be determined according to the following criteria;

1. Quizzes, Exams and Worksheets 40%

a. Quizzes, Exams

--Exams and quizzes will be taken to hold student accountable for

covered material and to check for understanding.

--To encourage and improve learning, some quizzes will be given the

opportunity to be corrected to improve the grade earned. Corrected quizzes

may be given up to ½ half credit back for each corrected answer.

--To help reinforce expected knowledge, all exams must be corrected to 100%

before grades are recorded and lab work begins/continues (the grade earned

on the original exam will be recorded).

b. Worksheets

--Worksheets must be completed with the grade earned recorded

c. Notebook/Folder is Highly Recommended

--Students are responsible for the notes, handouts, quizzes and worksheets

given to them. Additional copies of information will not be given. Keeping a

neat and well-organized notebook/folder to safely store these resource

materials, is highly recommended. Information needed to complete

assignments and exams will come from these materials.

2. Final Exam 20%

--The final woodworking exam is designed to test the knowledge and skills that

should be mastered throughout the course. Notes, demonstrations

worksheets, quizzes/exams, and project construction will prepare the student

for the final exam.

3. Mastery of Woodworking Skills and Project Work 40%

a. Woodworking Projects

--Squaring Stock

--Memo Board or Mantel Clock

b. Skills and Project Grading

--Handouts/grade sheets given for grading criteria


Woodworking 1

Course Description/Course Expectations:

Woodworking 1 is offered to those students who have successfully completed Introduction to

Materials. Students will develop additional skills and uses of power tools used in Introduction to

Materials as well as the proper use of other power and machine tools in the wood lab.

The goal of this course is for students to learn how to construct and finish professional quality

projects made of wood. Emphasis is placed on good planning practices to reduce material waste,

timely mistakes and frustration. Throughout the construction of projects, students will learn to

identify, set-up and safely use many of the tools in the wood lab. Required projects will include

the use of machine tools such as the Radial Arm Saw, Planer, Jointer, Table Saw and other

common woodworking machines and power tools. Basic joinery, shaping and finishing

techniques used in common cabinet construction will be used to complete a project you can be

proud of.

Great attention will be given to the proper use of materials and the selection and construction of

wood joints to complete projects. The development of plans, bill of materials and a plan of

procedure will be necessary before beginning project construction. There will be a charge to

students to offset material cost.

Students are expected to think independently to follow directions and procedures throughout the

construction of these projects. Students will encounter many situations that will require them to

think critically to solve problems.

The skills learned throughout this course will prove beneficial throughout life; both as a

consumer and future homeowner. These skills should give you the knowledge to purchase

quality furniture and the confidence to be able to complete repairs and projects you will

encounter outside of the classroom.

Successful completion of Woodworking 1 will prepare you for Woodworking 2; where more

advanced skills, tool use and joinery techniques are learned to complete furniture of very high

quality.

Instructional Time:

One Marking Period; 80 minutes per day.

Course Objectives:

Upon completion of this course, students will be able to;

1. Develop complete working plans for woodworking projects

2. Demonstrate proper care and safe use of lab and woodworking equipment.

3. Identify common woodworking hand and machine tools by their proper name.

4. Identify various wood species and understand their characteristics.

5. Identify, layout, and construct various wood joints.

6. Construct and finish wood projects using proper woodworking techniques.

7. Demonstrate the ability to use and follow directions and procedures.



10. Demonstrate their ability to think independently using appropriate resources.


Woodworking hand tools, portable power tools, woodworking machine tools including radial

arm saw, planer, jointer and table saw. Current events will be discussed in class as they become


Standards:

-Arts and Humanity

9.1.12.C Integrate and apply advanced vocabulary to the arts forms.


performance spaces.

9.1.12.H Incorporate the effective and safe use of materials, equipment and tools into the

production of works in the arts at work and performance spaces.

Health and Safety

10.3. Safety and Injury Prevention

9.A Analyze the role of individual responsibility for safe practices and injury prevention

in the home, school and community.

-Mathematics

2.3. Measurement and Estimation

8.F. Use scale measurements to interpret maps or drawings.

8.G Create and use scale models.

11.A. Select and use appropriate units and tools to measure to the degree of accuracy required in

particular measurement situations.

-Reading, Writing, Speaking and Listening

1.6. Speaking and Listening

11.A Listen to others; Ask clarifying questions. Synthesize information, ideas and opinions to

determine relevancy. Take notes.

-Science and Technology

3.7. Technological Devices

10.A Identify and safely use a variety of tools, basic machines, materials and techniques to solve

problems and answer questions.






To successfully complete Woodworking 1 and receive credit for the course, all assignments,

class work and projects must be completed and submitted on time for grading.

Students are expected to put forth their best effort and attitude to complete all assignments to the


Student grades will be determined according to the following criteria:

1. Quizzes, Exams, Worksheets 40%

a. Exams

--a minimum grade of 80% is required on tool exams. If the student does not

meet this requirement, the student will correct the exam to 100% and/or

complete re-mediation work as required and re-test. The original test score is

always recorded.

--all exams must be corrected to 100% before lab work begins/continues.

b. Worksheets and Quizzes

--worksheets/quizzes must be completed with the grade earned recorded







2. Final Exam 20%

--The final woodworking exam is designed to test the knowledge and skills that

should be mastered throughout the course. Notes, demonstrations

worksheets, quizzes/exams, and project construction will prepare the student

for the final exam.

3. Required Project Work and Mastery of Woodworking Skills 40% Projects will be graded on accuracy to plans and instructions, completeness and

quality of construction and finish.

All paperwork for projects is to be submitted neatly and professionally in a

separate folder/notebook for the best possible grade. The project must be

submitted for grading.

Knowledge of woodworking techniques and mastery of skills needed to

accurately and safely set-up and use tools and machines will be observed and

evaluated throughout the construction of projects.

Introduction Project:

This project is to introduce students to some very basic skills that are important to

master to be successful with more complex projects. The skills learned here must

be used in all future projects

Planning, Squaring Stock, Simple Joinery (1.5weeks)

--Multi-view drawing and dimensioning

--Squaring stock procedure

--Machine tools; Identification, Parts, Set-up, Safety

--Joinery; Dadoes, Grooves, Rabbet

Wall Storage Cabinet:

Planning (1-2 weeks)

--Develop “working plans” and patterns for project

--Complete plan of procedure and bill of material

Construction (4-5 weeks)


Woodworking 2

Course Description/Course Expectations: Woodworking 2 is the second level woodworking course for students that have successfully

completed Wood I and wish to further their woodworking skills. Knowledge and skills learned

throughout Woodworking I will be reviewed, expanded on and tested. Additional joinery

techniques, tool and machine procedures and construction skills will be practiced and developed

throughout the construction of quality furniture of a moderate level of complexity.

Many resources such as notes, handouts, plans and plan of procedures will be provided and

produced. It is expected that students use these resources as references to think independently as

they complete tasks and assignments throughout the course.

Instruction will be given on all hand tools, machine tools, and other woodworking equipment

that students will be permitted to use. This instruction will be given in the form of lectures,

notes, and demonstrations. “Hands on” laboratory experiences constructing projects will allow

students to practice the skills taught. Mastery of these skills, as well as the completion and

quality of assignment and project requirements, will be observed and evaluated.

There is a cost for the materials used in projects. Total costs for project materials could exceed

$100. Lower cost wood materials can be used to help reduce project cost. It will be necessary for

each student to purchase hardware and other items that are not available from school.

Instructional Time: One Semester; 80 minutes per day.

Course Objectives:


1. Develop complete working plans for woodworking projects

2. Demonstrate proper care and safe use of lab and woodworking equipment.

3. Identify common woodworking hand and machine tools by their proper name.

4. Identify various wood species and understand their characteristics.

5. Identify, layout, and construct various wood joints.

6. Construct and finish wood projects using proper woodworking techniques.

7. Demonstrate the ability to use and follow directions and procedures.



10. Demonstrate their ability to think independently using appropriate resources.

Materials May Include: Woodworking hand tools, portable power tools, woodworking machine tools including radial

arm saw, planer, jointer and table saw. Current events will be discussed in class as they become


Standards:

-Arts and Humanity

9.1.12.C Integrate and apply advanced vocabulary to the arts forms.


performance spaces.

9.1.12.H Incorporate the effective and safe use of materials, equipment and tools into the

production of works in the arts at work and performance spaces.

-Health and Safety

10.3. Safety and Injury Prevention

9.A Analyze the role of individual responsibility for safe practices and injury prevention

in the home, school and community.

-Mathematics

2.3. Measurement and Estimation

8.F. Use scale measurements to interpret maps or drawings.

8.G Create and use scale models.

11.A. Select and use appropriate units and tools to measure to the degree of accuracy required in

particular measurement situations.

-Reading, Writing, Speaking and Listening

1.6. Speaking and Listening

11.A Listen to others; Ask clarifying questions. Synthesize information, ideas and opinions to

determine relevancy. Take notes.

-Science and Technology

3.7. Technological Devices

10.A Identify and safely use a variety of tools, basic machines, materials and techniques to solve

problems and answer questions.







class work and projects must be completed and submitted on time for grading.

Students are expected to put forth their best effort and attitude to complete all assignments to the


Student grades will be determined according to the following criteria;

1.Worksheets, Quizzes, Exams 40%

a. Exams

--a minimum grade of 80% is required. Exams will be correct to 100% and/or

re-mediation and re-testing as necessary to show mastery before grade is

recorded and lab work begins/continues.

b. Worksheets and Quizzes

--worksheets/quizzes must be completed with the grade earned recorded







2. Final Exam (20% of final course grade)

--Develop complete “working plans” for a project using the planning and drafting

skills learned throughout the course (and Woodworking 1).

--Construct the project independently, using skills learned throughout the course.

--The final exam will take place throughout the second marking period of the

course..

--Due dates will be assigned for the different portions of the exam.

3. Mastery of Woodworking Skills and Project Work 40%

Projects will be graded on accuracy to plans and instructions, completeness and

quality of construction and finish.

All paperwork for projects is to be submitted neatly and professionally in a

separate folder/notebook for the best possible grade. The project must be

submitted for grading.

Knowledge of woodworking techniques and mastery of skills needed to

accurately and safely set-up and use tools and machines will be observed and

evaluated throughout the construction of projects.

All requirements for each project are to be satisfactory completed to assure

expected skills and knowledge are experienced and mastered.

Planning (ongoing)

Complete working plans are required for each project and will be evaluated.

--Scaled Pictorial Drawing

--Scaled Parts/Assembly Drawings

--Bill of Materials

--Patterns

--Plan of Procedure

Review Project (MP1)

Select a project from Project 1 selections

Complete planning expectations

--Drawings, Bill of Materials, Plan of Procedure

Construct and finish the project according to planning materials

Cabinet Construction (MP2)

Plan and construct project(s) to meet skills requirement

--frame construction --drawer construction --door construction

Manipulative Skills Development (Ongoing - Project 2 - See handout)

Each student is expected to master specific skills throughout the course. These

skills are to be incorporated into the cabinet project (Project 2). Each skill will

be evaluated as they are completed based upon the following criteria;

--was it completed

--mastery of necessary skills to complete the task

individual effort to complete the task (amount of assistance required)

use of resources, research and “common” knowledge

--quality of task;

accuracy, fit, function, match to plans


Woodworking 3

Course Description:

Students entering Woodworking 3 have been given a solid foundation of knowledge upon

which they must now begin to build on their own. This class demands that the students

attempt projects of higher level of difficulty. Students will be encouraged to try new

techniques to expand their woodworking knowledge and skills. Each student must complete a

project(s) that include both basic wood working skills, learned in previous courses, and more

complex components and procedures to be learned throughout this course. See

Design/Construction Skills sheet for expected achievements.

Course Expectations:

The work ethic and quality of work produced at this point is expected to be of a professional

level; well planned out, with minimum errors and wasted materials. Students must be able to

think independently and will need to research and study information before performing some

of these complex tasks. All students are expected to work productively and cooperatively at

all times with the other students in the class.

Before any work begins, each student will develop a complete set of working drawings of

their project(s). These plans must be neatly drawn, showing all necessary dimensions and

details of the project. A bill of materials must be completed to determine the cost of the

materials needed to construct the project.

In addition to project plans and work, it may be expected that each student will complete a

Daily Planner briefly explaining their weekly goals and a realistic and detailed explanation of

what they plan to accomplish on a daily basis. Also, each student may be required to research

one of the “complex” construction techniques they incorporate into their project and a lesson

given to the class demonstrating how the technique is performed.

“New” woodworking machinery such as the Conventional Lathe and Computer Lathe will be

demonstrated and projects will be completed on each to show mastery of proper set-up and

safe operation.

Course Structure and Pacing

Students will be tested on their retention of knowledge from previous woodworking courses.

Any necessary review will take place to refresh/re-learn expected knowledge and skills.

Instruction will be given on any woodworking equipment that students have not yet

developed the skills necessary to operate. This may be done as a class demonstration, or may

be done individually and may require the student to complete some research and study to

learn how to complete the task. This instruction will be given “as needed” and “when

appropriate” based on projects students are completing.

Although it is expected that students perform set-up procedures as independently as possible,

safety is of utmost importance. Never operate equipment that you are not 100% sure of its

proper set-up or function of its parts. If you are not 100% confident of your ability to perform

a task safely, STOP and get help. The instructor is always willing to check your set-up and/or

perform or help you perform a task that you feel is high risk. The majority of time will be

spent performing “hands on” laboratory experiences constructing projects, allowing students

to develop valuable, high level woodworking skills.

Course Objectives:

1. Demonstrate proper care and safe use of woodworking equipment.

2. Develop complete and neat working plans for wood projects.

3. Construct and finish wood project(s) using proper woodworking techniques

4. Demonstrate problem-solving abilities

5. Work with others in a team effort.

6. Gain a better understanding of the different techniques used to develop the many wood

products encountered throughout our daily lives.

Instructional Time:

1 Semester/ 80 minutes per day


1. Common woodworking hand and power tools learned in previous courses

2. Conventional Lathe and Computer Lathe

3. Planning materials

4. Misc. hardware

5. Various research materials as needed

6. Current events may be discussed in class as they become relevant to content or student

achievement.

Standards: https://www.pdesas.org/Standard/View#

● Demonstrate and maintain materials, equipment and tools safely at work and

performance spaces. (9.1.8.H)

● Incorporate the effective and safe use of materials, equipment and tools into the

production of works in the arts at work and performance spaces. (9.1.12.H)

● Apply advanced tools, materials and techniques to answer complex questions. (3.7.12.A)

● Evaluate appropriate instruments and apparatus to accurately measure materials and

processes. (3.7.12.B)

● Utilize computer software to solve specific problems. (3.7.10.D)

● Contribute to discussions. (1.6.11.D)

Assessment:

The grading for this course follows the policy set forth by Northeastern High School. Schoology




class work and projects must be completed and submitted on time for grading. Students are

expected to put forth a good effort and attitude to complete all assignments to the best of their

ability.

Student grades will be determined according to the following criteria:

1. Exams, Writing Assignments 30%

1. Exams

A minimum grade of 80% is required. If this requirement is not met, the student

will correct the exam to 100% and/or complete re-mediation work as required.

All exams must be corrected to 100% before lab work begins/continues.

b. Notebook/Folder is Highly Recommended






c. Daily Planner (handouts)

A daily writing assignment about what you plan to accomplish for the week/day.

Weekly goal-a brief description of the goals you plan to reach by week’s end.

Daily plans- a detailed set of instructions explaining the tasks you intend to

complete for the day.

2. Project Work 35%

Projects will be graded on accuracy to plans and instructions, quality of construction

and finish.

All projects must be completely finished, including all hardware and components,

before it will be accepted for grading. (ready for sale)

A project that is altered from the plan due to lack of effort or poor attitude will be

considered incomplete and will not be accepted for grading.

All requirements for each project are to be satisfactory completed to assure expected

skills and knowledge are experienced and mastered.

Planning (ongoing) Working plans are required for each project.

--Scaled Pictorial Drawing

--Scaled Parts/Assembly Drawings

--Bill of Materials

--Patterns

--Plan of Procedure

Skills Development (ongoing) See handout

Each student is expected to master specific skills throughout the course. These skills

are to be incorporated into one or more projects. Each skill will be evaluated as

they are completed based upon the following criteria;

Review Project; Design/plan and construct a memo board or clock project

(much like the one constructed in Introduction to Materials)

Individual Project(s); Individual project(s); Design and construct a project(s)

that makes good use of lab time and challenges you to improve and learn new

woodworking skills. Several complex techniques must be included in the

construction of your project(s). See design/construction skills sheet for expected

achievements.

Conventional Lathe; 2 projects (2-3 weeks)

Develop plans and pattern for a practice turning

Complete an individually designed lathe turning

Computer Lathe; 2 projects (1-2 weeks max.)

Develop pattern and program for a practice turning (group work)

Work independently through tutorial

Complete an individually designed lathe turning

3. Lab Work 35%

A majority of this course will be lab work where students will need to show

mastery of required skills to construct cabinets, furniture and/or other items made

from wood. It is imperative that each student is present, following classroom

expectations and productively working safely on assignments. Students are

expected to work independently and with peers completing set-up and construction

procedures using the knowledge obtained throughout their woodworking

experiences at NHS. There may be a need for students to research information to

complete new tasks. Every student is required to assist in cleaning the lab at the

conclusion of each class period.

It is expected that all students work productively at all times for the entire

length of this course.

If all project requirements are completed before the conclusion of the

course, it is expected that additional extension activities be completed to

make good use of class time and to further develop woodworking skills and

knowledge.


Video Game Design

Course Description: This course is designed to introduce students to the field of video game design. Video games

have become a large industry, rivaling even movies and television. While everyone loves to play

video games, programming and designing them requires an entirely different set of skills.

Students will learn about the history of video games and how they have evolved into the huge

industry that they are today. Throughout the course students will learn to create their own

concepts and graphics to build their own games. The different roles of members of video game

design teams will be discussed, including how diverse the characteristics for each role are. Also

during the course, the different genres of games will be discussed. These are just a few of the

topics that will be covered over the next nine weeks.

Unlike Graphics and digital photography, this course will have a foundation in programming.

Students enrolled in the course will not need to know or learn any programming language.

Instead, the course will use a free software called GameMaker. The software uses a drag and

drop interface that writes the code itself. This takes much of the complexity and intricacy out of

coding a game. Logic and programming concepts and skills learned from GameMaker can be

applied to coding language and programming too. In other words, the skills that are learned in

GameMaker will help students to understanding how coding language works and could make

them better programmers if they decide to learn a programming language.

For this course, a USB drive is STRONGLY recommended. As with any class, students may

save to the shared drive, but the space that each student has available to them is limited and can

be corrupted. To avoid problems with saving, students should bring a USB drive to class each

day and save their work there. The server is a great place to backup work, but not as reliable as a

USB drive.

Video Game Design is a hands on, student centered class. We will move through the content at a

pace that is dictated by student need. With such an emphasis on student work, it is imperative

that students be present and active on a daily basis. Every effort will be made to accommodate

the various types of learners; handouts, demonstrations, graphic organizers and other methods

will be used to explain techniques and concepts to students. With such an emphasis on learning

by doing, it is crucial that students are present and constructive in the lab on a daily basis.

Course Objectives: 1. Students will learn how to effectively use GameMaker to create their own video games.

2. Students will learn about each genres of video games and give examples of each.

3. Students will learn to use Illustrator to create vector graphics.

4. Students will learn to use Photoshop to resize images to their proper pixel count and

resolution.

5. Students will learn about different file types and their uses.

6. Students will learn the differences in resolutions and their uses.

7. Students will learn about the different roles that exist within video game design teams.

8. Students will learn about the key component of a video game.

9. Students will understand the basic premise and functionality of copyright and fair use.

10. Students will learn to become good consumers and use readily available resources to aid in

decision making.

11. Students will demonstrate reading understanding and interpretation of documentation.

12. Students will produce quality projects reflecting originality, high standards, and the use of

advanced technologies as part of their requirements to show mastery of the content for each unit.

13. Students will develop a pride in their work.


PC, scanner, Photoshop, Illustrator, InDesign,Game Maker and current events may be discussed

in class as they become relevant to content or student achievement.

Instructional Time:

80 minutes per day for a Marking Period

Standards: Technology

3.7.10.C Apply basic computer operations and concepts.

3.7.10.D Utilize computer software to solve specific problems.

Mathematics

2.3.11.C. Demonstrate the ability to produce measures with specified levels of precision.

Reading, Writing, Speaking & Listening

1.1.11.F. Understand the meaning of and apply key vocabulary across the various subject areas.

Assessment: Most of the evaluation through the course will come from student projects and work. However,

because there is so much information and concepts that are essential to video games, there will

be a few quizzes on the material that is covered during lessons given in class.

There will be formal assessments in the class. These will come in the form of tests and quizzes

throughout the course and at the end of the course.

Specific projects and assignments will be discussed at a later date.


Introduction to Graphics

Course Description: This course is designed to introduce students to different aspects of printing and design. Within

this course three units will be covered: Design, Computer Graphics and Layout, and Printing.

Each student will design and produce one multi color screen print and one single color notepad

as the primary grade for the printing unit. A series of smaller assignments and quizzes will be

completed for the design and computer graphics units.

Graphics Arts and Design is a hands on, student centered, class. Rather than being lecture based,

students will be given short demonstrations and lessons and then use their new knowledge to

complete their own projects. With such an emphasis on student work, it is imperative that

students be present and active on a daily basis. The majority of the instruction is given in the

form of demonstrations. Every effort will be made to accommodate the various types of learners;

handouts, demonstrations, graphic organizers and other methods will be used to explain

techniques and concepts to students. With such an emphasis on learning by doing, it is crucial

that students are present and constructive in the lab on a daily basis. Since this is a lab based

class, work is expected to be done in the classroom; therefore, homework is not usually assigned.

It may, however, be necessary for students to make up missed work outside of the usual class

time.

Course Objectives: 1. Students will demonstrate an understanding of the basic principles of printing.

2. Students will produce quality projects reflecting originality, high standards, and the use of

advanced technologies as part of their requirements to show mastery of the content for each unit.

3. Students will demonstrate the ability to work independently and interact in groups.

4. Students will know and use elements and principles of design to create their projects.

5. Students will handle materials, equipment and tools safely.

6. Students will identify, describe, evaluate and synthesize the essential ideas in text.

7. Students will understand key elements of typography and classification.

8. Students will listen to others, interact in groups, and work independently.

9. Students will select and use appropriate units and tools to measure accurately.

10. Students will demonstrate the ability to produce measures with specific levels of precision.

11. Students will develop a pride in their work.

12. Students will understand the difference between raster and vector images.

13. Students will be learn to prepare and output images digitally and printed form.

Materials May Include: Screen printing materials (screen, ink, squeegee etc), computer with the Adobe Suite of apps,

printer, padding equipment (padding press, cement, brush etc.), paper cutter (hydraulic &

manual), exacto knives, railroad board, rulers, etc. Current events may be discussed in class as

they become relevant to content or student achievement.

Instructional Time:


Standards: Arts & Humanities


performance spaces.

9.1.8.J Incorporate specific uses of traditional and contemporary technologies within the design

for producing, performing and exhibiting works in the arts or the works of others.

Mathematics

2.3.11.C. Demonstrate the ability to produce measures with specified levels of precision.

Reading, Writing, Speaking & Listening

1.1.11.F. Understand the meaning of and apply key vocabulary across the various subject areas.

Reading Critically in all content areas

1.4.11.D Maintain a written record of activities, course work, experience, honors and interests

Technology

3.7.10.C Apply basic computer operations and concepts.

3.7.10.D Utilize computer software to solve specific problems.

Assessment: Evaluation of each of the major projects will be done using a rubric. Each project has a rubric

that is specifically formulated for the given project. Four levels are used in the rubric;

accompanying each category is a set of criteria that must be met to reach each point level. The

points received correlates directly with these criterion. Rubrics will be handed out at the start of

each unit, so students will know exactly how they will be graded.

The lab activity grade is based on the following criteria: class participation; attendance in the lab

setting; ability to work constructively and cooperatively in the lab, both independently and in a

group; participation and responsibility to lab clean-up; final day clean up of the lab. Evaluation

of how each student works in the lab will be judged through their weekly time sheets. Each

week, students will be given a time sheet. On the sheet, they will list what they have done each

day in class, including how they cleaned up the room. This acts similar to a time card that would

be completed for some jobs. It is expected that what is written be a thorough and honest

depiction of what has been done throughout the period. If the time sheet is thorough, and

portrays a full day’s work, a full five points will be awarded.

Extension projects may also be completed. Though they may vary dynamically (as do their

weight), they can add up to two “bonus” points to the overall grade depending on the difficulty

and quality. These projects must be approved to receive credit.

NORTHEASTERN SCHOOL DISTRICT Digital Photography 2

Course Description: This course is expands on the concepts that students learned in Intro to Digital Photography.

There will be more of a focus on using the features of a camera to take better photos, as well as a

deeper exploration of Photoshop.

A digital camera is a necessity for this course. If you already own a digital camera, hopefully by

the end of this course you will understand how to use all of the features of your camera to your

advantage. If you do not have a camera, you can sign out cameras from the library or Mr. Tate. It

will, however be more beneficial to have your own camera, as the knowledge you gain of your

camera will help you to capture better pictures with it. Since all cameras are slightly different,

using one camera consistently will enable you to better learn to use that model.

Students will create a rather extensive library of pictures throughout this course. With such a

collection of images, organizing and cataloguing images will be important. As you will hear

often throughout the course, backup is extremely important. The more places that an image is

stored, the lower the chances that the image will be lost. A USB is strongly recommended for

this course. Images can be saved to the server; however, sometimes images can be lost there.

With a USB drive, not only will you have a second copy, you can take the images with you when

the course is over.

Digital Photography 2 is a hands on, student centered class. We will move through the content at

a pace that is dictated by student need. With such an emphasis on student work, it is imperative

that students be present and active on a daily basis. Every effort will be made to accommodate

the various types of learners; handouts, demonstrations, graphic organizers and other methods

will be used to explain techniques and concepts to students. With such an emphasis on learning

by doing, it is crucial that students are present and constructive in the lab on a daily basis.

Course Objectives: 1. Students will learn how show mastery of the settings and modes on a digital camera.

2. Students will compose effective and dynamic pictures.

3. Students will use Photoshop to compose an HDR photo.

4. Students will create sequence photography from multiple shot.

5. Students will learn to use Photoshop as a drawing tool.

6. Students will learn to use learn to use histograms to achieve correct exposure.

7. Students will learn to prepare their image for output.

8. Students will learn to use and make various brushes in Photoshop.

9. Students will learn to use learn to effectively use SLR cameras.

10. Students will learn to create panoramic photos in Photoshop.


Digital camera, SD card, card reader, PC, Photoshop, Illustrator, InDesign, Bridge, WB

cards and current events may be discussed in class as they become relevant to content or student

achievement.

Instructional Time:


Standards: Standard - 3.4.10.D2

Diagnose a malfunctioning system and use tools, materials, and knowledge to repair it.

Standard - 15.4.12.G

Create an advanced digital project using sophisticated design and appropriate


Standard - 13.2.11.E

Demonstrate, in the career acquisition process, the application of essential workplace

skills/knowledge

Standard - 15.3.12.N

Demonstrate appropriate work ethic in the workplace, community, and classroom.



discussions.

Most of the evaluation through the course will come from student projects and work. However,

because there is so much information and concepts that are essential to digital photography, there

will be a few quizzes on the material that is covered during lessons given in class.

Most photographs that will be taken for the class will be taken outside of class time, making

homework a necessity at times. Each week, usually on Friday, a photo assignment will be

introduced. The topic for the assignment will change each week. Students will have one week to

complete the assignment and turn in a proof sheet and the digital files. As stated earlier, if you do

not have a digital camera of your own, and need to borrow one to complete these assignments,

see Mr. Tate at the end of the day and he will sign one out for you.

There will be formal assessments in the class. These will come in the form of tests and quizzes

throughout the course and at the end of the course.

https://www.pdesas.org/standard/browse/PdfStandard?standardId=25409&linkStandardId=0





Robotics


This course is designed to provide a basic understanding of elementary computer

programming and problem solving techniques. Using a Parallax Boe-Bot robot kit, students

develop and program their robot to perform various actions. Emphasis is on problem-solving

and higher order thinking skills. This is a self-paced, modular based course where students learn

by doing—by experimental inquiry—and by cooperative interaction with other students and the

teacher.

Units: circuitry, circuit boards, switches, push buttons, resistors, capacitors, wiring,

programming, coding, photoresistors, infrared receivers, light emitting diodes, and more!


Computer, robotic programming software, robotic hardware kits, and various circuitry

components. All work is done within the classroom. Current events may be discussed in class

as they become relevant to content or student achievement.

Instructional Time:

Marking Period, 80 minutes per day.

Standards: PA State Technology Education Standards

3.6.12.B Analyze knowledge of information technologies of process encoding,

transmitting, receiving, storing, retrieving, and decoding.

3.1.12.B Apply concepts of models as a method to predict and understand science and

technology.

3.7.12.B Evaluate appropriate instruments and apparatus to accurately measure materials

and processes.

3.7.12.A Apply advanced tools, materials and techniques to answer complex questions.

3.7.12.C Evaluate computer operations and concepts as to their effectiveness to solve

specific problems.

Other PA Standards:

1.6.11.D Contribute to discussions.

2.3.11.A Select and use appropriate tools and units to measure to the degree of accuracy

required in particular measurement situations.

Assessment:

Student achievement will be measured through various methods.

http://www.stateboard.education.pa.gov/Documents/Regulations%20and%20Statements/State%20Academic%20Standards/ScienceandTechnologyStandards.pdf


Computer Aided Drafting & Design


Students are introduced to CAD—Computer Assisted Drafting—through making

drawings in computer software. There is an architectural, civil, and mechanical component to the

course. Mechanical objects are drawn in AutoCAD & Inventor, while architectural/civil drawing

is performed using AutoCAD & Revit. The emphasis is on detailed, precise drawings. Each

student will also learn how to 3D Print during the course!

Units: measurement, basic computer aided drafting techniques, geometric construction,

multiviews, isometrics, 3D extrusions, solid modeling, and 3D printing.


Computer, computer aided design software, 3D printers, and various measurement tools.

All work is done within the classroom. Current events may be discussed in class as they become


Instructional Time:

Marking Period, 80 minutes per day.

Standards: PA State Technology Education Standards

3.1.12.D Analyze scale as a way of relating concepts and ideas to one another by some

measure.

3.1.12.B Apply concepts of models as a method to predict and understand science and

technology.

3.7.12.B Evaluate appropriate instruments and apparatus to accurately measure materials

and processes.

3.7.12.A Apply advanced tools, materials and techniques to answer complex questions.

3.7.12.C Evaluate computer operations and concepts as to their effectiveness to solve

specific problems.

3.6.12.B Analyze knowledge of information technologies of process encoding,

transmitting, receiving, storing, retrieving, and decoding.

Other PA Standards:

1.6.11.D Contribute to discussions.

2.3.11.A Select and use appropriate tools and units to measure to the degree of accuracy

required in particular measurement situations.

Assessment:

Student achievement will be measured through various methods.

http://www.stateboard.education.pa.gov/Documents/Regulations%20and%20Statements/State%20Academic%20Standards/ScienceandTechnologyStandards.pdf


Jewelry Making & Metal Design

Course Description:

This course is designed to introduce students to the basics of jewelry design and creation.

Metalsmithing processes and techniques taught include but are not limited to basic torch

soldering, the lost wax casting process of jewelry items, basic machining and 3D printing of wax

pieces to be cast in metal, and sheet metal fabrication. Items produced but are not limited to

include metal rings including coin rings, pendants, necklaces, bracelets, earrings, and belt

buckles. The course also includes a focus on students designing and fabricating usable and

decorative metal objects through various metalsmithing processes including but are not limited to

metal forging, welding, and brazing.

There is a monetary obligation to each student for the cost of project materials. Please note

that cost of student projects may vary depending on amount and type of material utilized.

Primary Course Objectives:

Through active participation in this jewelry making course, each student should have to

ability to:

1. Demonstrate proficiency in the use of all basic hand tools and machinery utilized in the

metal lab.

2. Demonstrate advanced knowledge of metal-working processes.

3. Identify and describe several jewelry industry professions.

4. Understand and apply jewelry industry manufacturing terminology, processes, and

techniques.

5. Critically think and utilize problem solving techniques on their own to create solutions to

problems.

6. Accurately read several precision measuring devices and demonstrate mathematical

calculations

7. Design metal-working products which are both functional and aesthetically pleasing.

8. Understand the concept of teamwork and working as a group in an industrial setting.

9. Demonstrate safe working procedures and processes in all areas of metal-working taught

in this course.

10. Develop working drawings for metal-working projects.

Instructional Time:

80 Minutes per day for one marking period

Standards:

PA 3.2.10.D: Identify and apply the technological design process to solve problems.

PA 3.6.10.C: Apply physical technologies to structural design, analysis and engineering,

personal relations, financial affairs, structural production, marketing, research and design to real

world problems.

PA 3.7.10.A: Identify and safely use a variety of tools, basic machines, materials, and techniques

to solve problems and answer questions

PA 3.7.10.B: Apply appropriate instruments and apparatus to examine a variety of objects and

processes.


to solve problems and answer questions.


processes.

Primary Pennsylvania Core Academic Standards:

Speaking and Listening 1.6.11.A: Listen to others

Speaking and Listening 1.6.11.D: Contribute to discussions

Speaking and Listening 1.6.11.E: Participate in small and large groups

Research 1.8.11.A: Select and refine a topic for research

Measurement and Estimation 2.3.11. A: Select and use appropriate units of tools to measure to

the degree of accuracy required in particular measurement situations.

Measurement and Estimation 2.3.11. C: Demonstrate the ability to produce measures with

specified levels of precision.

Measurement and Estimation 2.5.11. A: Select and use appropriate mathematical concepts and

techniques from different areas of mathematics and apply them to solving non-routine and multi-

step problems.

Assessment:

Student performance will be measured through worksheets, handouts, quizzes, tests, and

projects.


Metals I

Course Description:

This course from the manufacturing-construction industry area is an introductory course

designed to provide technical as well as practical knowledge and experiences related to the

metal-working industry. Students will complete class required projects and assignments, while

exploring the following 3 metal-working areas: Welding, Sheet metal fabrication, and foundry

(metal casting). Students enrolled in this course will be learning both theoretical knowledge as

well as practical knowledge and be given the opportunity to express what they have learned

through “hands on” experiences and industrial applications.




Through active participation in this Metals 1 course, each student should have to ability to:

1. Demonstrate safe working processes and procedures while using metal-working hand tools,

power equipment, and machinery.

2. Demonstrate safe working processes and procedures when working with heated materials.

3. Critically evaluate a commercially or custom produced metal product in terms of design,

materials, craftsmanship, and practicality.

4. Identify and properly utilize the layout and measuring tools in the metal laboratory.

5. Demonstrate proficiency with the hand tools and power machinery in the metal laboratory.

6. Practice good communication skills, and class participation throughout the course.

7. Complete all class projects and assignments.

8. Accurately identify, select, and utilize the metals and materials utilized in this metal

laboratory.

9. Describe and discuss industrial applications of metal-working content areas described in this

course.

10. Demonstrate several heat treating processes and procedures.

11. Demonstrate several metal finishing techniques.

Instructional Time:

80 minutes per day for one semester

Standards:



personal relations, financial affairs, structural production, marketing, research and design to

real world problems.

PA 3.7.10.A: Identify and safely use a variety of tools, basic machines, materials, and

techniques to solve problems and answer questions

PA 3.7.10.B: Apply appropriate instruments and apparatus to examine a variety of objects

and processes.

PA 3.7.10.A: Identify and safely use a variety of tools, basic machines, materials, and

techniques to solve problems and answer questions.

PA 3.7.10.B: Apply appropriate instruments and apparatus to examine a variety of objects

and processes.


These standards contribute to students’ attainment of the following standards in other

academic areas:





Measurement and Estimation 2.3.11. A: Select and use appropriate units of tools to measure

to the degree of accuracy required in particular measurement situations.



Measurement and Estimation 2.5.11. A: Select and use appropriate mathematical concepts

and techniques from different areas of mathematics and apply them to solving non-routine

and multi-step problems.

National Academic Standards: These standards contribute to students’ attainment of the

following standard(s)

– NM-MEA.9-12.1: Understands measurable attributes of objects and the units, systems,

and processes of measurement

– NM-PROB.CONN.PK-12.3: Recognizes and applies mathematics in contexts outside of

mathematics.

– NS-PHYSICAL SCIENCE: (Understands) structure and property of matter

– NS-PHYSICAL SCIENCE: (Understands) chemical reactions

– NLA-STANDARD 3: Uses grammatical and mechanical conventions in written

compositions

Assessment:


projects.


Metals II

Course Description:

This course from the manufacturing-construction industry area is an advanced course designed to

provide technical as well as practical knowledge and experiences related to the metal-working

industry. Students will complete class required projects and assignments, while advancing their

skills and knowledge in the following 6 metal-working areas: foundry (metal casting), forging,

welding, machining, sheet metal, and art metal processes. Students enrolled in this course will be

learning both advanced theoretical knowledge as well as practical knowledge and be given the

opportunity to express what they have learned through “hands on” experiences and “real world”

applications.




Through active participation in this Metals 2 course, each student should have to ability to:

Demonstrate proficiency in the use of all basic hand tools and machinery utilized in

the metal lab.

Demonstrate advanced knowledge of metal-working processes.

Identify and describe several metal-working industry professions.

Critically think and utilize problem solving techniques on their own to create

solutions to problems.

Accurately read several precision measuring devices and demonstrate mathematical

calculations

Design metal-working products which are both functional and aesthetically pleasing.

Understand the concept of teamwork and working as a group in an industrial setting.

Demonstrate safe working procedures and processes in all areas of metal-working

taught in this course.

Develop working drawings for metal-working projects.

Standards:




world problems.




processes.




processes.


These standards contribute to students’ attainment of the following standards in other

academic areas:











step problems.



– NM-MEA.9-12.1: Understands measurable attributes of objects and the units,

systems, and processes of measurement

– NM-PROB.CONN.PK-12.3: Recognizes and applies mathematics in contexts

outside of mathematics.




compositions

Assessment:


projects.


Introduction to Materials

Course Description:

Introduction to materials is the entry-level course and prerequisite to all other

woodworking and metalworking courses offered at Northeastern High School. The course is

designed to familiarize students with basic tools, skills, and knowledge used in the woodworking

and metalworking industries. Students will spend approximately half the course in each of the

woodworking and metalworking labs.

Upon successful completion of the course, each student will have completed several

projects using techniques learned throughout the course. The construction of these projects will

allow students to identify, properly set-up and safely use many of the tools used in the

woodworking and metal working labs. Students will need to read and follow working plans to

construct and finish projects.

Students are expected to follow directions and procedures throughout the construction of

these projects. Students will encounter many situations that will require them to think critically

to solve problems.




Instruction will be given on all hand tools, machine tools, and other equipment that

students will be permitted to use to construct their projects. This instruction will be given in the

form of lectures, notes, worksheets, and demonstrations. “Hands on” laboratory experiences

constructing projects will allow students to develop valuable woodworking and metalworking

skills.

Course objectives:


1. Demonstrate proper care and safe use of woodworking and metalworking equipment

2. Identify common hand and machine tools by their proper name

3. Construct and finish wood and metal projects using proper techniques

4. Demonstrate the ability to follow directions and procedures


6. Work productively with others in a team effort

Instructional Time:

80 minutes per day for one marking period.

Standards:




world problems.




processes.




processes.


This lesson contributes to students’ attainment of the following standards in other

academic areas:











step problems.



– NM-MEA.9-12.1: Understands measurable attributes of objects and the units, systems,

and processes of measurement

– NM-PROB.CONN.PK-12.3: Recognizes and applies mathematics in contexts outside of

mathematics.




compositions

Assessment:


projects.


Health 7


Understanding Your Health – Chapter 1 o What is Health

Define Health. Identify the three sides of the health triangle. How health habits affect wellness.

o Changes During the Teen Years

Describe physical changes that occur during the teen years. Identify the mental and emotional changes hormones cause. Explain how relationships might change. Practice healthful behaviors to improve total health.

o Taking Responsibility for Your Health

Explain the role of lifestyle factors in a person’s health. Identify ways to reduce risks in your life. Describe way in which you can take responsibility for your health.

Your Body Systems – Chapter 16 o Skeletal System

Explain the functions of the skeletal system. Identify four types of joints. List some problems of the skeletal system. Practice healthful behaviors to keep your skeletal system healthy.

o Muscular System

Explain the functions of the muscular system. Identify how muscle types differ. Describe ways to keep your muscular system healthy.

o Circulatory System

Explain the process of circulation. Identify the parts of the respiratory system. Describe ways to keep your circulatory system healthy.

o Respiratory System

Explain how your body uses the air you breathe. Identify the parts and functions of the respiratory system. Describe ways to maintain the health of your respiratory system.

o Digestive System

Identify the parts and functions of the digestive system. Explain the process of excretion. Describe ways to prevent problems of the digestive and excretory system. Practice healthful behaviors for good excretory health.

Nutrition for Health – Chapter 10 o The Importance of Nutrition

Explain why the body needs nutrients. Identify factors that influence which foods you choose. Describe how your emotions can affect food choices.

o Nutrients for Wellness

Identify the six major classes of nutrients. Explain specific ways your body uses nutrients. Calculate specific nutrient amounts.

o Following Nutrition Guidelines

Explain how to use the MyPlate food guidance system. Identify the five main food groups in MyPlate. Identify and understand how to use the nutrition facts on foods.

o Planning Meals and Snacks

Explain why breakfast is important. Describe meal-planning tips. Identify healthy ways to snack.


Units to be covered are various body systems; personal hygiene and nutrition. Current events


Instructional Time:

40 minutes for half a marking period throughout the school year.

Standards:

Concepts of Health 10.1.6.A Stages of Growth and Development

Concepts of Health 10.1.B.6 Interaction of Body Systems

Concepts of Health 10.1.6.C Nutrition

Concepts of Health 10.1.E Health Problems and Disease Prevention

Healthful Living 10.2.A Health Practices, Products, and Services

Healthful Living 10.2.B Health Information and Consumer Choices

https://www.stateboard.education.pa.gov/Documents/Regulations%20and%20Statements/State%

20Academic%20Standards/SandyHealth.pdf

Assessment:



discussions.

https://www.stateboard.education.pa.gov/Documents/Regulations%20and%20Statements/State%20Academic%20Standards/SandyHealth.pdf



Health 8


Nervous System / Mental Health – Chapters 3, 4 and 16

o Nervous System

Explain the functions of your nervous system.

Identify the different parts of the nervous system.

Describe ways of protecting your nervous system from injury.

o Mental and Emotional Health

Your Mental and Emotional Health

Understanding Your Emotions

Managing Stress

Coping of a Loss

Suicide Prevention

Tobacco – Chapter 13 Facts About Tobacco

Recognize the various forms of tobacco.

Identify some of the harmful substances in all forms of tobacco.

Describe negative effects tobacco use can have on appearance.

Health Risks of Tobacco Use and Vaping

Describe how tobacco use affects the body systems.

Practice decision making to protect your health against tobacco and

vaping..

Tobacco Addiction

Explain how a person becomes addicted to tobacco.

Identify the different types of dependence that occur as a result of tobacco

use.

Describe the symptoms of withdrawal.

Tobacco’s Cost to Society

Identify ways in which tobacco harms nonsmokers.

Describe the costs tobacco use has on society.

Choosing to be Tobacco Free

Identify ways teens are influenced to try tobacco.

Explain how to avoid pressure to use tobacco.

Describe the rights of nonsmokers.

Reproductive System – Chapter 5 and 16-18 Your Endocrine System

Describe the main function of the endocrine system.

Explain the jobs done by different hormones.

Identify disorders of the endocrine systems.

Your Reproductive System

Identify the parts of the male and female reproductive systems.

Explain the three functions of the female reproductive system.

Identify problems of the male and female reproductive systems.

Describe ways to keep your reproductive system healthy.

The Beginning of Life

Identify the building blocks of life.

Explain how a single cell develops into a baby.

Describe the stages of birth.

Sexually Transmitted Diseases

Identify common STDs and the problems they cause.

State how to protect yourself from STDs.

Explain why abstinence until marriage is the best way to avoid getting and

STD.

HIV and AIDS

Define HIV and AIDS

Explain how people become infected with HIV and develop AIDS.

Describe how to avoid getting HIV and AIDS.

Limits and Abstinence

Explain why it is important to set limits.

Identify reason why teens should choose abstinence.

Demonstrate care and respect for someone in a healthy way.

Alcohol – Chapter 12 Why is Alcohol Harmful?

Explain why some teens drink alcohol.

State reasons not to drink alcohol.

Identify alternatives to drinking alcohol.

Short-Term Effects of Alcohol Use

Describe how alcohol travels through the body.

Explain the short-term effects alcohol has on a person.

Identify factors that account for different reactions to alcohol among

different people.

Long-Term Effects of Alcohol Use

Identify body organs and systems negatively affected by long-term alcohol

use.

Describe the long-term effects of alcohol use.

Explain the risks to a fetus if its mother drinks alcohol.

Alcoholism and Alcohol Abuse

Identify symptoms of alcoholism and alcohol abuse.

Describe stages of alcoholism.

Explain how alcoholism affects families and society.

Getting Help for Alcohol Abuse

Explain what a person experiences during withdrawal from alcohol.

Describe the steps in the process of recovery.

Identify community resources that can help alcoholics and their families.

Drugs – Chapter 14 Drug Misuse and Abuse

Explain the difference between drug misuse and drug abuse.

Identify the risks of drug abuse.

Develop strategies for making healthful choices about taking medicines.

Marijuana and Other Illegal Drugs

Describe the effects and risks of illegal drugs.

Identify the most commonly used illegal drugs.

Getting Help

Explain why it is important to get help for drug use.

Identify the symptoms of drug abuse.

Describe different treatment options for drug abuse.

Staying Drug Free

Explain the health benefits of staying drug free.

Demonstrate Alternative behaviors to drug use.


Current Health topics to be covered during the 8th grade year are mental health, human

sexuality, tobacco/vaping, alcohol and drug use. Current events may be discussed in class as they


Instructional Time:

40 minutes for half a marking period throughout the school year.

Standards: Concepts of Health 10.1.9.A Stages of Growth and Development

Concepts of Health 10.1.9.B Interaction of Body Systems

Concepts of Health 10.1.9.D Alcohol, Tobacco, and Chemical Substances

Concepts of Health 10.1.6.E Health Problems and Disease Prevention

Healthful Living 10.2.6.A Health Practices, Products, and Services

Healthful Living 10.2.9.B Health Information and Consumer Choices

Healthful Living 10.2.C Health Information and the Media

Healthful Living 10.2.9.D Decision-making Skills

Healthful Living 10.2.6.E Health and the Environment





discussions.




Physical Education 7 & 8

Course Description/Course Objectives: The seventh and eighth grade students will learn the following:

To have fun and enjoy interacting with others while being physically active.

The importance of staying physically active throughout life.

To discover which physical activities they enjoy, and continue performing those activities

in their individualized fitness plan.

Responsibility traits by being prepared for class each day.

To demonstrate team work and co-operational skills during involvement in physical

education class.

The basic elements of fitness (balance, coordination, endurance, strength, agility etc)

Basic team sport rules in order to participate as an athlete or as a good spectator.


FALL Fitnessgram

Fitness Center

Flag football

Soccer

Speedball

WINTER Fitness Center

Spin Bike

Basketball

Volleyball

Cooperative games

SPRING Fitnessgram

Fitness Center

Track and field

Softball

Ultimate Frisbee


achievement.

Instructional Time: 40 minutes for half a marking period throughout the school year.

Standards:

Safety and Injury Prevention 10.3.A Safe/unsafe practices

Physical Activity 10.4.A Physical activities that promote health and fitness.

Physical Activity 10.4.B Effects of regular participation

Physical Activity 10.4.E Physical activity and motor skill improvement

Physical Activity 10.4.F Physical activity and group interaction

Concepts, Principles, and Strategies of Movement 10.5.A Explain and apply the basic

movement skills and concepts to create and perform movement sequences and advanced skills.

Concepts, Principles, and Strategies of Movement 10.5.D Describe and apply the principles of

exercise to the components of health-related and skill related fitness.

Concepts, Principles, and Strategies of Movement 10.5.F Identify and apply game strategies to

basic games and physical activities.



Assessment: Student achievement will be measured through various methods. These may include

participation/effort; preparation for class (school issued uniform); standardized fitness testing

and quizzes.




Snorkeling & Aquatic Games

Course Description: Students will learn a lifetime skill of snorkeling. They will be able to use a mask, snorkel

and fins properly and with confidence. Several aquatics games will be offered for

recreation, cooperative opportunities and team sports.

Course Objectives:

1. Entry into water and recovery to safety.

2. RECOGNIZE safe swimming situations & behaviors.

3. Students will LEARN & DEMONSTRATE working cooperatively with others.

4. Students will LEARN & DEMONSTRATE lifetime skills related to aquatic

environments.

5. Students will LEARN & DEMONSTRATE basic skills of swimming safely while wearing the

mask, snorkel & fins.

6. Students will DEMONSTRATE knowledge of rules and methods to play varied aquatic games.


The student may wear their own suit only if it is appropriate for school use. Girls’ suits

must be one piece in design. Two-piece suits are NOT permitted. Boys’ suits must be

swimsuits, not shorts over undergarments. A plastic bag, provided by the student, should

be used to transport the bathing suit home after class where it should be laundered and

dried regularly. A freshly laundered and sanitized suit and towel is available for the

student to use each class. *Suits are limited and sizes are not guaranteed.* If there are

questions concerning attire, please address concerns with one of the aquatics teachers.

Instructional Time:

Students will have class for one marking period, 80 minutes per day.

PA State Standards:

10.4.9.B: Analyze the effects of regular participation in moderate to vigorous physical

activities in relation to adolescent health improvement.

10.4.9.C: Analyze factors that affect the responses of body systems during moderate to

vigorous physical activities (exercise, healthy fitness zone, individual fitness status).

10.4.9.D: Analyze factors that affect the responses of body systems during moderate to

vigorous physical activities.

10.4.9.E: Analyze factors that impact on the relationship between regular participation in

physical activity and motor skill improvement.

10.5.9.A: Describe and apply the components of skill-related fitness to movement

performance.

10.5.9.D: Identify and describe the principles of training using appropriate vocabulary.

10.5.9.F: Describe and apply game strategies to complex games and physical activities.

Assessment: Student achievement will be measured through various methods. A point total of 70 or

more is needed to satisfactorily pass the class.

Grades will be based on the following:

● Written assessments

● Performance assessments

● Participation.

Grade points can be deducted for the following:

● Assessment scores

● Failure to supply a note excusing the student from class.

o When a student does not have a note the day of the class, the

student has until the end of the present cycle to present a note to

their swimming teacher which will reinstate these points.

● Failure to participate in an activity.

o Example – the class is playing an aquatic game and the student

does not become actively involved in the activity.

● Disobeying pool safety rules and regulations.

● Late for attendance at the pool lobby desk without a pass from previous

teacher (students are given 5 minutes to report to the pool lobby from

previous class).

● Late in arriving on the pool deck.


Lifeguarding

Course Description: Students will train through instruction and repetitious practice in the skills of CPR, use of an

AED, First Aid application, and aquatic lifesaving rescues as outlined by the American Red

Cross. The goal is for the student to become certified and job ready at course completion as well

as to learn lifesaving skills and information.

Course Objectives:




4. Students will LEARN life skills related to an aquatic environment.

5. Students will LEARN to recognize and respond appropriately to an aquatic emergency.









Personal Protective Equipment such as plastic gloves & CPR mask.

Instructional Time:


PA State Standards:

10.3.12.B: Analyze and apply strategies for the management of injuries (CPR & Advanced

first aid)



10.5.12.A: Apply knowledge of movement skills, skill-related fitness and movement

concepts to identify and evaluate physical activities that promote personal lifelong

participation

10.5.12.E: Evaluate movement forms for appropriate application of scientific and

biomechanical principles.






● Participation

⮚ A point total of 70 or more is needed to satisfactorily pass the

class. To become eligible for Red Cross Lifeguard

certification, ALL skill tests and written tests must be

completed according to Red Cross standards.







previous class).



Team Sports


This class stresses teamwork. The emphasis will be on participation in a team setting and

working together with a common goal.


Uniform and sports equipment

Instructional Time: 80 minutes per day for 1 full marking period.

Standards: 10.4.9 E, 10.4.9 F, 10.5.9 A, 10.5.9 C, 10.5.9 F


quizzes, fitness assessments, and daily points.


Personal Training


This class brings individual goals in fitness to life. The class offers an opportunity to build an

individually tailored workout program with the instructor’s guidelines. This knowledge can be

carried into adult life outside of school for day-to-day living.




Standards: 10.1.12 A, 10.1.12 B, 10.3.12 A, 10.3.12 D, 10.4.12, A, 10.4.12 B, 10.4.12 E, 10.5.12 D


quizzes, workout charts, and daily points.


Outdoor Activities

Course Description/Course Objectives: Students will engage in outdoor sports typically found at state parks (hiking, archery, climbing,

and orienteering and survival skills). These will be regulated to life-long activities for advanced

fitness, basic and below basic fitness. This course will include safety for the outdoor person and

include basic facts for hunting and rules of public lands, parks and forest.

Materials may include: Curriculum provided by PA Game Commission according to state regulations and laws


Standards: 10.4.9 E, 10.4.9 F, 10.5.9 A, 10.5.9 C, 10.5.9 F

Assessment: State exam provided by the PA Game Commission, daily attendance and physical demonstration

of safety activities.


Lifetime Activities


The activities in this class will focus on participation in lifetime sports. This class will promote

activities that can be used throughout a lifetime and which benefit one’s health and wellness.



Instructional Time:

80 minutes per day for 1 full marking period.

Standards:

10.4.9 E, 10.4.9 F, 10.5.9 A, 10.5.9 C, 10.5.9 F

Assessment:




Health


The health program provides the student with an opportunity to acquire knowledge and develop

attitudes to have a better understanding of bodily functions and to have a better understanding of

self and personality. The curriculum also deals with values confronting the students concerning

preserving and improving their own health, and it attempts to involve the students in public

health problems in which they, as individuals, have both a concern and an active part. Each

student will be required to complete a family health history project.


Textbook and other materials

Instructional Time:


Standards: 10.2.12 D, 10.1.12 B, 10.2.12 E, 10.3.12 D, 10.2.12 C, 10.1.12 E, 10.2.12 A, 10.1.12 D, 10.3.12

A, 10.1.12 A


quizzes, projects, various assignments.


First Aid/CPR


This class will review the physical and mental skills for a first responder in the universal care

that is outlined by the Red Cross. The class will focus on the basic safety of helping other in

emergency situations in our homes, schools, and our work places. The history of Red Cross and

its mission, through the latest published works of safety, blood borne pathogens, and basic First

Aid/CPR/AED. Certification awarded to those who meet the requirements of the Red Cross.

Should include the material fee.


American Red Cross Curriculum and other materials

Instructional Time:


Standards:

10.2.12 D, 10.1.12 B, 10.2.12 E, 10.3.12 D, 10.2.12 C, 10.1.12 E, 10.2.12 A, 10.1.12 D, 10.3.12

A, 10.1.12 A

Assessment:

Student achievement will be measured through various methods. These may include written test

and physical test.


Advanced Sports


The activities in this class will focus on participation in lifetime sports. This class will promote

activities that can be used throughout a lifetime and which benefit one’s health and wellness.

Materials May Include: Uniform and sports equipment


Standards: 10.4.12 E, 10.4.12 F, 10.5.12 A, 10.5.12 C, 10.5.12 F




Canoeing, Boating, & Aquatic Fitness

Course Description: Students will learn a lifetime skill of canoeing and boating. They will be able to paddle and

move safely around a canoe properly and with confidence. Several aquatic fitness

opportunities will be offered in an effort to increase fitness. Students will receive

instruction and practice skills required by the PA Fish & Boat Commission’s Boating and

Water Safety Awareness Course. Students satisfying the requirements of the course will be

able to apply for their Boating Safety Certification from the PA Fish & Boat Commission.

Course Objectives:




4. Students will LEARN & DEMONSTRATE lifetime skills related to aquatic

environments.

5. Students will LEARN varied fitness related activities in an aquatic environment.

6. Students will DEMONSTRATE varied methods for directing a canoe from Point A to

Point B.

7. Students will DEMONSTRATE knowledge of PA boating laws and regulations.









Instructional Time:


PA State Standards:



10.4.9.C: Analyze factors that affect the responses of body systems during moderate to

vigorous physical activities (exercise, healthy fitness zone, individual fitness status).

10.4.9.D: Analyze factors that affect the responses of body systems during moderate to

vigorous physical activities.

10.4.9.E: Analyze factors that impact on the relationship between regular participation in

physical activity and motor skill improvement.

10.5.9.A: Describe and apply the components of skill-related fitness to movement

performance.

10.5.9.D: Identify and describe the principles of training using appropriate vocabulary.

10.5.9.F: Describe and apply game strategies to complex games and physical activities.






● Participation



● Failure to supply a note excusing the student from class.

o When a student does not have a note the day of the class, the

student has until the end of the present cycle to present a note to

their swimming teacher which will reinstate these points.


o Example – the class is playing an aquatic game and the student

does not become actively involved in the activity.




previous class).



Le Français Conversationnel

Course Description/Course Objectives: This course emphasizes interpersonal, interpretive and and presentational skills in the French

language. Basic vocabulary relating to the French alphabet, greetings, numbers, telling time,

colors, family, food and shopping, calendar vocabulary, and classroom objects will be explored.

We will study the geography of France and other cultural topics through projects.

Materials May Include: Exploring French workbook as well as videos and other supplemental materials. Students are

required to have the following items:

o 3 ring binder ( not spiral) with dividers for vocabulary, classwork, homework, and

handouts

o Index cards for flashcards or students may choose to study flashcards online


achievement.

Instructional Time: One marking period for 80 minutes per day.

Standards: National Standards for World Languages from ACTFL:

https://coerll.utexas.edu/methods/pdf/lt/language-teacher-national-standards.pdf

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings

and emotions, and exchange opinions.

Standard 1.2 Students understand and interpret written and spoken language on a variety of

topics.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices

and perspectives of the culture studied.

Standard 2.2: Students demonstrate an understanding of the relationship between the products


Standard 3.1 Students reinforce and further their knowledge of other disciplines through the

foreign language.

Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only

available through the foreign language and its cultures.

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons

of the language studied and their own.

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons

of the cultures studied and their own.

Assessment:





Introduction de Français I


This college-preparatory, introductory course is designed for students who have an SRI score of

proficient or advanced. The course emphasizes the development of the interpersonal mode of

communication, promoting accurate pronunciation of the French language. Interpretive and

presentational communication skills are also developed through daily practice activities,

including dialogues, patterned drills, and authentic visual and auditory resources. All activities

foster the development of a cultural awareness of the French-speaking world and its people.


Textbook and Workbook: Discovering French Nouveau Bleu as well as videos and other

supplemental materials. Students are required to have the following items:


handouts



achievement.

Instructional Time: One semester for 80 minutes per day.






topics.






foreign language.








include tests, quizzes, written assignments, classwork, homework, projects, presentations, and

discussions.



Français I


This course further emphasizes the development of interpersonal, interpretive and presentational

skills. Daily activities encourage students to express themselves through speaking and writing.

Listening comprehension skills are developed with French CDs, DVDs, videos and

songs. Topics for this course include: French cities, housing, family, sports, games, music and

instruments, shopping, clothing and fashion, leisure time activities, food and meals. Additional

studies of the Francophone world will be explored.


Textbook and Workbook: Discovering French Nouveau Bleu as well as videos and other



handouts



achievement.







topics.






foreign language.











Français II

Course Description/Course Objectives: French II students continue to improve their interpersonal, interpretive and presentational

skills. As students learn more about the French-speaking world, they have a better understanding

of the language and customs. Topics in this course include professions, family, weekend

activities in town and in the country, food shopping, markets, meals and entertainment. Students

will be able to speak about past events in greater detail.

Materials May Include: Textbook and Workbook: Discovering French Nouveau Blanc as well as videos and other



handouts



achievement.







topics.






foreign language.











Français III


Dedicated students continue to improve their interpersonal, interpretive and presentational skills

in this college preparatory course. There is an increased emphasis on oral fluency. Topics

include personal appearance, daily routines, helping around the house, hobbies, shopping, nature

and the environment. Students will also learn about French history from prehistoric times to

1715 as well as famous French people. Authentic works of French literature are studied as well

as art and music.


Textbook and Workbook: Discovering French Nouveau Rouge as well as videos and other



handouts


Current events may be discussed in class as they become relevant to the content or student

achievement.

Instructional Time:

One semester for 80 minutes per day.

Standards:

National Standards for World Languages from ACTFL:





topics.






foreign language.



Standard 4.1: Students demonstrate an understanding of the nature of language through

comparisons of the language studied and their own.



Standard 5.1:Students use the language both within and beyond the school setting.

Standard 5.2:Students show evidence of becoming lifelong learners by using the language for

personal enjoyment and enrichment.



Français IV Madame R. Hickey

[email protected] 717-266-3644

Course Description/Course Objectives: For the serious and enthusiastic world language student, French IV is a high level weighted

course (1.05 calculated into GPA) which provides an advanced study of French grammar,

literature, idioms, culture and influences of today’s world. The students will be able to express

themselves in French with increasing fluency with an emphasis on interpersonal, interpretive and

presentational skills. Topics include current events, travel, health, Francophone cultures and

French history from 1715 to present. The geography of France is studied in depth with

individual reports done by students on the regions. Lectures gradually become entirely in French.

Materials May Include: Textbook and Workbook: Discovering French Nouveau Rouge as well as videos and other



handouts



achievement.


Standards:






topics.






foreign language.








mailto:[email protected]



AP French Language and Culture

Course Description/Course Objectives: The AP French Language and Culture course is designed for students who have completed

French IV. It provides students with a learning experience equivalent to that of a third-year

college course in French language. Accordingly, the course is instructed in French and designed

with the purpose of developing and demonstrating a high level of French proficiency across the

interpersonal, interpretive and presentational modes of communication defined by the ACTFL

Performance Guidelines for K-12 learners. To develop and demonstrate this high level of French

proficiency, students will study language and culture in the real-world contexts of global

challenges, science and technology, contemporary life, personal and public identities, families

and communities, and beauty and aesthetics. In each theme, students will use a variety of

authentic materials, including audio text, such as radio and TV broadcasts, and written texts,

such as newspapers, magazine articles, literature, and other authentic mediums.

This course is weighted 1.1 when calculating GPA and class rank. Students will earn one credit

toward graduation from Northeastern Senior High School for successful completion of this

course. Additionally, adequate performance on the AP French Language and Culture Exam



The purpose of this course is for students to communicate in French, using the three distinct

modes of communication described in the AP French Language and Culture Curriculum

Framework, interpersonal (negotiated meaning), interpretive (inferred meaning), and

presentational (creation of meaning), to:

Identify and summarize main points and significant details and make appropriate

inferences and predictions from a spoken source, such as a broadcast news report or a

lecture, on an academic or cultural topic related to the French-speaking world.

Identify and summarize main points and significant details and predict outcomes from an

everyday conversation on a familiar topic, a dialogue from a film or other broadcast

media, or an interview on a social or cultural topic related to the French-speaking world.

Identify and summarize main points and important details and make appropriate

inferences and predictions from a written text, such as a newspaper or magazine article or

a contemporary literary excerpt.

Write a cohesive and coherent analytical or persuasive essay in reaction to a text or on a

personal, academic, cultural, or social issue with control of grammar and syntax.

Describe, narrate, and present information and/or persuasive arguments on general topics

with grammatical control and good pronunciation in an oral presentation of two or three

minutes.

Use information from sources provided to present a synthesis and express an opinion.

Recognize cultural elements implicit in oral and written texts.

Interpret linguist cues to infer social relationships.

Communicate via formal and informal written correspondence.

Initiate, maintain, and close a conversation on a familiar topic.

Formulate questions to seek clarification on a familiar topic.

Use language that is semantically and grammatically accurate according to a given

context.

Materials May Include: vocabulary lists, preview sheets, flashcards, and a portfolio of graded work

Students are required to have the following items:


handouts



achievement.







topics.






foreign language.















Conversational German

Course Objectives:

This course is designed for non-college-bound students or for those who do not want to commit

to a semester-long class. On a very basic level, it develops students’ interpersonal, interpretive,

and presentational skills in the German language.

In our nine-week class, we will explore the German language as well as culture of German-

speaking countries. Our topics will include the German alphabet, greetings and introductions,

classroom objects, numbers, food, mealtimes in Germany, days of the week, months, colors,

geography of Germany, and some facts about the culture of German-speaking countries.


3 ring binder (not spiral) with dividers for vocabulary, classwork, and handouts

Pen/pencil

Notebook (provided by me)

NEHS-issued Chromebook


achievement.

Instructional Time:

One marking period for 80 minutes per day.

Standards:






topics.






foreign language.






Standard 4.2: Students demonstrate an understanding of the concept of culture through

comparisons of the cultures studied and their own.

Standard 5.1: Students use the language both within and beyond the school setting.

Standard 5.2: Students show evidence of becoming lifelong learners by using the language for





Introduction to German

Course Objectives:

This college preparatory course helps students develop their interpersonal, interpretive, and

presentational skills in the German language. It also builds the foundation for German I.

In our semester-long class, we will study the basics of the German language as well as the

culture and traditions of Bavaria – the biggest federal state in Germany that reflects German

culture and traditions the best. Our topics include:

the German alphabet

rules of pronunciation

classroom objects, basic classroom commands and questions

cardinal numbers

ordinal numbers, months, and dates

greetings and introductions, including some regionally specific ones

countries and nationalities

personal information (address, phone number, etc.)

physical descriptions

personal qualities and hobbies

family members

days of the week

colors

geography of Germany

Bavarian dialect and culture

history of the Berlin Wall

Martin Luther and the Protestant Reformation

German holidays (e.g., Oktoberfest) and traditions

**You will complete a project on one of the sixteen German states. The project includes cooking

a traditional dish from that particular state.**

**In December, we will have traditional German cookies bake-off! Other teachers will come in

to taste your cookies and vote for the best tasting and the most appealing ones. There will be

winners and prizes!**


3 ring binder (not spiral) with dividers for vocabulary, classwork, homework, and

handouts

Pen/pencil

Learning journal (provided by me)



achievement.

Instructional Time:


Standards:






topics.






foreign language.















German I

Course Objectives:

In this college preparatory course, dedicated students improve their interpersonal, interpretive,

and presentational skills gained in Intro to German.

In our semester-long class, we will explore the content of the following topics:

telling time, daily schedule, and school subjects

leisure time activities

my room

traditional German foods and dishes

going out to eat and table etiquette/manners in Germany

Our cultural topics include the system of education, school holidays, the carnival in Germany,

German holidays, and German cities and their sights.

You will complete the following projects: on the daily schedule (mini-project), on German cities,

and one on a restaurant menu (mini-project).



handouts

Pen/pencil

Notebook (provided by me)



achievement.

Instructional Time:

One marking period for 80 minutes per day.

Standards:




and emotions, and exchange opinions.Standard 1.2 Students understand and interpret written and

spoken language on a variety of topics.








foreign language.













Deutsch II

Course Objective:

German II is a college preparatory course that builds on the foundation established in Intro and

German I with the aim of improving the students’ interpersonal, interpretive, and presentational

skills acquired at these levels.

In our semester-long class, we will explore the content of the following topics:

fashion and shopping for clothes and shoes

shopping at a farmers market

shopping at a bakery and a cake shop as well as at the butcher’s

weather and weather forecast

Our cultural topics include German and Bavarian holidays, the climate in Germany, conversion

of temperature from Celcius to Fahrenheit and vice versa; types of bread, cakes, pastries, and

cold cuts; the metric system of measurement - grams, kilograms, etc. converted into US

customary measurement system; the history of Viktualienmarkt in München as well as European

shoe and clothing sizes



handouts

Index cards for flashcards or students may choose to study flashcards online


achievement.

Instructional Time:


Standards:






topics.






foreign language.







Introducción Al Español I


¡Bienvenidos a la clase de Intro! This beginning level course will provide ambitious students

with opportunities to acquire and demonstrate knowledge of various structures within the vast

worlds of the Spanish language. A clear understanding of how a people’s language functions is a

basic tool for understanding the people themselves. This knowledge and understanding of

Hispanic cultures will lead students to reflect on their own culture. The interpersonal,

interpretive and presentational modes of communication will be integrated with Spanish

vocabulary and culture. Students will be expected to demonstrate these three skills, using what

they know to communicate real messages to a real audience for a real purpose. It will be to your

benefit to embrace the content of this course with openness and enthusiasm. The class will be

conducted in Spanish.

**Current events may be discussed in class as they become relevant to content or student

achievement.

Para empezar Capítulo 3A ¿Desayuno o

almuerzo?

Capítulo 1A ¿Qué te gusta hacer? Capítulo 3B Para mantener la salud

Capítulo 1B Y tú, ¿cómo eres? Capítulo 4A ¿Adónde vas?

Capítulo 2A Tu día en la escuela Capítulo 4B ¿Quieres ir conmigo?

Capítulo 2B Tu sala de clases Para resumir ¿Listo/a para el

examen final?


Charged Chromebook, three-ring binder: vocabulary lists, preview sheets, flashcards; portfolio

of graded work

Instructional Time:


Standards:



Communication: Communicate in Languages Other Than English



Standard 1.2: Students understand and interpret written and spoken language on a variety of

topics.


Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or

readers on a variety of topics.

Cultures: Gain Knowledge and Understanding of Other Cultures





Connections: Connect with Other Disciplines and Acquire Information


foreign language.



Comparisons: Develop Insight into the Nature of Language and Culture





Assessment:




ESPAÑOL I


¡Bienvenidos a la clase de Español I! Spanish I, designed for college bound students whose

home language is not Spanish and have an SRI score of proficient or advanced, further

emphasizes the development of the interpersonal mode of communication, continuing to promote

accurate pronunciation. Daily activities including dialogues, patterned drills, and authentic visual

and auditory resources also encourage interpretive and presentational communication skills. All

activities foster the development of a cultural awareness of the Spanish-speaking world and its

people.

Prerequisite: Introduction to Spanish I with recommended overall grade of 80%

Para empezar ¿Qué recuerdas? Capítulo 7B ¿Qué regalo quieres y en

dónde lo llevas?

Capítulo 5A ¿Cómo es tu fiesta de cumpleaños? Capítulo 8A ¿Adónde vas de

vacaciones?

Capítulo 5B ¿Quisiera ir al restaurante? Capítulo 8B ¿Qué hay que hacer

para ayudar?

Capítulo 6A ¿Cómo es y qué hay en tu dormitorio? Capítulo 9A ¿Qué acabas de ver?

Capítulo 6B ¿En dónde haces los quehaceres de la casa? Para resumir ¿Listo/a para el

examen final?

Capítulo 7A ¿Cuánto cuesta?


Charged Chromebook; Three-ring binder; vocabulary lists, preview sheets, flashcards; portfolio

of graded work; and current events may be discussed in class as they become relevant to content

or student achievement.

Instructional Time:


Standards:






topics.

Standard 1.3: Students present information, concepts,and ideas to an audience of listeners or










foreign language.








Assessment:




ESPAÑOL II


¡Bienvenidos a la clase de Español II! This college preparatory course is designed for students

whose home language is not Spanish and have an SRI score of proficient or advanced. The

course continues to develop a cultural understanding of the Spanish-speaking world and to

improve the student’s interpersonal, interpretive, and presentational communication skills.

Dialogues, discussions, patterned drills and skits become more advanced and student-oriented.

Vocabulary, grammatical principles, short compositions and reading selections continue the

process of gaining proficiency in Spanish with topics such as school life, extra-curricular

activities, clothing and fashion, shopping, daily routines, driving, and childhood. Prerequisite:

Spanish I with a recommended overall grade of 80%

**Current events may be discussed in class as they become relevant to content or student

achievement.

Para empezar ¿Qué recuerdas? Capítulo 3A ¿Qué hiciste hoy?

Capítulo 1A ¿Qué haces en la escuela? Capítulo 3B ¿Cómo se va…en la

comunidad?

Capítulo 1B ¿Qué haces después de las clases? Capítulo 4A ¿Cómo eras de niño/a?

Capítulo 2A ¿Cómo te preparas? Para resumir ¿Listo/a para el examen

final?

Capítulo 2B ¿Qué ropa compraste?


Charged Chromebook, three-ring binder; vocabulary lists, preview sheets, flashcards; portfolio

of graded work

Instructional Time:


Standards:







topics.











foreign language.








Assessment:




ESPAÑOL III


¡Bienvenidos a la clase de Español III! Continued development of interpersonal, interpretive,

and presentational communication remain central in the college preparatory Spanish III course,

designed for college bound students whose home language is not Spanish and have an SRI score

of proficient or advanced. The course emphasizes gaining fluent oral expression. A closer

appreciation of the culture and the Spanish people's way of thinking is fostered through further

command of vocabulary and advanced language skills. At this level, the student will use the past

two years of study of the language with topics such as holiday celebrations and special events,

accidents and injuries, television and cinema, food and cooking, and the future and professions.

Class projects provide opportunities to share the importance and appreciation of foreign

languages. Students dedicated to language study become more conversational with their

language skills; therefore, more complicated discussions and thematic conversations are

conducted in Spanish. Prerequisite: Spanish II with a recommended overall grade of 80%

Para empezar ¿Qué recuerdas? Capítulo 6A y 6B ¿Qué has y

habías visto?

Capítulo 4B ¿Cómo se celebran los días festivos? Capítulo 7A y 7B ¿Cómo se hace la

comida?

Capítulos 5A y 5B ¿Qué pasó? Para resumir ¿Listo/a para el

examen final?


Three-ring binder; vocabulary lists, preview sheets, flashcards; portfolio of graded work; and

current events may be discussed in class as they become relevant to content or student

achievement.







topics.











foreign language.











ESPAÑOL IV

Course Description/Course Objectives: ¡Bienvenidos a la clase de Español IV! This weighted (1.05 calculated into GPA), high level

course will provide ambitious students with opportunities to demonstrate and increase

knowledge of various disciplines within the vast worlds of the Spanish culture. Great works of

literature, history, art, music, and architecture will be examined within their cultural and

historical contexts. The growing modes of communication--interpersonal, interpretive, and

presentational--will be integrated with this teaching of Spanish language and culture with

emphasis in reading and writing. Students are expected to read and respond critically to cultural

stereotypes and current issues related to the Spanish-speaking world.

CONSTANTE: Programa primario UNIDAD 3: Herencia

hispana

CONSTANTE: Pronunciación UNIDAD 4: Atracciones

turísticas

UNIDAD 1: Misterio Cómico UNIDAD 5: Asuntos

controversiales

UNIDAD 2: Bellas Artes UNIDAD 6: Asuntos

contemporáneos

Materials May Include: Charged Chromebook; three-ring binder; vocabulary lists, preview sheets, flashcards; portfolio









topics.











foreign language.








Assessment:




ESPAÑOL AP

Course description: The AP Spanish Language and Culture course is designed for students who have completed

Spanish IV and provides students with a learning experience equivalent to that of a third-year

college course in Spanish language. Accordingly, the course is conducted almost exclusively in

Spanish and designed with the purpose of developing and demonstrating a high level of Spanish

proficiency across the interpersonal, interpretive, and presentational modes of communication

defined by the ACTFL Performance Guidelines for K-12 Learners. To develop and demonstrate

this high level of Spanish proficiency, students will study language and culture in the real-world

contexts of global challenges, science and technology, contemporary life, personal and public

identities, families and communities, and beauty and aesthetics. In each theme, students will use

a variety of authentic materials, including audio text, such as radio and TV broadcasts, and

written texts, such as newspapers, magazine articles, literature, and other authentic mediums.

This course is weighted 1.1 when calculating GPA and class rank. Students will earn one credit

toward graduation from Northeastern Senior High School for successful completion of this

course. Additionally, adequate performance on the AP Spanish Language and Culture Exam



Families in Different Societies

1. The Influence of Language and Culture on Identity

2. Influences of Beauty and Art

3. How Science and Technology Affect Our Lives

4. Factors that Impact Quality of Life

5. Environmental, Political, and Social Challenges

Materials May Include: Charged Chromebook; three-ring binder; vocabulary lists, preview sheets, flashcards; portfolio



Instructional Time:







topics.











foreign language.








Communities: Participate in Multilingual Communities at Home Around the World


Standard 5.2: Students show evidence of becoming life-long learners by using the language for




Billing Prices shown above do not include any state and local taxes that may apply. Any such taxes are the responsibility of the Customer and willappear on the Invoice if necessary. If you are exempt from sales tax, please send the required tax exemption documents to [email protected]. Invoices for this order will be emailed automatically from [email protected]

RenewalThe subscription term will automatically renew for successive periods equal to the initial term unless either party notifies the other in writing atleast thirty (30) days prior to expiration of the then current term.

By signing this Quote, I agree to the . FMX Terms of Use

Signature:__________________________ Name:__________________________ Title:__________________________ Date:__________________________

\oppstage1\

Implementation + Prorated Fees to be billed onJan 13th, 2020. Full annual to be billed on July

1st 2020.

Quote based on 3,910 Students as of11/14/2019.

Memo

6/30/2021Contract End Date

1/13/2020Contract Start Date

Maintenance Requests, Planned Maintenance,Schedule Requests, Inventory Management,Single Sign On, Arbiter Integration, StandardDashboards, Custom Dashboards, Custodial

Supply Requests, Food Service SupplyRequests

Price Includes:• Unlimited users (administrators, technicians, requesters, etc.)• Data imports from provided templates • Site customization (custom fields, approval processes, emailnotifications, etc.)• Site specific branding (URL and Logo)• Mobile Access• Basic reporting• Full access to asset management and reporting • Premier support and training o Dedicated Customer Success Manager o Remote-training o Access to online FMX Learning Center o Live email and telephone support (Monday – Friday8:00am-6:00pm EST)

$19,089.43Grand Total:

[email protected]

Mike ManuchePrepared By

11/30/2019Expiration Date

00005822Quote Number

Quote Information

717-266-3667 x 10273Phone

Northeastern School DistrictAccount Name

[email protected]

Dale KnepperContact Name

Address Information

FMX Quote Summary

Product Line Item Description Sales Price Quantity Total Price

FMX Annual Subscription Fee 7/1/2020 - 6/30/2021 $9,711.00 1.00 $9,711.00

FMX Prorated Subscription Fee 1/13/2020 - 6/30/2020 $4,522.93 1.00 $4,522.93

Implementation and Training Fee (One Time Fee) Standard Implementation $4,855.50 1.00 $4,855.50

Subscription Summary

Quote Acceptance Information

https://www.gofmx.com/wp-content/uploads/2017/12/Terms-of-Use-12.7.17.pdf

Report Date 11/26/19 1Page NoNORTHEASTERN SCHOOL DISTRICT

A/P Detail Check Register FPREG02A For 11/13/19 - 11/26/19

11/14/19

11/20/19

11/20/19

11/20/19

11/20/19

32409

4478

4478

4478

4478

COLD SPRINGS APARTMENTS

VERIZON WIRELESS

VERIZON WIRELESS

VERIZON WIRELESS

VERIZON WIRELESS

11-14-2019_1

11-14-2019_1

11-14-2019_1

9841316513

9841316516

9841316514

9841316515

9841316515

9841316515

9841316515

9841316515

9841316515

9841316515

9841316515

9841316515

9841316515

9841316515

9841316515

00078859

00078859

00078859

00078869

00078870

00078871

00078872

00078872

00078872

00078872

00078872

00078872

00078872

00078872

00078872

00078872

00078872

00078872

AID FOR FAMILY - APT. #291

AID FOR FAMILY - APT. #291

AID FOR FAMILY - APT #291

WIRELESS HOTSPOT

SRO 11/3-12/2/19

MAINTENANCE 11/3-12/2/19

ATHLETICS - 1

CRO - 1

HS -1

CHILD NUTRITION - 1

MS - 2

TRANSPORTATION DEPT - 1

SBI - 1

SFI - 1

SOCIAL WORKERS DEPT - 1

SPECIAL ED DEPT - 1

EXECUTIVE OFFICEFS - W

SUB CALLER - 1

300.00

500.00

200.00

80.02

93.16

773.17

63.94

66.14

64.79

74.59

110.13

39.54

55.89

63.66

521.69

76.88

141.91

57.23

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

300.00

500.00

200.00

80.02

93.16

773.17

63.94

66.14

64.79

74.59

110.13

39.54

55.89

63.66

521.69

76.88

141.91

57.23

0-10-0480-000-155-00-000-000 DEFERRED REVENUE - HEART WARMING FUND

0-10-2160-610-411-00-000-000 TITLE I SOCIAL WORKERS SUPPLIES

0-10-0480-000-155-00-000-000 DEFERRED REVENUE - HEART WARMING FUND

0-10-2220-530-000-00-000-000 TECH SUPP COMMUNICATIONS

0-10-2660-530-000-00-000-000 SECURITY SERVICES COMMUNICATIONS

0-10-2660-530-000-00-000-000 SECURITY SERVICES COMMUNICATIONS

0-10-3250-530-000-00-000-000 STDNT ATHLET COMMUNCTNS DIST

0-10-2380-530-000-10-214-000 PRINCIPAL COMMUNICATIONS


0-10-0132-000-000-00-001-000 DUE FROM CAFE FUND-INVOICES


0-10-2700-530-000-00-000-000 STUDENT TRANSPORTATION COMMUNICATIONS



0-10-2160-530-000-30-000-000 SOC WORK COMMUNICATIONS SCNDRY

0-10-2390-530-000-00-000-000 SPECIAL ED OFFICE COMMUNICATIONS

0-10-2360-530-000-00-000-000 SUPER COMMUNICATION DISTRICT

0-10-2500-530-000-00-000-000 BUS SUPRT SERV COMMNCTNS DIST

1,000.00

80.02

93.16

773.17

Total Check:

Total Check:

Total Check:

Total Check:

1000157198

1000157199

1000157200

1000157201

1000157202

10Bank No

Check Key Date Paid

Status Status Description

Amount PaidInvoice NoClaim No PO No

Vendor No / Vendor Name

Description

Account No / Description Acct Amt.



11/20/19

11/20/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

4478

4787

4855

14028

44

53

71

VERIZON WIRELESS

YORK HAVEN ELEMENTARY PTO

2 THE TEE OUTFITTERS

21ST CENTURY CYBER CHARTER SCHOOL

A/CAPA

ACHIEVEMENT HOUSE CYBER CHARTER

MIKE ADDLESBERGER

9841316515

9841316515

11-20-2019_1

24105

25411

25494

25847

426361CM

426361

426361

426361

5375

5378

5379

599456

599456

11-26-2019_154

00078872

00078872

00078873

00078990

00078989

00078987

00078988

00078992

00078991

00078991

00078991

00078995

00078994

00078993

00078996

00078996

00079127

19200309

19200309

19200309

YH - 1

TECHNOLOGY - 1

FUNDS DONATED FOR M. LANZALOTTI

4010 APPAREL N4260 ADULT DRILLS JERSE

5001A SPORTS EQUIP KYL YOUTH KNEEPADS

4010 APPAREL CUSTOMER GOODS

5001A SPORTS EQUIP PRIME FOOTBALL

ADJUST TUITION REGULAR ED SECONDARY

SPECIAL ED SECONDARY

REGULAR ED ELEMENTARY

REGULAR ED SECONDARY

2 day Fall Conference - Crystal Smith





REPAIR SHALLOW BROOK RUBBER ROOF

41.74

39.99

1,552.00

360.00

76.25

4.00

693.00

-8,494.07

15,112.37

979.40

11,752.80

305.00

270.00

270.00

4,317.82

-2,938.21

150.00

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

41.74

39.99

1,552.00

360.00

76.25

4.00

693.00

-8,494.07

15,112.37

979.40

11,752.80

305.00

270.00

270.00

4,317.82

-2,938.21



0-10-0421-000-000-00-000-000 ACCOUNTS PAYABLE

0-10-3250-610-000-00-000-000 STDNT ATHLET GEN SUPPLIES DIST


0-10-3250-890-000-00-000-000 STDNT ATHLET MISC EXPEN DIST


0-10-1100-562-000-30-000-000 REG PROG TUITION TO PA CHARTER SCHOOLS

0-10-1200-562-000-30-000-000 SPEC ED CHARTER SCH TUIT SECON

0-10-1100-562-000-10-000-000 REG ED - TUITION TO PA CHARTER SCHOOLS


0-10-2170-810-000-00-000-000 STUDENT ACCOUNTING SERV FEES/DUES





1,418.12

1,552.00

1,133.25

19,350.50

845.00

1,379.61

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

1000157202

1000157203

1000157204

1000157205

1000157206

1000157207

1000157208

10Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

71

28568

9717

102

8753

143

159

MIKE ADDLESBERGER

ADVANCE AUTO PARTS

AGORA CYBER CHARTER SCHOOL

AIRLINE HYDRAULICS CORPORATION

AMANDA ALBRIGHT

MICHAEL ALESSANDRONI

AMAZON CAPITAL SERVICES

11-26-2019_154

11-26-2019_61

7630931645483

7630931732327

7630931645481

7630931628693

597586

597586

12359119

11-26-2019_35

11-26-2019_11

11-26-2019_117

1K71-7VCF-WPR7

1WWF-GTMJ-4HVK

1T7G-YW1X-3TV7

1QW3-TC6H-MVH3

17PN-VRCF-1DVL

00079127

00079128

00078997

00079000

00078999

00078998

00079001

00079001

00079002

00079003

00079125

00079126

00079015

00079031

00079030

00079029

00079014

REPAIR SHALLOW BROOK RUBBER ROOF

MIDDLE SCHOOL ROOF REPAIR

DIRECTIONAL LIGHT

2000 GRIT 1/3SHT

ULTIMATE COMPOUND 15.2

ULTIMATE POLISH 16 OZ



PARKER 8 CTX-S

MILEAGE REIMBURSED 10/1-10/29/19

MILEAGE REIMBURSED 11/1 BUDDY PROJECT

REIMBURSE FOR BUDDY PROJECT EXPENSE

DNP DS40 5X7 PHOTO PAPER MEDIA

URAYCODER MPEG4 WIRELESS HDMI ENCODER

STERILITE 12178006 1.5 BUSHEL LAUNDRY

FISKARS SOFTGRIP LEFT-HANDED SCISSORS

AMAZONBASICS MID-BACK DESK OFFICE CHA

150.00

150.00

103.98

11.58

62.94

47.96

979.41

9,794.02

10.20

59.16

12.30

192.00

408.80

218.00

44.62

35.45

242.40

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

150.00

150.00

103.98

11.58

62.94

47.96

979.41

9,794.02

10.20

59.16

12.30

192.00

408.80

218.00

44.62

35.45

0-10-2600-431-032-00-000-000 MAINT ROOF REPAIR DISTRICT

0-10-2600-431-032-00-000-000 MAINT ROOF REPAIR DISTRICT

0-10-2600-433-027-00-000-000 TRACTOR & TRUCK REPAIR DISTRCT







0-10-1100-580-000-10-000-000 REG PROG TRAVEL ELEMENTARY

0-10-2380-580-000-20-526-000 PRINCIPAL TRAVEL

0-10-1200-610-139-20-526-000 BUDDY PROJECT SUPPLIES - MS

0-10-1100-610-161-10-214-000 REG PROG SUPPLIES - GIANT A+ REWARDS

0-10-1100-610-000-30-837-000 REG PRGM GEN SUPPLIES SR HIGH

0-10-1100-610-000-10-214-000 REG PRGM GEN SUPPLIES ORENDORF

0-10-1100-610-000-10-212-000 REG PRGM GEN SUPPLIES CONEWAGO

300.00

226.46

10,773.43

10.20

59.16

204.30

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

1000157208

1000157209

1000157210

1000157211

1000157212

1000157213

1000157214

10Bank No

Check Key Date Paid




Description




11/26/19 159 AMAZON CAPITAL SERVICES

17PN-VRCF-1DVL

19KC-MXFJ-J3KC

14KK-JYNK-DPQ1

14KK-JYNK-4RXX

1T7G-YW1X-K9JM

1PTC-NGNX-DC7H

11HX-GDRG-RVPL

1NHJ-GJMF-6RXJ

13YX-FR31-1NDG

1VCY-DNL6-LT9X

1XTQ-C1K6-7J63

1MPN-GN6K-VVKQ

1LVR-GT7Y-T1NC

1QCK-6L4R-DJTX

1MPN-GN6K-VVPG

19VV-JJN1-KL3X

19VV-JJN1-YJJC

1QFL-JXL6-7FGM

17HD-DL6Q-GKDT

1PCW-QW97-XFJX

1FKT-PX11-DLRW

1QQD-WMN9-7FDH

00079014

00079035

00079039

00079038

00079036

00079037

00079034

00079033

00079004

00079005

00079006

00079007

00079008

00079009

00079010

00079011

00079012

00079013

00079016

00079017

00079018

00079019

AMAZONBASICS MID-BACK DESK OFFICE CHA

PRINTED ORIGAMI PAPER ASSORTMENT

MINDFULNESS IN THE CLASSROOM

JUMBO DRY ERASE LAMINATED WALL CALEND

KETER 240302 DENALI 100 GAL ALL WEATH

PLAY-DOH MODELING COMPOUND 36-PACK

BULK EARBUDS HEADPHONES

FLUKE 62 MAX PLUS IR THERMOMETER

NMC TM34J STOP SIGN 18" X 18"

ASI R-002 TOILET TISSUE ROLLER SPINDL

ANTI FATIGUE COMFORT FLOOR MAT

ADHESIVE EYE PATCHES FOR KIDS 60PCS

ANTI FATIGUE COMFORT FLOOR MAT

OAOLEER 7IN USA CHEER HAIR BOWS

AVERY READY INDEX JAN-DEC TABLE CONTS

FLUKE 62 MAX IR THERMOMETER

SAMSUNG GALAXY TAB A 7"

AMAZONBASICS SCHOOL BACKPACK CLEAR

60PCS ASSORTED COLORED TRANSLUCENT

PENDAFLEX HANGING FILE FOLDER FRAME

LTGEM CASE FOR FLUKE 62/FLUKE THERMO

OTTERBOX DEFENDER SERIES CASE

242.40

79.92

65.91

34.95

102.21

74.97

113.85

-143.20

571.58

95.94

49.85

10.99

39.97

349.06

17.40

95.70

284.37

16.99

14.90

65.97

143.20

40.34

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

242.40

79.92

65.91

34.95

102.21

74.97

113.85

-143.20

571.58

95.94

49.85

10.99

39.97

349.06

17.40

95.70

284.37

16.99

14.90

65.97

143.20

40.34

0-10-1100-761-000-30-837-000 REG PRGM EQUIP-REPLACE SR HIGH


0-10-2270-640-000-30-837-000 STAFF DEV BOOKS SR HIGH

0-10-2380-610-000-10-215-000 PRINCIPAL SUPPLIES

0-10-1100-761-000-20-516-000 REG PROGRAM EQUIPMENT - SFI


0-10-1100-761-000-30-837-000 REG PRGM EQUIP-REPLACE SR HIGH

0-10-2600-610-062-00-000-000 MAINT.-ELECT.SUPPLIES-DISTRICT

0-10-2660-752-360-20-526-000 SAFE SCHOOLS SECURITY EQUIPMENT - MS

0-10-2600-610-073-00-000-000 MAINT- HARDWARE- DISTRICT

0-10-2250-610-000-10-213-000 LIBRARY GEN SUPPL SHALLOW BROO


0-10-1100-610-000-20-516-000 REG PRGM GEN SUPPLIES SPRNG FG

0-10-1100-610-000-20-526-000 REG PRGM GEN SUPPLIES MID SCHL



0-10-2220-610-000-00-000-000 TECH SUPP GEN SUPPLIES DISTRCT






1000157214

10Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

159

32026

310

341

26859

32450

568


ATTAINMENT COMPANY, INC.

EDWARD AUBRY

BAPS

BARLEY SNYDER LLP

NATE BLANCHETTE

DONNA BURNS

1L11-KN4C-TDDW

1KGR-9RGF-MN1X

1K3C-6LP4-9HNT

1CLV-WP4F-D79F

1CLV-WP4F-GXVJ

1CLV-WP4F-XW14

19KM-VHF6-NPRR

1PCW-QW97-4N9V

16DD-HYP6-M61G

1MV1-6RXD-97G9

309716A

11-26-2019_92

1309376

70192855

11-26-2019_164

11-26-2019_110

00079020

00079021

00079022

00079023

00079024

00079025

00079026

00079027

00079028

00079032

00079040

00079076

00079041

00079042

00079129

00079075

19200348

AVERY HIGH-VISIBILITY 1.5" ROUND LABE

12CT MEDIUM ORANGE GIFT GOODY BAG

BALLOONS OVER BROADWAY TRUE STORY

BALLOONS OVER BROADWAY

2 CHANNEL STEREO AUDIO AMPLIFIER

OFFICE DEPOT MOBILE FOLDING CART

WILMA UNLIMITED HOW WILMA RUDOLPH

WIKKISTIX WKX805 BIG COUNT BOX OF 468

MOBIL SHC 634 CIRCULATING ISO 460 1 Q

SMOOTH BLACK TAILGATE MOLDING TOP

GoTalk 20+

REIMBURSE FOR FUEL FOR VAN FIELD TRIP

9PC HVLP SPRAY GUN SET

PROF SERVICES THROUGH 10/31/19

REIMBURSE FOR GOLF EQUIPMENT 2019

MILEAGE REIMBURSED FOR 11/6 STEM PROG

15.48

22.05

15.28

60.30

409.98

97.85

288.65

74.97

59.74

45.12

240.45

20.02

115.00

19,682.05

1,210.47

24.01

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

15.48

22.05

15.28

60.30

409.98

97.85

288.65

74.97

59.74

45.12

240.45

20.02

115.00

19,682.05

1,210.47

24.01

0-10-1100-610-000-10-218-000 REG PRGM GEN SUPPL MWELC

0-10-2360-610-000-00-000-000 SUPER GEN SUPPLIES DISTRICT

0-10-1100-640-000-10-214-000 REG PRGM BOOKS ORENDORF

0-10-1100-640-000-10-212-000 REG PRGM BOOKS CONEWAGO



0-10-2260-640-000-10-212-000 CURRICULUM BOOKS CONEWAGO


0-10-2600-610-066-00-000-000 MAINT-MECHANICAL EQUIP- DIST.


0-10-1200-751-000-30-000-000 SPECIAL EQUIP-ORIG SECONDARY

0-10-1100-580-000-30-837-000 REG PRGM TRAVEL SR HIGH

0-10-2600-610-068-00-000-000 MAINT.- PAINT SUPPLIES- DIST.

0-10-2350-300-000-00-000-000 LEGAL SERV PURCH SERV DISTRICT


0-10-2270-324-000-30-837-000 STAFF DEV EMPLOYEE TRAINING DEV SERVICES

4,163.56

240.45

20.02

115.00

19,682.05

1,210.47

24.01

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

1000157214

1000157215

1000157216

1000157217

1000157218

1000157219

1000157220

10Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

579

30570

723

818

14273

9407

BUSINESS INFORMATION GROUP

CAPITAL AREA SCHOOL FOR THE ARTS CHARTER

CHESTER COUNTY INTERMEDIATE UNIT

COLUMBIA GAS

COMCAST

COMMONWEALTH CHARTER ACADEMY

50827

50500

11-26-2019_126

417963

018576

007198

007198

007198

007198

007198

007198

007198

007198

007198

11-26-2019_173

599001

599001

599001

00079044

00079045

00079046

00079049

00079052

00079053

00079053

00079053

00079053

00079053

00079053

00079053

00079053

00079053

00079054

00079055

00079055

00079055

19200335

19200299

RETAINER FOR SUPPORT HOURS

Cisco GLC-T 1000BASE-T SFP Gigabit Tr


DEVEREUX TUITION 10/1-10/31 MS

13172512-002 SHALLOW BROOK

11017807-001 HIGH SCHOOL ANNEX

12984408-002 MOUNT WOLF

12984409-002 YORK HAVEN

12984410-002 ADMIN

12984411-002 CONEWAGO

13172512-001 ORENDORF

15541696-001 SPRING FORGE

15834961-002 HIGH SCHOOL

15834961-003 MIDDLE SCHOOL

8993115960037420 NMS 11/24-12/23/19

SPECIAL ED ELEMENTARY



34,500.00

705.00

1,958.80

5,775.66

160.91

360.43

135.05

168.31

64.86

172.00

138.76

245.89

408.47

567.35

142.95

6,476.75

10,794.57

9,794.04

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

34,500.00

705.00

1,958.80

5,775.66

160.91

360.43

135.05

168.31

64.86

172.00

138.76

245.89

408.47

567.35

142.95

6,476.75

10,794.57

0-10-2220-348-000-00-000-000 TECH SUPP PURCH SERV DISTRICT

0-10-2220-768-000-00-000-000 REPLACE CAP USER EQUIP/HARDWR/SOFTWR


0-10-1200-568-000-30-000-000 PRRI STATE ESBE DECUCTION SEC

0-10-2600-421-000-10-213-000 MAINT NATURAL GAS SHALLOW BROO

0-10-2600-421-000-30-837-000 MAINT NATURAL GAS SR HIGH

0-10-2600-421-000-10-218-000 MAINT NATURAL GAS MWELC

0-10-2600-421-000-10-215-000 MAINT NATURAL GAS YORK HAVEN

0-10-2600-421-000-00-000-000 MAINT NATURAL GAS DISTRICT

0-10-2600-421-000-10-212-000 MAINT NATURAL GAS CONEWAGO

0-10-2600-421-000-10-214-000 MAINT NATURAL GAS ORENDORF

0-10-2600-421-000-20-516-000 MAINT NATURAL GAS SPRING FORGE


0-10-2600-421-000-20-526-000 MAINT NATURAL GAS MIDDLE SCHL

0-10-1100-530-000-20-526-000 REG PRGM COMMUNCTNS MIDDLE SCH

0-10-1200-562-000-10-000-000 SPECIAL ED PRVT & RES INSTUTNS


35,205.00

1,958.80

5,775.66

2,422.03

142.95

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

1000157221

1000157222

1000157223

1000157224

1000157225

1000157226

10Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

9407

859

4215

954

23574

1001

1020

25763

COMMONWEALTH CHARTER ACADEMY

CONEWAGO TOWNSHIP SEWER AUTHORITY

CYNTHIA CROWLEY

CRYSTAL SPRINGS

DAIKIN APPLIED

DALLASTOWN WRESTLING BOOSTER CLUB

CED - DAUPHIN ELECTRIC

DIRECT ENERGY BUSINESS

599001

599001

11-26-2019_109

11-26-2019_175

10173289 111619

17899980 110719

3245375

11-26-2019_71

1945-582554

HS91547859

HS91547571

HS91547569

HS91547568

HS91547567

HS91547566

HS91547572

00079055

00079055

00079056

00079059

00079057

00079058

00079060

00079061

00079048

00079063

00079064

00079065

00079066

00079067

00079068

00079069

19200255



CW0035 NORTHEASTERN SCHOOL 12/1-12/31

COURSE REIMBURSED 2019-2020 EDM 585

SPRING WATER 11/6/19 ADMIN

#780173617899980 NMS 10/23 SPRING WAT

Air Conditioning Maintenance Agreemen

WILDCAT WRESTLING TOURNAMENT 2019

2 F32T8 BLST


503885-13447 ORENDORF

503885-13445 YORK HAVEN

503885-13444 MOUNT WOLF

503885-13443 CONEWAGO

503885-13442 ADMIN


9,794.04

20,567.46

733.00

1,500.00

102.96

9.99

1,527.00

250.00

473.25

119.24

96.15

126.81

92.36

130.97

19.30

207.81

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

9,794.04

20,567.46

733.00

1,500.00

102.96

9.99

1,527.00

250.00

473.25

119.24

96.15

126.81

92.36

130.97

19.30



0-10-2600-424-000-10-212-000 MAINT WATER/SEWER CONEWAGO

0-10-2270-240-000-10-214-000 STAFF DEV TUITION REIMBURSEMENT - OREN

0-10-2360-610-000-00-000-000 SUPER GEN SUPPLIES DISTRICT

0-10-1100-300-000-20-526-000 REG PRGM PURCH SERV MID SCHL

0-10-2600-431-039-10-215-000 AIR COND.MAINT.CONTRACT-YK.HVN

0-10-3250-810-000-00-000-000 STDNT ATHLET DUES/FEES DISTRCT

0-10-2600-610-082-00-000-000 MAINT.- LAMPS- DISTRICT

0-10-2600-421-000-10-213-000 MAINT NATURAL GAS SHALLOW BROO

0-10-2600-421-000-10-214-000 MAINT NATURAL GAS ORENDORF

0-10-2600-421-000-10-215-000 MAINT NATURAL GAS YORK HAVEN

0-10-2600-421-000-10-218-000 MAINT NATURAL GAS MWELC

0-10-2600-421-000-10-212-000 MAINT NATURAL GAS CONEWAGO

0-10-2600-421-000-00-000-000 MAINT NATURAL GAS DISTRICT

47,632.82

733.00

1,500.00

112.95

1,527.00

250.00

473.25

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

1000157226

1000157227

1000157228

1000157229

1000157230

1000157231

1000157232

1000157233

10Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

25763

25763

8699

1280

32000

1333

32387

1441



DATA RECOGNITION CORP

KATHY S. EMSWILER

ESGI

F & S TRANSPORTATION INC

CAROLYN FINNEGAN

FOLLETT SCHOOL SOLUTIONS, INC.

HS91547572

HS91547570

HS91547565

HS91547995

193230040340710

193240040354200

814508

11-26-2019_37

11-26-2019_142

1083

1098

1097

33570

33542

11-26-2019_29

511677F

00079069

00079072

00079071

00079070

00079073

00079074

00079062

00079101

00079100

00079077

00079081

00079079

00079078

00079080

00079047

00079083

19200336

19200349

19200240

19200240

18190808





ACCT 1449969 HIGH SCHOOL

ACCT 1449974 CONEWAGO

First score request

REAL ESTATE LATE NOTICES / PER CAPITA

REIMBURSE FOR ENVELOPES

ESGI 12 month License

REGULAR PUBLIC TRANSPORTATION - 3 HAL

REGULAR PUBLIC TRANSPORTATION - 30 BU

JOURNALISM 10/15 HACC OF HARRISBURG

FBLA 10/15 MAIZE QUEST

REIMBURSE FOR BINS RECESS EQUIPMENT

See Attached Order - 120 Books $1904.

207.81

327.05

377.02

542.43

8,865.43

2,050.51

150.00

210.90

334.50

736.00

21,740.12

133,753.03

296.24

263.83

26.94

17.03

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

207.81

327.05

377.02

542.43

8,865.43

2,050.51

150.00

210.90

334.50

736.00

21,740.12

133,753.03

296.24

263.83

26.94

0-10-2600-421-000-20-516-000 MAINT NATURAL GAS SPRING FORGE



0-10-2600-421-000-20-526-000 MAINT NATURAL GAS MIDDLE SCHL

0-10-2600-422-000-30-837-000 MAINT ELECTRICITY SR HIGH

0-10-2600-422-000-10-212-000 MAINT ELECTRICITY CONEWAGO

0-10-1100-610-000-30-837-000 REG PRGM GEN SUPPLIES SR HIGH

0-10-2330-610-000-00-000-000 TAXES GEN SUPPLIES DISTRICT

0-10-2330-610-000-00-000-000 TAXES GEN SUPPLIES DISTRICT

0-10-1100-648-000-10-212-000 REG PROG EDUCATIONAL SOFTWR/LICENSE

0-10-2750-513-000-00-000-000 STUDENT TRANSPRTATN NON-PUBLIC

0-10-2700-513-000-00-000-000 STDNT TRANS CONTRACT CARRIER

0-10-1100-580-000-30-837-150 ENG/READ TRAVEL SR HIGH

0-10-1360-580-000-30-837-000 BUS ED TRAVEL SENIOR HIGH


2,039.14

10,915.94

150.00

545.40

736.00

156,053.22

26.94

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

1000157233

1000157234

1000157235

1000157236

1000157237

1000157238

1000157239

1000157240

10Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

1441

24376

1536

1658

1663

1575

32417

32433

31976

21636

29521

FOLLETT SCHOOL SOLUTIONS, INC.

BROOKE FULLER

GARRETT BOOK COMPANY

GRAINGER

GRAPHIC WORKS

GUARDIAN CSC

HARRISBURG HIGH SCHOOL

TRICIA HUDACEK

HUDL

INNOVATE GRAPHICS

INSIGHT PA CYBER CHARTER SCHOOL

511677F

525635B

11-26-2019_165

00044293

9354294093

9344872891

GW-7875

C060074-IN

11-26-2019_72

11-26-2019_98

INV00794606

82690

598477

00079083

00079082

00079043

00079084

00079086

00079085

00079087

00079088

00079089

00079172

00079091

00079092

00079093

18190808

19200200

19200307

19200333

19200329

See Attached Order - 120 Books $1904.

See Attached Order - (200 Books - $27


Set of 108 Books - See Attached List

QUARTZ METAL HALIDE LAMP

3U822 3U818

York Haven TRACKS Reflection Form - 4

MONTHLY CONTRACT DECEMBER 2019

JESSE RAWLS SR/JH DUALS 1/4/2020

MILEAGE REIMBURSED KSLA 10/30-11/1/19

ACCT A00250288 GIRLS V BB BOYS V WRES

4UPDWENV05 W2 ENVELOPES


17.03

302.04

357.28

2,074.59

388.26

117.40

330.00

904.00

250.00

62.06

900.00

89.55

2,158.91

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

17.03

302.04

357.28

2,074.59

388.26

117.40

330.00

904.00

250.00

62.06

900.00

89.55

0-10-1100-640-000-10-215-000 REG PRGM BOOKS YORK HAVEN

0-10-1191-610-430-10-215-000 TITLE IV REG PROG SUPPLIES - YORK HAVEN

0-10-1200-580-000-10-000-000 SPECIAL ED TRAVEL ELEMENTARY

0-10-2250-640-000-10-218-000 LIBRARY BOOKS MWELC

0-10-2600-610-082-00-000-000 MAINT.- LAMPS- DISTRICT

0-10-2380-610-000-30-837-000 PRINCIPAL SUPPLIES

0-10-1100-610-134-10-215-000 TRACKS REG PROG SUPPLIES - YORK HAVEN

0-10-2600-610-060-00-000-000 MAINT.-BOILER TREATMENT-DIST.


0-10-2270-324-412-10-213-000 STAFF DEV EMPLOYEE TRAINING SERV TTL II

0-10-3250-300-000-00-000-000 STDNT ATHLET PURCH SERV DIST

0-10-2500-610-000-00-000-000 BUS SUPRT SERV GEN SUPPL DIST

319.07

357.28

2,074.59

505.66

330.00

904.00

250.00

62.06

900.00

89.55

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

1000157240

1000157241

1000157242

1000157243

1000157244

1000157245

1000157246

1000157247

1000157248

1000157249

1000157250

10Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

29521

14745

32468

2124

2142

26743

2259

23086

13137

4132

INSIGHT PA CYBER CHARTER SCHOOL

IPS

JDRF

KAMAN INDUSTRIAL TECHNOLOGIES

KEGEL KELIN ALMY & LORD LLP

KITCHEN PARTS PLUS, INC.

LANCASTER -LEBANON INTERMEDIATE UNIT #13

SHELLEY LAUGHMAN

LEAF

KATHY J. LEH

598477

598477

598477

112851

112548

11-26-2019_170

D454078

113995

145721

INV089454

11-26-2019_20

10021830

11-26-2019_97

00079093

00079093

00079093

00079095

00079094

00079096

00079098

00079102

00079104

00079105

00079161

00079106

00079099

19200171

19200171




Blanket PO for Ink and Toner

Blanket PO for Ink and Toner

DONATION TO JDRF TO FIGHT JUV. DIABET

001 CRI 9878_SEAL

SERVICES RENDERED THROUGH 10/31/19

SENSOR DISCHARGE LIQUID LINE

STEM CONFERENCE

REIMBURSE FOR BATTERIES FOR BUILDING

100-4205369-001

REIMBURSE FOR PSYCHOLOGY SUPERVISION

2,158.91

4,897.00

1,958.80

241.48

177.01

445.93

23.40

295.00

77.54

425.00

38.96

36.00

750.00

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

2,158.91

4,897.00

1,958.80

241.48

177.01

445.93

23.40

295.00

77.54

425.00

38.96

36.00

750.00






0-10-0421-000-000-00-000-000 ACCOUNTS PAYABLE



0-10-2600-432-028-00-000-000 MAINT KITCHEN REPAIRS DISTRICT

0-10-2270-322-000-10-000-000 STAFF DEVELOPMENT IU SERVICES - ELEM

0-10-1100-610-000-10-218-000 REG PRGM GEN SUPPL MWELC

0-10-1100-300-000-10-212-000 REG PRGM PURCH SERV CONEWAGO

0-10-2830-300-000-00-000-000 STAFF SERVICES PURCH SERV

9,014.71

418.49

445.93

23.40

295.00

77.54

425.00

38.96

36.00

750.00

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

1000157250

1000157251

1000157252

1000157253

1000157254

1000157255

1000157256

1000157257

1000157258

1000157259

10Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

11/26/19

8818

2371

2374

LEVEL 3 COMMUNICATIONS LLC

LINCOLN CHARTER SCHOOL

LINCOLN INTERMEDIATE UNIT 12

86118675

11-26-2019_123

200675

200772

200708

200708

200831

200831

200831

200831

200831

200831

200831

200831

200831

200831

200831

200831

200831

200831

00079107

00079108

00079114

00079115

00079113

00079113

00079112

00079109

00079109

00079109

00079109

00079109

00079109

00079109

00079109

00079109

00079109

00079109

00079109

00079109

19200251

19200251

19200251

19200251

19200251

19200251

19200251

19200251

19200251

19200251

19200251

19200251

19200251

19200251

1-13RU40 BBDG5447 11/1-11/30/19


HOMEBOUND INSTRUCTION ND 9/23-10/11

OCTOBER 2019 ESL

TRANSLATIONS/INTERPRETATIONS END 10/3

TRANSLATIONS/INTERPRETATIONS END 10/3

2019-2020 LIU SCHEDULE A PROJECTED CO

987.53

4,317.82

435.96

2,806.00

2,771.99

1,224.64

19,706.00

4,926.50

34,713.72

11,870.66

14,110.32

14,997.11

1,299.17

514.83

20,063.73

6,733.07

15,514.93

49,426.25

36,568.97

13,407.52

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

987.53

4,317.82

435.96

2,806.00

2,771.99

1,224.64

19,706.00

4,926.50

34,713.72

11,870.66

14,110.32

14,997.11

1,299.17

514.83

20,063.73

6,733.07

15,514.93

49,426.25

36,568.97

13,407.52



0-10-1200-322-000-30-000-000 PROF ED SERVICES IU'S SECONDRY

0-10-1100-322-000-10-000-000 LIU SERVICES FOR ESL

0-10-1200-322-000-10-000-000 PROF ED SERVICES IU'S ELEMNTRY


0-10-1200-322-000-10-000-000 PROF ED SERVICES IU'S ELEMNTRY


0-10-1211-322-000-10-000-000 LIFE SKILLS SUPPORT - IU SERVICES - ELE

0-10-1211-322-000-30-000-000 LIFE SKILLS SUPPORT - IU SERVICES - SEC

0-10-1221-322-000-10-000-000 DEAF/HEARING IMPAIRED - IU SERVICE - ELE

0-10-1221-322-000-30-000-000 DEAF/HEARING IMPAIRED - IU SERVICE - SEC

0-10-1224-322-000-10-000-000 BLIND/VISUALLY IMPAIRED - IU SERVICE ELE

0-10-1224-322-000-30-000-000 BLIND/VISUALLY IMPAIRED - IU SERVICE SEC

0-10-1225-322-000-10-000-000 SPEECH/LANG - IU SERVICES - ELE

0-10-1225-322-000-30-000-000 SPEECH/LANG - IU SERVICES - SEC

0-10-1231-322-000-10-000-000 EMOTIONAL SUPP - IU SERVICES - ELE

0-10-1231-322-000-30-000-000 EMOTIONAL SUPPORT - IU SERVICE - SEC

0-10-1233-322-000-10-000-000 AUTISTIC SUPPORT - IU SERVICE - ELE

0-10-1233-322-000-30-000-000 AUTISTIC SUPPORT - IU SERVICE - SEC

987.53

4,317.82

Total Check:

Total Check:

1000157260

1000157261

1000157262

10Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

11/26/19

11/26/19

2374

2475

7692

20397

LINCOLN INTERMEDIATE UNIT 12

MANHEIM CENTRAL SCHOOL DISTRICT

MEDIAONEPA

MEDICAL STAFFING NETWORK

200831

200831

200831

200831

200831

200831

200831

200831

200831

200727

200755

11-26-2019_24

0002944466

186-2607168

186-2607168

186-2607168

186-2604570

186-2604570

186-2604570

00079109

00079109

00079109

00079109

00079109

00079109

00079109

00079109

00079109

00079110

00079111

00079116

00079117

00079119

00079121

00079121

00079120

00079120

00079122

19200251

19200251

19200251

19200251

19200251

19200251

19200251

19200251

19200251

FALL 2019 SUPERINTENDENT SYMPOSIUM

ODYSSEYWARE SEPTEMBER 2019

GIRLS VARSITY & JV BASKETBALL TOURNAM

ACCT #386496 10/1-10/31/19

MW 11/4-11/8 M MONTAGUE 11/8 R AVILES

MW 11/4-11/8 K GARBEN D KIRCHOFF

CRO 11/6 D KIRCHOFF

CON 10/29 D KIRCHOFF

MW 10/28-10/31 M MONTAGUE

MW 10/28-11/1 K GARBEN

8,046.93

1,297.06

21,419.88

-1,361.03

1,841.32

4,725.07

8,609.16

24,027.51

-207.69

250.00

960.00

200.00

127.00

842.50

1,250.00

275.00

375.00

563.50

1,750.00

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

8,046.93

1,297.06

21,419.88

-1,361.03

1,841.32

4,725.07

8,609.16

24,027.51

-207.69

250.00

960.00

200.00

127.00

842.50

1,250.00

275.00

375.00

563.50

1,750.00

0-10-1241-322-000-10-000-000 LEARNING SUPPORT IU SERVICES - ELE

0-10-1241-322-000-30-000-000 LEARNING SUPPORT IU SERVICES - SEC

0-10-1270-322-000-10-000-000 MULTI-HANDICAPPED - IU SERVICE - ELE

0-10-1270-322-000-30-000-000 MULTI-HANDICAPPED - IU SERVICE - SEC

0-10-1280-322-000-10-000-000 EARLY INTERVENTION - IU SERVICE - ELE

0-10-1290-322-000-10-000-000 OTHER SPEC ED - IU SERVICES - ELE

0-10-1290-322-000-30-000-000 OTHER SPEC ED - IU SERVICES - SEC

0-10-2490-322-000-10-000-000 OTHER HEALTH SERVICES - IU - ELEMENTARY

0-10-2490-322-000-30-000-000 OTHER HEALTH SERVICES - IU - SECONDARY

0-10-2360-322-000-00-000-000 OFFICE OF SUPERINTENDENT IU SERVICES

0-10-1100-322-000-30-000-000 LIU SERVICES FOR ESL


0-10-2310-540-000-00-000-000 BOARD SERVICES - ADVERTISING

0-10-2400-330-000-10-218-000 NURSES PROFESSIONAL SERVICES FOR STUDENT

0-10-2400-300-000-10-218-000 PUPIL HLTH PURCH SERV MWELC

0-10-2400-300-000-10-214-000 PUPIL HLTH PURCH SERV ORENDORF

0-10-2400-300-000-10-212-000 PUPIL HLTH PURCH SERV CONEWAGO

0-10-2400-330-000-10-218-000 NURSES PROFESSIONAL SERVICES FOR STUDENT

0-10-2400-300-000-10-218-000 PUPIL HLTH PURCH SERV MWELC

320,699.58

200.00

127.00

Total Check:

Total Check:

Total Check:

1000157262

1000157263

1000157264

1000157265

10Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

11/26/19

11/26/19

20397

2580

2602

13455

MEDICAL STAFFING NETWORK

MENCHEY MUSIC SERVICE INC

MET-ED

NEIMAN REFRIGERATION

186-2604570

186-2604570

186-2604570

6525191

11-26-2019_195

11-26-2019_195

11-26-2019_195

11-26-2019_195

11-26-2019_195

11-26-2019_195

11-26-2019_195

11-26-2019_195

11-26-2019_195

11-26-2019_195

11-26-2019_195

11-26-2019_195

19-1064

19-1029

19-1028

00079118

00079122

00079122

00079123

00079124

00079124

00079124

00079124

00079124

00079124

00079124

00079124

00079124

00079124

00079124

00079124

00079133

00079130

00079131

CRO 10/28 Q MOULTREY

SB 10/28 10/31 A DONNELLY S HOUSE

SF 10/29-10/30 H HALL-DAVIDSON

REPAIR FLUTE #268863

100021319734 ADMIN

100017846542 CONEWAGO

100017847003 CONEWAGO FLASHER 1

100017846476 CONEWAGO FLASHER 2

100020273163 MOUNT WOLF

100020276802 ORENDORF

100019765914 YORK HAVEN

100031707340 SPRING FORGE

100031707340 SPRING FORGE

100019945151 HIGH SCHOOL

100021319767 MAINTENANCE

100065025734 SHALLOW BROOK

SPRING FORGE WALK IN COOLER

HIGH SCHOOL WALK IN COOLER

POOL PAK UNIT #2 SHUTTING OFF

266.00

610.00

100.00

107.20

334.50

1,089.95

19.50

19.50

1,030.84

800.16

1,155.05

1,521.82

1,516.65

5,988.43

137.10

1,485.96

281.00

249.00

2,503.00

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

266.00

610.00

100.00

107.20

334.50

1,089.95

19.50

19.50

1,030.84

800.16

1,155.05

1,521.82

1,516.65

5,988.43

137.10

1,485.96

281.00

249.00

2,503.00

0-10-2400-300-000-10-214-000 PUPIL HLTH PURCH SERV ORENDORF

0-10-2400-300-000-10-213-000 PUPIL HLTH PURCH SERV SHALLOW

0-10-2400-300-000-20-516-000 PUPIL HLTH PURCH SERV SPG FRGE

0-10-1100-432-000-20-526-000 REG PRGM REPAIRS MIDDLE SCHOOL

0-10-2600-422-000-00-000-000 MAINT ELECTRICITY DISTRICT




0-10-2600-422-000-10-218-000 MAINT ELECTRICITY MWELC

0-10-2600-422-000-10-214-000 MAINT ELECTRICITY ORENDORF

0-10-2600-422-000-10-215-000 MAINT ELECTRICITY YORK HAVEN

0-10-2600-422-000-20-516-000 MAINT ELECTRICITY SPRING FORGE

0-10-2600-422-000-20-516-000 MAINT ELECTRICITY SPRING FORGE

0-10-2600-422-000-30-837-000 MAINT ELECTRICITY SR HIGH

0-10-2600-422-000-41-000-000 MAINT ELECTRICITY MAINT BLDG

0-10-2600-422-000-10-213-000 MAINT ELECTRICITY SHALLOW BROO



0-10-2600-431-039-00-000-000 AIR COND.MAINT.CONTRACT-DIST.

6,032.00

107.20

15,099.46

Total Check:

Total Check:

Total Check:

1000157265

1000157266

1000157267

1000157268

10Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

13455

16837

2879

2897

2913

26050

8125

3055

3057

NEIMAN REFRIGERATION

NEW STORY, LLC.

JENNIFER NEWCOME

NORTHEASTERN DENTAL ASSOCIATES LLC

NORTHEASTERN HIGH SCHOOL

NORTHERN YORK COUNTY SCHOOL DISTRICT

PA DEPT OF LABOR & INDUSTRY-B

PA LEADERSHIP CHARTER SCHOOL

PAFPC

19-938

4025631162019

4030531162019

4029811162019

11-26-2019_137

3754

3754

3754

11-26-2019_2

2019-013

1125578

597147

597147

300000832

00079132

00079136

00079135

00079134

00079097

00079137

00079137

00079137

00079138

00079139

00079140

00079141

00079141

00079142 19200359

ICE THICKNESS PROBE

#835571 TUITION RATE Y R-B

#835768 TUITION RATE RF

#835762 TUITION RATE MM

REIMBURSE FOR GAME DAY SNACKS

YORK HAVEN 11/1 ORAL EVALUATION

CONEWAGO 10/21 ORAL EVALUATION

11/22 ORAL EVALUATION MIDDLE SCHOOL

TRANSFER FUNDS FOR FBLA PAWMART

2019-20 SEC TUITION SH 8/27-11/5/19

BOILER / VESSEL CERTIFICATES #00545



Annual Membership Renewal for R. Payn

652.00

6,750.00

6,840.00

3,690.00

85.66

45.00

30.00

18.00

1,388.43

2,785.92

977.01

979.40

979.39

50.00

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

652.00

6,750.00

6,840.00

3,690.00

85.66

45.00

30.00

18.00

1,388.43

2,785.92

977.01

979.40

979.39

50.00


0-10-1200-568-000-10-000-000 PRRI STATE ESBE DEDUCTION ELEM



0-10-1100-635-161-30-837-000 GIANT A+ REWARDS REG PROG REFRESHMNTS

0-10-2400-300-000-10-215-000 PUPIL HLTH PURCH SERV YRK HAVN

0-10-2400-300-000-10-212-000 PUPIL HLTH PURCH SERV CONEWAGO

0-10-2400-300-000-20-526-000 PUPIL HLTH PURCH SERV MID SCHL

0-10-0101-000-000-00-003-000 NORTHEASTERN SD EBAY ACCOUNT

0-10-1100-561-000-30-000-000 REG PRGM TUI OTHER LEAS SCNDRY

0-10-2600-810-000-00-000-000 MAINT.- DUES & FEES- DISTRICT



0-10-2360-810-000-00-000-000 SUPER DUES/FEES DISTRICT

3,685.00

17,280.00

85.66

93.00

1,388.43

2,785.92

977.01

1,958.79

50.00

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

1000157268

1000157269

1000157270

1000157271

1000157272

1000157273

1000157274

1000157275

1000157276

10Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

24414

3129

3188

3247

3283

3412

25682

3415

23841

2335

PAPCO

PEARSON EDUCATION INC.

PENNSYLVANIA VIRTUAL CHARTER

PIAA DISTRICT 3

PMEA DISTRICT 7

PURCHASE POWER

PYRAMID HEALTHCARE, INC.

QUAKER CITY PAPER

QUESTEQ

R E LEPPO

2823286

4026014065

594486

594486

11-26-2019_136

11-26-2019_25

11-26-2019_141

41204

643106

643107

642393

642392

112167

7074

00079143

00079144

00079145

00079145

00079146

00079147

00079148

00079149

00079150

00079151

00079153

00079152

00079154

00079155

19200340

19200095

CUST #49521676 CONTRACT #9564 11/4

Words Their Way - Kindergarten



2019 COMPETITVE SPIRIT CHAMPIONSHIP

DISTRICT 7 AUDITION NESD REG #9491735

ACCT 8000-9090-0115-4017 REF. 10/28 1

CLAIM #3341641 #1239205 WR

ROLL TOWEL WHT

FEATHER SOFT BATH TISSUE

BW34540-Q ROLL TOWEL

VD24480-Q BATH TISS

Educational Technology Management (ET

WIRE WELDING CABLE 1/0 GA RED

15,515.82

117.93

2,938.21

979.40

75.00

56.00

1,000.00

6,930.00

1,706.69

907.14

2,362.47

1,316.87

62,491.25

94.58

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

15,515.82

117.93

2,938.21

979.40

75.00

56.00

1,000.00

6,930.00

1,706.69

907.14

2,362.47

1,316.87

62,491.25

0-10-2700-513-000-00-000-000 STDNT TRANS CONTRACT CARRIER

0-10-1100-640-000-10-218-000 REG PRGM BOOKS MWELC




0-10-1100-810-000-30-837-121 MUSIC DUES/FEES SR HIGH



0-10-2600-610-071-00-000-000 MAINT-CLEANING SUPPLIES-DIST.




0-10-2220-348-000-00-000-000 TECH SUPP PURCH SERV DISTRICT

15,515.82

117.93

3,917.61

75.00

56.00

1,000.00

6,930.00

6,293.17

62,491.25

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

1000157277

1000157278

1000157279

1000157280

1000157281

1000157282

1000157283

1000157284

1000157285

1000157286

10Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

2335

28010

3582

3595

30490

20630

3716

3742

3880

3908

R E LEPPO

REACH CYBER CHARTER SCHOOL

CHRISTINE RINE

RIVER ROCK ACADEMY

KIRSTEN ROST

ROYAL PUBLISHING

SCHAEDLER YESCO DISTRIBUTION

SCHOLASTIC BOOK CLUBS

WEX BANK

SHRED-IT USA

7074

599868

599868

599868

11-26-2019_172

12899

12899

11-26-2019_14

7975298

S5593838.001

56569388

62385978

62385978

8128575588

00079155

00079156

00079156

00079156

00079050

00079157

00079157

00079103

00079158

00079159

00079160

00079176

00079176

00079162 19200149

WIRE WELDING CABLE 1/0 GA RED





5TH INSTALLMENT OF 10 ELEMENTARY

5TH INSTALLMENT OF 10 2019-2020

COURSE REIMBURSED 2019-2020 EDU 927

# NO17345 2019 PIAA BOYS & GIRLS CC

INTR K4221C PHOTO CONTROL

BOOKS FOR READING SPECIALIST

FUEL FOR SAFETY ED SUBARU

FULE FOR MAINTENANCE

Shred services bi-monthly at SBI offi

94.58

12,953.48

979.40

16,649.86

281.88

5,413.84

6,995.77

1,545.00

375.00

138.96

671.00

50.39

955.14

51.30

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

94.58

12,953.48

979.40

16,649.86

281.88

5,413.84

6,995.77

1,545.00

375.00

138.96

671.00

50.39

955.14

0-10-2600-610-066-00-000-000 MAINT-MECHANICAL EQUIP- DIST.




0-10-2380-580-000-20-526-000 PRINCIPAL TRAVEL



0-10-2270-240-000-10-214-000 STAFF DEV TUITION REIMBURSEMENT - OREN



0-10-1100-640-161-10-212-000 GIANT A+ REG PROG BOOKS - CONEWAGO

0-10-1410-580-000-30-837-000 DRIVER ED TRAVEL SR HIGH

0-10-2600-625-000-00-000-000 MAINT.- GASOLINE- DISTRICT

94.58

30,582.74

281.88

12,409.61

1,545.00

375.00

138.96

671.00

1,005.53

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

1000157286

1000157287

1000157288

1000157289

1000157290

1000157291

1000157292

1000157293

1000157294

1000157295

10Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

3908

11738

4088

17825

4219

9999

9999

4232

3169

4817

SHRED-IT USA

ST. CLAIR SIMMONS, JR.

STANDARD CONCRETE PRODUCTS

SUBARU MOTORS FINANCE

SWEET STEVENS KATZ & WILLIAMS LLP

HERBERT POE

THOMAS & DEBRA SLANKER

T & J TROPHIES

THE PENNSYLVANIA CYBER CHARTER SCHOOL

THE YORK WATER COMPANY

8128575588

11-26-2019_68

11-26-2019_68

INV460754

11-26-2019_174

123794

11-26-2019_186

11-26-2019_185

35681

11-26-2019_122

11-26-2019_122

11-26-2019_122

11-26-2019_17

11-26-2019_17

00079162

00079163

00079163

00079164

00079165

00079166

00079090

00079170

00079167

00079168

00079168

00079168

00079169

00079169

19200149 Shred services bi-monthly at SBI offi

REIMBURSE FOR CONF 11/4 CAMP HILL

REIMBURSE MILEAGE FOR CONF 11/4

SCREENED TOP SOIL

ACCT 0011520414 2018 SUBARU IMPREZA S

PROF SERVICES THROUGH 10/31/19

TAX REFUND 2019-2020

TAX REFUND 2019-2020

4 YR LETTER WINNER PLAQUES




2144-5833 ADMIN

2277-5699 CONEWAGO

51.30

279.00

27.26

92.43

214.77

390.00

215.18

460.78

130.05

12,953.49

15,112.40

19,588.06

113.76

444.26

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

51.30

279.00

27.26

92.43

214.77

390.00

215.18

460.78

130.05

12,953.49

15,112.40

19,588.06

113.76

0-10-1100-300-000-10-213-000 REG PRGM PURCH SERV SHALLOW BR

0-10-2270-324-412-30-837-000 STAFF DEV TRAINING/REG FEES/SERVICES

0-10-2270-580-000-30-837-000 STAFF DEV TRAVEL SR HIGH


0-10-1410-300-000-30-837-000 DRIVER ED PURCH SERVICE SR HI


0-10-6111-000-000-00-000-000 CURRENT REAL ESTATE TAXES

0-10-6111-000-000-00-000-000 CURRENT REAL ESTATE TAXES

0-10-3250-890-000-00-000-000 STDNT ATHLET MISC EXPEN DIST




0-10-2600-424-000-00-000-000 MAINT WATER/SEWER DISTRICT

51.30

306.26

92.43

214.77

390.00

215.18

460.78

130.05

47,653.95

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

1000157295

1000157296

1000157297

1000157298

1000157299

1000157300

1000157301

1000157302

1000157303

1000157304

10Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

11/26/19

4817

4322

4377

THE YORK WATER COMPANY

THORNTON CHEVROLET INC

CHRISTINE TRIMBLE

11-26-2019_17

11-26-2019_17

11-26-2019_17

11-26-2019_17

11-26-2019_17

11-26-2019_17

11-26-2019_17

11-26-2019_17

11-26-2019_17

11-26-2019_17

11-26-2019_17

11-26-2019_17

11-26-2019_17

11-26-2019_17

11-26-2019_17

11-26-2019_17

11-26-2019_17

218380

11-26-2019_27

11-26-2019_27

00079169

00079169

00079169

00079169

00079169

00079169

00079169

00079169

00079169

00079169

00079169

00079169

00079169

00079169

00079169

00079169

00079169

00079171

00079051

00079051

2277-5699 CONEWAGO

2144-5840 MOUNT WOLF

2144-5841 ORENDORF

2144-5843 ORENDORF FIRE SERVICE


2144-5844 SPRING FORGE FIRE SERVICE

2142-5829 SPRING FORGE FIRE SERVICE


2144-180189 MIDDLE SCHOOL FIRE SERVIC



2144-5842 HS ANNEX FIRE SERVICE

2144-5836 POOL


2144-141811 SHALLOW BROOK FIRE SERVIC



LUBE OIL & FILTER

REIMBURSE CONF FEE 11/4 TECHNOLOGY

MILEAGE REIMBURSED CONF 11/4 HARRISBU

444.26

461.53

669.81

128.07

614.79

51.20

46.52

558.05

286.71

479.35

719.13

29.44

458.61

496.85

128.07

29.44

29.44

40.95

279.00

44.08

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

444.26

461.53

669.81

128.07

614.79

51.20

46.52

558.05

286.71

479.35

719.13

29.44

458.61

496.85

128.07

29.44

29.44

40.95

279.00

44.08

0-10-2600-424-000-10-212-000 MAINT WATER/SEWER CONEWAGO

0-10-2600-424-000-10-218-000 MAINT WATER/SEWER MWELC

0-10-2600-424-000-10-214-000 MAINT WATER/SEWER ORENDORF

0-10-2600-424-000-10-214-000 MAINT WATER/SEWER ORENDORF

0-10-2600-424-000-20-516-000 MAINT WATER/SEWER SPRING FORGE



0-10-2600-424-000-20-526-000 MAINT WATER/SEWER MIDDLE SCHL

0-10-2600-424-000-20-526-000 MAINT WATER/SEWER MIDDLE SCHL

0-10-2600-424-000-30-837-000 MAINT WATER/SEWER SR HIGH




0-10-2600-424-000-10-213-000 MAINT WATER/SEWER SHALLOW BROO





0-10-2270-324-412-20-526-000 STAFF DEV TRAINING/REG FEES/SERVICES

0-10-2270-580-412-20-526-000 STAFF DEV TRAVEL - TITLE II

5,745.03

40.95

Total Check:

Total Check:

1000157304

1000157305

1000157306

10Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

4377

4425

4442

4478

2445

26247

4728

18074

4813

CHRISTINE TRIMBLE

UNITED REFRIGERATION INC.

UPS

VERIZON

WILLIAM V MACGILL AND COMPANY

WYOMISSING AREA SCHOOL DISTRICT

Y.A.I.A.A.

YORK ACADEMY REGIONAL

YORK COUNTY SCHOOL OF

71065183-00

00004616X9469

11-26-2019_196

IN0698187

11-26-2019_70

19-03

2019-20-3

2019-20-3

2019-20-3

11262019_36

11262019_36

00079173

00079174

00079175

00079177

00079178

00079179

00079180

00079180

00079180

00079181

00079181

19200341

19200080

19200080

3I 1/20HP 1500RPM 115V CCWSE 4 P MOTO

SERVICE CHARGES 10/26-11/16

#000953261853 60Y MS 717-266-3676

TYPE 123 LITHIUM BATTERIES, SET 10

2020 WYOMISSING AREA JH WRESTLING CLA

FIELD HOCKEY SCRIMMAGE 8/20 8/26/19




64.45

53.80

68.67

646.63

225.00

100.00

2,818.89

11,509.26

1,278.80

20,694.66

126,628.54

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

64.45

53.80

68.67

646.63

225.00

100.00

2,818.89

11,509.26

1,278.80

20,694.66

126,628.54

0-10-2600-610-081-00-000-000 MAINT.-RELAMPING PARTS- DIST.


0-10-1100-530-000-20-526-000 REG PRGM COMMUNCTNS MIDDLE SCH

0-10-2400-610-000-20-526-000 PUPIL HLTH GEN SUPPL MIDDL SCH






0-10-1200-564-000-30-000-000 SPECIAL ED VO TECH TUITION

0-10-1390-564-000-30-000-000 SCH OF TECH REG PROG TUITION

323.08

64.45

53.80

68.67

646.63

225.00

100.00

15,606.95

147,323.20

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

1,089,259.24Total Bank:

1000157306

1000157307

1000157308

1000157309

1000157310

1000157311

1000157312

1000157313

1000157314

.00

1,089,259.24

Total Manual Checks (Including Voids)

Total Computer Checks (Including Voids)

10Bank No

Total ACH Checks (Including Voids) .00

Check Key Date Paid




Description


.00Total Other Checks (Including Voids)

Total Electronic Checks (Including Voids) .00



1,089,259.24Grand Total:

.00

.00

Total Computer Voids

Total Manual Voids

.00Total ACH Voids

117Number of Checks:

Check Key Date Paid




Description


.00Total Other Voids

.00Total Electronic Voids



11/26/19

11/26/19

11/26/19

11/26/19

4855

159

758

20958

2 THE TEE OUTFITTERS


CLARK SERVICE GROUP

FEESERS FOOD DISTRIBUTORS

26400

1VQX-3WVG-MDGK

17PR-YGKQ-36LD

111592

110873

7781682

7781682

7781683

7781683

7781684

7781684

7781685

7781687

7781688

7785854

7773575

7773575

7777709

7777710

00078879

00078880

00078881

00078883

00078882

00078891

00078891

00078890

00078890

00078889

00078884

00078885

00078886

00078887

00078888

00078892

00078900

00078901

00078902

4010 APPAREL CP45 PORT & COMPANY

15 PACK LR44 AG13 A76 BATTERY

LEAD...FOR GOD'S SAKE!

REPAIR / WELD SHELF

HS REPAIR LEAKING DOOR

SNKFD POPCORN

CEREAL

SNKFD FUNYUNS

JCE IND LEMON LIME

SNKFD CHEX MIX

BASE CHIX

JCE IND

BASE CHIX

CRKR SALTINE

CEREAL

SNKFD CHEETOS

CEREAL

CEREAL

SNKFD RICE KRISPIES

170.00

5.99

134.97

504.99

137.50

73.00

1,160.07

75.63

1,461.52

144.56

1,586.83

37.68

1,142.71

705.70

456.44

103.02

1,914.26

761.68

30.21

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

170.00

5.99

134.97

504.99

137.50

73.00

1,160.07

75.63

1,461.52

144.56

1,586.83

37.68

1,142.71

705.70

456.44

103.02

1,914.26

761.68

30.21

0-50-3100-610-000-00-000-000 FOOD SERVICE GENERAL SUPPLIES



0-50-3100-430-000-00-000-000 FOOD SERVICE REPAIRS & MAINTENANCE

0-50-3100-430-000-00-000-000 FOOD SERVICE REPAIRS & MAINTENANCE

0-50-3100-634-000-00-000-000 FOOD SERVICE NON-PROGRAM FOOD

0-50-3100-631-000-00-000-000 FOOD SERVICE FOOD PURCHASES













170.00

140.96

642.49

Total Check:

Total Check:

Total Check:

5000014779

5000014780

5000014781

5000014782

50Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

20958

25089

21067

20940

2184

20907

FEESERS FOOD DISTRIBUTORS

FOOD SAFETY SOLUTIONS, INC.

HERSHEY CREAMERY COMPANY

K & K COFFEE SERVICE INC.

KINT BEVERAGE CONCEPTS

MICKEY'S WHOLESALE PIZZAS

7777710

7777711

7777711

7777712

7777712

7777713

7777714

7779118

7779119

7779120

7781681

12302

INVE0014789303

078109

INV-049652

INV-049542

J047167

J047117

00078902

00078903

00078903

00078899

00078899

00078898

00078897

00078896

00078895

00078894

00078893

00078904

00078905

00078906

00078908

00078907

00078910

00078911

CEREAL

SNKFD CHEX MIX

CEREAL

SNKFD CHEETOS

BTR ALT

TURNOVER SMORES

MUST PC

CEREAL BAR

GRAVY TRKY

ORANGE MANDARIN

BEAN REFRIED

PDQ APPLAUSE LAUNDRY DETERGENT

NF CHOC SCOOTER CRUNCH BAR

RESTAURANT BLEND

SP PLUS BIB 100% NEUTRAL BASE

SP PLUS FLAVOR KIWI STRAWB

GRAIN 16OZ CHEESE PIZZA CUT8 WAREHOUS

16OZ CHEESE PIZZA CUT8 HS

645.38

75.24

1,089.87

313.87

2,166.00

31.60

780.92

1,342.43

943.15

1,317.72

881.49

165.00

256.32

340.00

438.20

62.10

539.00

565.50

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

645.38

75.24

1,089.87

313.87

2,166.00

31.60

780.92

1,342.43

943.15

1,317.72

881.49

165.00

256.32

340.00

438.20

62.10

539.00












0-50-3100-611-000-00-000-000 FOOD SERVICE CLEANING SUPPLIES






19,240.98

165.00

256.32

340.00

500.30

Total Check:

Total Check:

Total Check:

Total Check:

Total Check:

5000014782

5000014783

5000014784

5000014785

5000014786

5000014787

50Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

20907

23019

MICKEY'S WHOLESALE PIZZAS

MORABITO BAKING COMPANY INC.

J047117

J047163

J047120

111119100173

111119100174

111319100175

111319100176

111519100196

111819100228

111819100231

111819100232

111819100233

102819100248

103019100171

110119100192

110619100167

110419100201

110419100202

110419100204

110419100205

110419100208

00078911

00078909

00078912

00078913

00078914

00078915

00078916

00078917

00078918

00078919

00078920

00078921

00078922

00078923

00078924

00078925

00078926

00078927

00078928

00078929

00078930



GRAIN 16OZ CHEESE PIZZA CUT8 WAREHOUS

WHEAT DINNER

55% WHEAT BRD

4" HAMB

55% WHEAT BRD

4" HAMB

W/W HAMB ROLL

W/W HAMB ROLL

W/W HAMB ROLL

WHEAT BRD

SPLIT TOP DIN

POT HAMB

CLUSTER DIN RLS

POT HAMB

PULL #3 WHITE

WHEAT DINNER

WHEAT DINNER

WHEAT DINNER

55% WHEAT BRD

565.50

565.50

539.00

117.20

69.32

174.80

29.80

32.25

40.92

16.68

13.90

45.59

87.30

79.80

116.57

96.75

29.00

56.60

81.85

37.94

39.83

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

565.50

565.50

539.00

117.20

69.32

174.80

29.80

32.25

40.92

16.68

13.90

45.59

87.30

79.80

116.57

96.75

29.00

56.60

81.85

37.94

39.83




0-50-3100-637-000-00-000-000 FOOD SERVICE BREAD PURCHASES


















2,209.00Total Check:

5000014787

5000014788

50Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

11/26/19

23019

29351

21008

MORABITO BAKING COMPANY INC.

PEPSI-COLA

SCHEID PRODUCE INC

111119100172

111119100175

111119100176

111119100177

94629256

08885209

94482709

1089468

C1090010

1089482

1089827

1089953

1089955

1089956

1089958

1089959

1088542

1088549

1088939

1089471

00078931

00078932

00078933

00078934

00078935

00078937

00078936

00078948

00078949

00078940

00078941

00078942

00078943

00078944

00078945

00078946

00078951

00078952

00078953

00078939

W/W HAMB ROLL

55% WHEAT BRD

55% WHEAT BRD

55% WHEAT BRD

30 CASES

56 CASES

26 CASES

BANANAS PETITE 150 CT

RETURNED 2 CASES OF CARROTS

KIWI 36 CT

CARROTS SNACK PACKS


STRAWBERRIES CALIF


ORANGES CALIF

PINEAPPLE GOLDEN SWEET

CUCUMBERS 24 CT

CUCUMBERS 24 CT

TOMATOES GRAPE

CARROTS BABY SLIM

94.96

52.93

35.25

55.61

497.61

912.13

391.08

185.10

-52.00

176.00

212.75

132.35

177.70

215.95

176.10

157.20

308.60

398.15

151.90

535.90

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

94.96

52.93

35.25

55.61

497.61

912.13

391.08

185.10

-52.00

176.00

212.75

132.35

177.70

215.95

176.10

157.20

308.60

398.15

151.90

535.90








0-50-3100-636-000-00-000-000 FOOD SERVICE PRODUCE PURCHASES













1,404.85

1,800.82

Total Check:

Total Check:

5000014788

5000014789

5000014790

50Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

11/26/19

11/26/19

11/26/19

21008

26590

3929

4161

4376

SCHEID PRODUCE INC

SERENA A. KIRCHNER, INC.

SINGER EQUIPMENT COMPANY INC.

SUBWAY

TRIPLE A DWARF ACRES

1089476

1089478

1089485

364834

A2889904

A2883991

A2889788

A2881740

A2881740

A2886211

A2886211

11-26-2019_43

70-1920

74-1920

76-1920

64-1920

65-1920

68-1920

00078947

00078938

00078950

00078954

00078956

00078955

00078957

00078958

00078958

00078959

00078959

00078960

00078961

00078962

00078963

00078968

00078965

00078966



TOMATOES 6X6

SPARKLING ICE KIWI

CLEARPAC SNAP-ON

PAN LINER

GLOVE VINYL

CLEANER DISINFECTANT

GLOVE LATYEX

BLEACH

BAG PAPER BROWN

NORTHEASTERN HIGH SCHOOL LUNCH

APPLES SB

APPLES MW

APPLES YH

APPLES MW

APPLES SB

APPLES MW

148.15

205.45

195.40

352.00

37.67

-47.86

1,090.81

53.87

1,096.21

10.56

585.78

1,100.00

44.00

32.00

16.00

32.00

44.00

32.00

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

148.15

205.45

195.40

352.00

37.67

-47.86

1,090.81

53.87

1,096.21

10.56

585.78

1,100.00

44.00

32.00

16.00

32.00

44.00

32.00



















3,324.70

352.00

2,827.04

1,100.00

Total Check:

Total Check:

Total Check:

Total Check:

5000014790

5000014791

5000014792

5000014793

5000014794

50Bank No

Check Key Date Paid




Description




11/26/19

11/26/19

4376

25755

TRIPLE A DWARF ACRES

US FOODS, INC.

71-1920

72-1920

2016510

2016510

2016511

2016511

2016512

2016513

2016513

2016514

2016514

2016516

2016516

2016516

1545562

1545562

1545562

1545562

1545563

1545563

1664991

00078967

00078964

00078969

00078986

00078971

00078971

00078972

00078973

00078973

00078974

00078974

00078975

00078975

00078975

00078976

00078976

00078976

00078976

00078977

00078977

00078978

APPLES SF

APPLES CON

APPLE RED DLC

JELLY GRAPE

APPLE RED DLC

JUICE FRT

HONEY BUN

APPLE RED DLC

FRUIT SALAD

APPLE RED DLC

ORANGE MDN

APPLE RED DLC

JUICE RSP

JELLY GRAPE

TRAY PLST FOOD

APPLE RED DLC

WATER

POTATO MSHD

CHIP PTATO

KETCHUP

CHIP PTATO

32.00

16.00

26.78

755.68

53.56

397.12

47.92

26.78

740.75

26.78

501.52

41.88

13.39

506.79

27.96

133.90

42.81

360.21

786.65

1,366.29

968.20

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

32.00

16.00

26.78

755.68

53.56

397.12

47.92

26.78

740.75

26.78

501.52

41.88

13.39

506.79

27.96

133.90

42.81

360.21

786.65

1,366.29

968.20






















248.00Total Check:

5000014794

5000014795

50Bank No

Check Key Date Paid




Description




11/26/19 25755 US FOODS, INC.

1664991

1783373

1783373

1783374

1783374

1783375

1783375

1783376

1783376

1783376

1783377

1783377

1783377

1783378

1783378

1783378

1783379

1783379

1783379

00078978

00078979

00078979

00078980

00078980

00078981

00078981

00078982

00078982

00078982

00078983

00078983

00078983

00078984

00078984

00078984

00078985

00078985

00078970

SAUCE BBQ

APPLE RED DLC

JUICE FRT

APPLE RED DLC

ORANGE MDN

CHIP TORTLA

DRESSING RANCH

APPLE RED DLC

CHIP PTATO

SPICE PRSL

WATER

APPLE RED DLC

JUICE FRT

APPLE RED DLC

JUICE RSP

ORANGE MDN

APPLE RED DLC

JUICE FRT PUNCH

ORANGE MDN

1,636.11

26.78

463.66

13.39

323.49

558.79

1,818.69

160.68

181.14

630.95

12.00

26.78

327.70

26.78

46.02

911.62

13.39

148.92

701.81

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

Computer

1,636.11

26.78

463.66

13.39

323.49

558.79

1,818.69

160.68

181.14

630.95

12.00

26.78

327.70

26.78

46.02

911.62

13.39

148.92

701.81




















14,853.67Total Check:

49,576.13Total Bank:

5000014795

.00

49,576.13

Total Manual Checks (Including Voids)

Total Computer Checks (Including Voids)

50Bank No

Total ACH Checks (Including Voids) .00

Check Key Date Paid




Description


.00Total Other Checks (Including Voids)



49,576.13Grand Total:

.00

.00

Total Computer Voids

Total Manual Voids

.00Total ACH Voids

17Number of Checks:

Check Key Date Paid




Description


Total Electronic Checks (Including Voids) .00

.00Total Other Voids

.00Total Electronic Voids

Report Date 11/26/19 12:00 PM 1Page NoNORTHEASTERN SCHOOL DISTRICT

FJATV07A

Batch No. Ref No. Date Period Description

Account No/Description

Debit Credit

Budget Journal By Reference

9,161.98 9,161.98

000481 9,161.98 9,161.98

788

789

790

791

792

793

11/25/19

11/25/19

11/25/19

11/25/19

11/25/19

11/25/19

05

05

05

05

05

05

FUNDS BOOK PURCHASE/REPLACE




FRUNDS BOOK PURCHASE/REPLACE

MOVE FUNDS UNDER/OVER BUDGET

390.00

540.00

350.00

870.00

200.00

6,811.98

390.00

540.00

350.00

870.00

200.00

6,811.98

0-10-2250-610-000-10-215-000

0-10-2250-640-000-10-215-000

0-10-2250-640-000-10-215-000

0-10-2250-650-000-10-215-000

0-10-2250-610-000-10-212-000

0-10-2250-640-000-10-212-000

0-10-2250-640-000-10-212-000

0-10-2250-650-000-10-212-000

0-10-2250-640-000-10-212-000

0-10-2250-810-000-10-212-000

0-10-1100-322-000-10-212-000

0-10-1100-432-000-10-212-000

0-10-1100-610-000-10-212-121

0-10-1100-610-134-10-212-000

0-10-1100-610-161-10-212-000

0-10-1100-640-000-10-212-000

0-10-1100-648-000-10-212-000

0-10-2380-610-000-10-212-000

LIBRARY GEN SUPPL YORK HAVEN

LIBRARY BOOKS YORK HAVEN

LIBRARY BOOKS YORK HAVEN

LIBRARY TECHNOLOGY SUPPLIES & FEES

LIBRARY GEN SUPPLIES CONEWAGO

LIBRARY BOOKS CONEWAGO


LIBRARY TECHNOLOGY SUPPLIES & FEES


LIBRARY DUES/FEES CONEWAGO

REG PROG LIU SERVICES - CONEWAGO

REG PRGM REPAIRS CONEWAGO

MUSIC GEN SUPPLIES CONEWAGO

TRACKS REG PROG SUPPLIES - CONEWAGO

REG PROG SUPPLIES - GIANT A+ REWARDS

REG PRGM BOOKS CONEWAGO

REG PROG EDUCATIONAL SOFTWR/LICENSE

PRINCIPAL SUPPLIES

390.00

540.00

350.00

870.00

200.00

6,811.98

390.00

540.00

350.00

870.00

200.00

101.99

83.20

450.24

5,012.76

420.00

736.00

7.79

000481

000481

000481

000481

000481

000481

Total Reference No.

Total Reference No.

Total Reference No.

Total Reference No.

Total Reference No.

Total Reference No.

Total Batch No.

Grand Total

788

789

790

791

792

793

SUBSTITUTE EMPLOYEES December 2, 2019 School Board Meeting

ELEMENTARY

SPECIAL AREAS

SECONDARY

SECRETARY

PLAYGROUND/CAFETERIA AIDE

CAFETERIA

SCHOOL NURSE/HEALTH ASSISTANT

TEACHER AIDE

SPECIAL EDUCATION AIDE/PCA

TAP AIDE

CUSTODIAL

Summer Custodians

GUEST TEACHERS

Deborah Csutoras

Brent Koontz

Prudence Smith

TUTOR

BUILDING TECHNOLOGY

ASSISTANT

MS/HS SUBSTITUTE SUMMER

EMPLOYEE

IN-SCHOOL-SUSPENSION

MONITOR

EXTENDED LEARNING TUTOR

HOMEBOUND

SUBSTITUTE EMPLOYEES December 2, 2019 School Board Meeting

INSTRUCTION IN THE HOME

SCHOOL SECURITY

TRANSPORTATION SECRETARY

Removed Substitutes

Approved Substitutes for 2019-2020

Elementary 13

Special Areas 7

Secondary 4

Secretary 4

Custodial 0

Summer Custodian 0

Cafeteria 16

Guest Teachers 27

School Nurse/Health

Assistants

3

Teacher Aide 17

Playground/Café Aide 14

Special Education Aide/PCA 15

TAP Aide 0

Extended Learning 0

Building Technology Assistant 0

In School Suspension Monitor 0

Tutor 1

MS/HS Substitute Summer

Employee

0

Homebound 0

Instruction In The Home 0

School Security 2

Transportation Secretary 1

Volunteers December 2, 2019

1

Boop, Kathie G.

Castro, Azure D.

Finlayson, Lisa M.

Rodgers, Angela S.

Walters-Hake, Andrea

Total Volunteers To Be

Approved: 5

Prior Total Volunteers

Approved: 1,232

Removed Volunteer - 0

____________

TOTAL: 1,237

Date of Personnel Rec 11.23.19 Board Agenda Date 12.3.19


41 Harding Street, Manchester, PA 17345

PERSONNEL EMPLOYMENT RECOMMENDATION

NAME: Cheyanne Ort POSITION: LTS, Learning Support Teacher (M. Pender)

ADDRESS:

PHONE:

PPID# SOCIAL SECURITY:

EDUCATION:

INSTITUTION DEGREE DATES(S) SUBJECT/MAJOR

Messiah College Masters 12/2019 pending School Counseling

York College of PA Bachelors 5/2015 Elementary Education

RELATED EXPERIENCE IN EDUCATION (full-time only):

EMPLOYER ADDRESS M/D/Y TO

M/D/Y ASSIGNMENT

Bermudian Springs School District York Springs, PA 7/2017 – 6/2019 Grade 1 Teacher

York Academy Regional Charter School York, PA 8/2015 – 7/2017 Grade 2 Teacher

CERTIFICATION:

TYPE OF CERTIFICATION FIELD(S) OF CERTIFICATION ACT 168 STATEMENT

Emergency Permit (pending) Special Education No - The Department has no information of pending criminal charges. 11.23.19

TYPE OF CONTRACT: Temporary Professional INDUCTION NEEDED Yes

Professional No

Employee Agreement N/A X

Salary: $210.00/day

Effective Date of Employment: Tentatively, December 13, 2019, pending completion of all new hire paperwork

Learning Support Teacher York Have

(Grade/Subject) (School)

Terms of Employment Months or Days per year: 12.13.19 – end of

19/20 SY Act 34,Criminal Check, FBI X

Employment History Review(s) Completed In Progress

Date of Personnel Rec 11.25.19 Board Agenda Date 12.2.19


41 Harding Street, Manchester, PA 17345

PERSONNEL EMPLOYMENT RECOMMENDATION

NAME: Christina Girgenti POSITION: Cafeteria Helper, PT (T. Ferguson)

ADDRESS:

PHONE:

PPID# N/A SOCIAL SECURITY:

EDUCATION:

INSTITUTION DEGREE DATES(S) SUBJECT/MAJOR

Monroe Career and Technical Institute Certification Culinary Arts

Stroudsburg High School Diploma

RELATED EXPERIENCE IN EDUCATION (full-time only):

EMPLOYER ADDRESS M/D/Y TO M/D/Y ASSIGNMENT

N/A

CERTIFICATION:

TYPE OF CERTIFICATION FIELD(S) OF CERTIFICATION ACT 168 STATEMENT

N/A N/A; checked

https://ujsportal.pacourts.us/DocketSheets/MDJ.aspx 11.25.19

TYPE OF CONTRACT: Temporary Professional INDUCTION NEEDED Yes

Professional No

Employee Agreement N/A X


Effective Date of Employment: December 3, 2019

Cafeteria Helper, PT Middle School

(Grade/Subject) (School)

Terms of Employment Months or Days per year: 181 days 5.5

hours/day Act 34,Criminal Check, FBI X

Employment History Review(s) Completed In Progress

https://ujsportal.pacourts.us/DocketSheets/MDJ.aspx

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RIGHT TO KNOW REQUESTS AND RESPONSES

January 1, 2019 to December 31, 2019

RTK2019-1: Requested by Rebecca Whalen, 225 State Street, Suite 301, Harrisburg, PA 17101. Email:

[email protected]. Telephone: 717-216-4756; Fax: 717-510-6943

Request for the following information for current employees and board members (2019).

1. Agency issued email addresses AND/OR

2. Home mailing addresses AND/OR

3. Job title/position AND/OR

4. Names

1/23/2019 RTK Request received by Open Records Office

Response Due: 1/30/2019

30 Day Extension filed on 1/23/2019 - 30 Day Extension Due Date: March 1, 2019

Requested information sent to Rebecca Whale: February 25, 2019 w/ attachments. Granted except

employee home addresses were denied.

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RTK2019-2: Requested by Kenneth Deloian fbo SmartProcure, 700 W. Hillsboro Blvd., Ste 4-100,

Deerfield Beach, FL 33313. Email: [email protected], Phone: 954-420-9900 ext.614

Request for any and all electronically maintained purchasing records dated 2018-11-07 to current

(2/13/2019).

Specific information requested from the record-keeping system: Unique identifying number such as

PO#, Check# or Invoice#, Date, Description, Price , Quantity, Vendor ID, name and address. Please note

NO copying, NO printing and NO scanning of records. ALSO: PLEASE SEE ATTACHED EMAIL FOR MORE

INFORMATION. Information on attached email:

The specific information requested from your Alio - Weidenhammer Systems Corp. is: 1. Purchase order number. If purchase orders are not used a comparable substitute is acceptable, i.e., invoice, encumbrance, or check number 2. Purchase date 3. Line item details (Detailed description of the purchase) 4. Line item quantity 5. Line item price 6. Vendor ID number, name, address, contact person and their email address

Please email the information or use the following web link. There is no file size limitation: http://upload.smartprocure.com/?st=PA&org=NortheasternSchoolDistrict



Requested information sent to Kenneth Deloian: 2/19/2019. Request granted w/ letter and PO report

sent via email.



http://upload.smartprocure.com/?st=PA&org=NortheasternSchoolDistrict

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RTK2019-3: Request by Tyler Kramlick, Manchester, PA Email: [email protected]

Phone: 717-332-5639.

Request: Roll call vote for who each board member selected to replace Linda Morningstar

3/4/2019 RTK request received by Open Records Office

Five Business Day Response Due 3/11/2019

Extension Filed Date: 3/4/2019

Extension Date Due: 4/10/2019

Requested information emailed to Tyler Kramlick on 3/8/2019.

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Phone: 717-332-5639.

Request: Total increase in tax millage rate since Cory Nade has been elected to the Northeastern York

School District board.





Requested information granted and emailed to Tyler Kramlick on 3/8/2019.

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Phone: 717-332-5639.

Request: All emails received from Christopher Leh to school board members, administration, and staff

members from 1/1/2016 – Present.







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Requested information was granted with redactions and emailed to Tyler Kramlick on April 10, 2019.

This required over 2 days of work between several school employees. In addition, Barley Snyder was

contacted for guidance.

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Phone: 717-332-5639.

Request: All expenditures and information on who attended conferences in Safe School grant. Looking

close at one I believe was in San Francisco towards beginning of grant.





Requested information was granted with redactions and emailed to Tyler Kramlick on April 10, 2019.

This required between 1 ½ and 2 days of work between several school employees.

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RTK2019-7 Request by David P. Zambito, 85 Nursery Lane, York, PA Telephone: 717-870-2725 Email

Address: [email protected]

1. Any solicitation for participation as a member of the Committee on elementary school re-alignment

("Committee") and responses thereto.

2. Any record regarding criteria for participation as a member of the Committee.

3. Any request for proposals and responses thereto for professional consulting services regarding re-

alignment.

4. The agendas and meeting minutes of the Committee.

5. Any work papers and reports (draft and final) on re-alignment, including any analyses of socio-

economic factors and the availability of governmental funding.

6. Any school district policy (formal or informal) regarding re-alignment, including policies on contiguity

of zones.

7. Any court or administrative decisions regarding prior attempts at re-alignment by the School District.

8. Any written correspondence between Committee members (including emails on both business and

personal accounts) regarding the work of the Committee.

4/18/2019 RTK request received by Open Records Office via email


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Five Business Day Response Due: 4/26/2019

Extension Filed Date: 4/22/2019, Took a 30 day extension on questions #4, #7, and #8 due to the nature

of the requests.

Extension Date Due: 5/24/2019 (making it earlier due to Memorial Day holiday)

Response: On 4/22/2019, provided redacted records to grant #1, #2, #3, and #6. Denied #5 on the basis

that such information requested was pre-decisional records considering the majority of the Board had

not seen the information to be presented on April 23rd.

Appeal: On April 26, Mr. Zambito filed an appeal with the Office of Open Records regarding the denial

of #5. District responded with public records requested and redacted as required by law as well as an

affidavit noting the records have been turned over for question #5. Over 300 pages given.

Response #2: On 5/24/2019, granted and emailed redacted records for requests #7 and #8. Request #4

records were included with request #5 and already provided. Over 200 pages given.

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RTK2019-8: Requested by Kenneth Deloian fbo SmartProcure, 700 W. Hillsboro Blvd., Ste 4-100,

Deerfield Beach, FL 33313. Email: [email protected], Phone: 954-420-9900 ext.614

Request for any and all electronically maintained purchasing records dated 2019-2-3 to current (2019-5-

6).


PO#, Check# or Invoice#, Date, Description, Price , Quantity, Vendor ID, name and address. Please note


INFORMATION. Information on attached email:

The specific information requested from your Alio - Weidenhammer Systems Corp. is: 1. Purchase order number. If purchase orders are not used a comparable substitute is acceptable, i.e., invoice, encumbrance, or check number 2. Purchase date 3. Line item details (Detailed description of the purchase) 4. Line item quantity 5. Line item price 6. Vendor ID number, name, address, contact person and their email address

Please email the information or use the following web link. There is no file size limitation: http://upload.smartprocure.com/?st=PA&org=NortheasternSchoolDistrict



Requested information sent to Kenneth Deloian: 5/17/2019 Granted with response letter.


http://upload.smartprocure.com/?st=PA&org=NortheasternSchoolDistrict

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RTK2019-9 Request by David P. Zambito, 85 Nursery Lane, York, PA Telephone: 717-870-2725 Email

Address: [email protected]

Date Received: May 20, 2019

Records Requested:

1. Provide a record that shows the racial composition of each of the District’s four elementary

schools for the 2018-2019 school year in a format similar to the attached report filed with the

PA Department of Education’s Office of Administration (Data Collection Team).

2. Provide a record, in a similar format to the response to Request No. 1 above, that shows the

anticipated racial composition of each of the District’s four elementary schools under the

recommendation of the Committee on Elementary School Realignment for the 2019-2020

school ear.

Five Business Day Response Due: May 28, 2019

Response: Granted and provided record via email on May 24, 2019 without redaction.

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RTK2019-10 Requested by Darryl Main, 46 South Main Street, P.O.Box 591, Mount Wolf, PA 17347

Email address: [email protected]

Date Received: 6/5/2019 7:19 a.m.

Records Requested:

I would like to request adopted budgets for years 2019, 2018, 2017, 2016. I would like an itemized breakdown of budgets by line item for every department as well as projected revenues. I would also like end of year (Actuals) budgets for the subsequent years of 2019, 2018, 2017, 2016 showing monies spent as well as revenues received. I would also like to request student enrollment number breakdowns for each subdivision, ie elementary, middle school, high school for years 2019, 2018, 2017, 2016 as well as educator count for each subdivision for each department. I would also like to request information regarding average class size for all subdivisions from 2019, 2018, 2017, 2016. I would also like an administration personnel count for 2019, 2018, 2017, 2016, administration personnel should include positions such as principal, vice-principal, business manager, superintendent, etc. I would also like any audits conducted either by internal entity, subcontracted entity, or completed by the State of Pennsylvania for years 2019, 2018, 2017, 2016

Five Business Day Response Due: June 12, 2019

30 Day Extension filed on 6/6/2019 - 30 Day Extension Due Date: July 12, 2019

Response: July 8, 2019. Documents granted except 2018-19 audit has not yet been conducted.



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RTK2019-11 Requested by: Susan Frietsche, Esq., The Women’s Law Project, The Pittsburgher, 428

Forbes Avenue, Suite 1710, Pittsburg, PA 15219.

Date Received: 6/24/2019

Documents requested:

(1) Documents containing the number of fulltime students of each sex enrolled in the academic

year 2013-14, 2014-15, and 2015-16.

(2) Documents identifying the varsity, junior varsity, and freshman athletic teams that competed in

interscholastic competition in the 2013-14, 2014-15, and 2015-16, academic year, by sport and

gender.

(3) Documents setting forth the following information for the teams identified above:

a. Total number of team participants as of the day of the first scheduled competition for each

team by gender;

b. Year in which each interscholastic athletic team was established;

c. For teams sponsored in the past but no longer sponsored, year of elimination or demotion;

d. Seasons of competition;

e. Total value of contributions and purchases made on behalf of each team by booster clubs,

alumni, and other non-school sources;

f. Total expenditures, including a separate listing of the following categories of expenditures:

i. Travel,

ii. Purchase and replacement of uniforms,

iii. Purchase and replacement of equipment and supplies,

iv. Compensation of coaches,

v. Construction, renovation, expansion, maintenance, repair and rental of athletic

facilities, and

vi. Compensation of athletic trainers;

g. Total number of athletic trainers, including amount of time spent by each trainer with each

team;

h. Total number of coaches per team by employment status, full-time, part-time, head, and

assistant;

i. Total number of competitions scheduled and played per team; and

j. Name of the current Title IX compliance officer as required under 34 CFR 106.8 (a).

Five Business Day Response Due: July 1, 2019


Extension Date Due: July 31, 2019

Response: July 31, 2019. Documents granted and sent via email.

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RTK2019-12 Requested by: Kenneth Deloian fbo SmartProcure, 700 W. Hillsboro Blvd. Ste. 4-100,

Dearfield Beach, FL 33313


Documents requested: SmartProcure is submitting a Right to Know request to The Northeastern

School District for all current Employee/Staff Contact Information. The request is limited to readily

available records without physically copying, scanning or printing paper documents. Any editable

existing electronic document is acceptable.

I am attaching the standard Pennsylvania right to know request form to this email. The specific information requested from your record keeping system is: 1. First Name 2. Last Name 3. Position Title 4. Department 5. Employment Type ie: full-time, part-time, contractor 6. General Office Phone Number 7. Direct Office Phone Number 8. Business Cell Phone (if provided by Northeastern School District) 9. Office Fax 10. Email Address 11. Office Physical Address 12. Office Mailing Address Please email the information to [email protected]. Best Regards, Ken Deloian, Data Acquisition Specialist, Direct: 954-420-9900 ext:614 Email: [email protected] Five Business Day Response Due: August 8, 2019

30 Day Extension Request filed on August 1, 2019

30 Day Extension Due date: September 5, 2019

Response: Granted except department data and emailed on August 30, 2019.

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RTK2019-13 Requested by: Charissa Daman, 225 State Street, Suite 301, Harrisburg, PA 17101


Documents requested: “I respectfully request a copy of all current contracts for all classes of all

employees, professional and non-professional. Electronic copies are preferred.”

Five Business Day Response Due: August 16, 2019



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30 calendar Day Extension Request filed on August 13, 2019

30 Day Extension Due date: September 13, 2019

Response: Granted. Response made August 28, 2019. Note: issued both current and expired NEA’s

and Act 93 Administrators’ contracts as of June 30, 2019 where no replacement contract is available.

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RTK2019-14 Requested by: Trisha Frasetto, Charles Jones, LLC, PO Box 8488, Trenton, NJ 08650-0488


Documents requested: “Provide as much specific detail as possible so the agency can identify the

information. Please accept this letter as our request for a copy of the detailed real estate tax collector’s

monthly report to taxing district submitted to the Agency pursuant to 72 P.S. 5511.25 for the month(s)

listed below for the current 2019/2020 tax year. This is the Department of Community and Economic

Development (DCED) report, as stated in the Tax Collector’s Manual:

‘The monthly statement must list all taxes collected for the taxing district for the reporting period. This

report must list the names of taxpayers and amount collected from each, including discounts and

penalties and must carry a total of all taxes collected with discount and penalties for the reporting

period.’

Month(S) Requested-July

For the following Municipalities in the School District:

Conewago TWP, East Manchester TWP, Manchester BORO, Mt Wolf BORO, Newberry TWP, York Haven

BORO”

Five Business Day Response Due: August 25, 2019

Responded: July 15th via phone call to Trisha Frasetto at 9:15 AM. A voicemail message was left, letting

her know that the records are ready to be sent. The cost associated with the copies and postage is

$48.10.

8/23/2019-Received payment of $48.10 for copies and postage. Package was mailed the same day.

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RTK2019-15 (Appeal #2019-1517)

Requested by: Steven Sweitzer, 701 Cassel Rd, Lot 57

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1. Any and all contracts, fee agreements, records of retainers for the district’s position of solicitor

for the dates from May 18, 2018 to January 10, 2019.

2. Any and all school board vote (including any non-voting school board member(s)) and approval

of solicitor for school years 2017 (July 1, 2017 to June 30, 2018), 2018 (July 1, 2018 to June 20,

2019) and 2019 (July 1, 2019 to June 30, 2020).

3. Any and all advanced written notices written by or behalf of the district terminating or non-

renewal of contracts and agreements with and all law firms and attorneys from July 1, 2017 to

August 27, 2019.

4. For the time frame August 22, 2018 to September 25, 2018 the name, contract, and written

approval for all alleged solicitor(s) which “communicated on behalf of the district”. The bill of

service and payment made to the law firm for such services. For the record this solicitor was

confirmed not to be from the law firm of Gettle and Veltri.

5. Electronic copy of any and all emails and written communications from July 1, 2018 to August

24, 2019 that was sent from the district, on behalf of the district or instructed by the district to

parents and students as a whole. These are no the emails or documents that are solely directed

to one person, contents specific to one person or is/are solely sent to a specific person(s) that

has the exclusive right to the contents by either district policy or governmental laws and

regulations.

6. The contract(s) with the current mass email service provider the district uses for mass email

communication with parents and the community in general. If such company is not used, the

current software, application or computer program the district uses.

7. The contract and/or record of payment(s) for internet service provider from the dates of August

20, 2015 to August 24, 2019.

8. List of all employee(s) in direct supervision and/or direct contact of any and all students of the

district currently enrolled at the time and any contractor(s) with the direct contact with the

district’s students from January 1, 2015 to August 24, 2019.

9. The most recent and current collective bargaining agreement between any and all employee(s)

of the school district.

**Due to the potential volume of the records exceeding the file limits in place by Comcast (AKA

Xfinity) and Apple Inc, please confirm the file(s) has been sent by either a follow-up email,

voicemail or a letter sent through standard mail service**

Five Business Day Response Due: September 3, 2019

30 calendar Day Extension Request filed on: August 30, 2019

30 Day Extension Due date: October 3, 2019

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Response: On August 30, 2019, provided granted and emailed responsive documents for #9 above. A

30 day extension was taken for the rest. On October 3, 2019, a final response with responsive records

was emailed to the requester.

RTK2019-16 (Appeal #2019-1770)




1. Please provide a copy of the contract(s), agreement(s) and payment history paid to the

Lincoln Intermediate Unit for the 2018 (July 1, 2018 to June 30, 2019) and 2019 (July 1, 2019

to June 30, 2020). The request is as the district as a whole and not a specific person(s), any

information that would violate a student’s confidentiality or any information that would

violate district’s written policy (strict proof demanded), state laws and federal laws.

2. Please provide a list of any person(s) who is contracted (either verbally or written),

employed by Lincoln Intermediate Unit to provide services in any capacity for the district.

Specifically any person(s) with direct contact with any student of the district who was

currently enrolled at the time of services.

The request is as the district as a whole and not a specific person(s), any specific services,

any specific diagnosis, any visit notes, any notes by any person(s), any information that

would violate a student’s confidentiality or any information that would violate district’s

written policy (strict proof demanded), state laws and federal laws.

**Due to the potential volume of the records exceeding the file limits in place by Comcast (AKA Xfinity)

and Apple Inc, please confirm the file(s) has been sent by either a follow-up email, voicemail or a letter

sent through standard mail service**


30 calendar Day Extension Request filed on: August 30, 2019


Response: On October 3, 2019, the final district response was emailed to the requester with responsive

records.

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RTK2019-17 Requested by: Steven Sweitzer, 701 Cassel Rd, Lot 57



1. The job postings for all open positions for the district, including the ones posted online through

social media, job posting websites (I.E. www.indeed.com) and the ones posted physically posted

in all district buildings.

2. The essential functions of all jobs classes in the district.

3. The minimum requirements for all jobs in the district.

4. The job applications for all jobs classes in the district.

5. The employee handbook or similar material provided to district employees in regards to the

expectations and rules for the said district employee(s).


30 calendar Day Extension Request filed on: September 6, 2019


Response: 9/17/2019. Per an email to Attorney David Walker of Barley Snyder, Mr. Sweitzer withdrew

this request. The district issued a letter acknowledging this withdrawal.

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RTK2019-18 (Appeal #2019-1622 and 2019-1771)




1. All written corresponding(s) from the district employee(s) including all principals, administrative

employee(s), superintendent(s), assistant superintendent(s), assistant principal(s) and other

person(s) authorized by the district to student(s), parent(s), third party(ies), contractor(s) and

other person(s) to update and inform the such party they are no longer restricted to entering or

staying on district property(ies) and will not be reported to police for trespassing.

2. All written corresponding(s) from the district employee(s) including all principals, administrative

employee(s), superintendent(s), assistant superintendent(s), assistant principal(s), and other

http://www.indeed.com/

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person(s) authorized by the district to student(s), former student(s), parent(s), third party(ies),

contractor(s), and other person(s) to update and inform the such party they are no longer

restricted any and all communications between such party(ies). The requesting starting date is

July 1, 2015 to September 9, 2019. Please provide the quested documents in PDF form and send

to the email address above. Follow the email with a confirmation email or regular mail letter.

3. The approved contract(s) between the school district and Northeastern Regional Police for the

services for the role of school resource officer for the school years: 2015 (July 1, 2015 to June

30, 2016), 2016 (July1, 2016 to June 30, 2017), 2017 (July 1, 2017 to June 30, 2018), 2018 (July 1,

2018 to June 30, 2019) and 2019 (July 1, 2019 to June 30, 2020). Please provide the quested

documents in PDF form and send to the email address above. Follow the email with a

confirmation email or regular mail letter.


30 calendar Day Extension Request filed on:

30 Day Extension Due date:

Response: On October 3, 2019, a final district response was issued to the requester with responsive

records.

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“Please accept this letter as our request for a copy of the detailed realestate tax collector’s monthly

report to taxing dirstrict submitted to the Agency pursuant to 72 P.S. §5511.25 for the month(s) listed

below for the current 2019/2020 tax year. This is the Department of Community and Economic


The Monthly statement must list all taxes collected for the taxing district for the reporting period. This


penalties and must carry a total of all taxes collected with discounts and penalties for the reporting

period.”

Months: August

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CONEWAGO TWP, EAST MANCHESTER TWP, MANCHESTER BORO, MT WOLF BORO, NEWBERRY TWP,

YORK HAVEN BORO


30 calendar Day Extension Request filed on: n/a

30 Day Extension Due date: n/a

Response:

9/16/2019 emailed Trisha to let her know that RTK request was received and records were ready to be

sent. Documents will be sent as soon as payment of $96.50 is received for copies and postage. Received

check for postage on 9/25/2019 and mailed package the same day.

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RTK2019-20 (Appeal #2019-1698 and 2019-2086)




“The onboard video surveillance video(s) on school bus #36 (Spring Forge). The specific date is August

29, 2019. The start time of the video shall be 3:15 PM with an ending time 4:10 PM. The video can be

copied on either CD/DVD.”


30 calendar Day Extension Request filed on: September 26, 2019


Response: Arranged for requester to view videos on October 18th, and requester cancelled appt.

Offered additional times and dates and has not yet scheduled visit. Mr. Sweitzer viewed the video on

Friday, November 1st. He then submitted an appeal to OOR the same day stating that it was not shown

within the 30 day allotted time. On November 13th Mr. Sweitzer withdrew his OOR appeal for this

request.

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RTK2019-21 Requested by: Deloian, Kenneth fbo SmartProcure, 700 W. Hillsboro Blvd, Ste 4-100,

Deerfield Beach, FL 33313



“Request for any and all electronically maintained purchasing records dated 2019-05-15 to current.


PO#, Check#, or Invoice#, Date, Description, Price, Quantity, Vendor ID, name and address. Please note


INFORMATION.

Five Business Day Response Due: October 1, 2019



Response: Submitted requested documents via email to Ken on 9/26/2019

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RTK2019-22 (Appeal #2019-2089)

Requested by: Steven Sweitzer, 701 Cassel Rd, Lot 57, Manchester, PA, 717-870-7206,

[email protected]



“The onboard video surveillance video(s) on school bus #36 (Spring Forge). The specific date is

September 26, 2019. The start time of the video shall be 3:15 PM with an ending time 4:10 PM. The

video can be copied on either CD/DVD.”


30 calendar Day Extension Request filed on: October 2, 2019

30 Day Extension Due date: 11/1/2019

Response: Arranged for requester to view videos on October 18th, and requester cancelled appt.

Offered additional times and dates and has not yet scheduled visit. Mr. Sweitzer viewed the video on

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Friday, November 1st. He then submitted an appeal to OOR the same day stating that it was not shown

within the 30 day allotted time. On November 13th Mr. Sweitzer withdrew his OOR appeal for this

request.

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RTK2019-23 Requested by: Steven Sweitzer, 701 Cassel Rd, Lot 57, Manchester, PA, 717-870-7206,

[email protected]

Date Received: 10/3/2019 @ 7:18 PM


1. The posts, pictures, memes, “gifs”, and pictures of the Facebook Account, identified as Dr.

Stacey Sidle, Superintendent NESD for the dates of July 1, 2019 to present. The account has not

been de-activated for more than 30 days. Contact Facebook to restore account and to save data

in one file.

2. The posts, pictures, memes, “gifs” and pictures of the Facebook Account, identified as Dr. Randi

Payne, Assistant Superintendent NESD for the dates of July 1, 2019 to present. Account is active

the date of this request.

3. The posts, memes, pictures, “gifs”, and pictures of the Facebook Account, identified as Dr.

Melissa Bream, Principal NESD for the dates of July 1, 2019 to present. The account is active and

several posts she states “principal”

4. The posts, pictures, memes, “gifs”, re-tweets and pictures of the Twitter Account, identified as

Dr. Stacey Sidle, Superintendent NESD for the dates of July 1, 2019 to present. The account is

active the date of this request.


Dr. Randi Payne, Assistant Superintendent NESD for the dates of July 1, 2019 to present. The

account is active the date of this request.


Dr. Melissa Bream, Assistant Superintendent {Principal of Spring Forge} NESD for the dates of

July 1, 2019 to present. The account is active the date of this request.



30 Day Extension Due date: November 9, 2019

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Response: Withdrew request

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[email protected]



1. For the dates of August 20, 2018 to September 30, 2018 the emails sent and received by the

district’s account of [email protected]

2. For the dates of August 10, 2019 to date information provided, the emails sent and received

by the district’s account of [email protected]














Response: At 11:40 Am on October 11, 2019 Mr. Sweitzer sent an email to the

[email protected] email address, withdrawing his request. No response or further

action necessary.

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RTK2019-25 (Appeal #2019-1943)


[email protected]



1. A certified copy of the school district’s contract(s), record of verbal agreement(s), email(s),

written agreement(s), retainer, for the school district and the position of school solicitor. The

start date is December 14, 2019 to present.




Response: A copy of the requested information was sent to Mr. Sweitzer on Wednesday, October 16th.

Copy was not deemed “certified” by OOR and Northeastern School District was directed to fulfill this

request via their Final Determination on November 15, 2019.

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“Please accept this letter as our request for a copy of the detailed real estate tax collector’s monthly

report to taxing district submitted to the Agency pursuant to 72 P.S. §5511.25 for the month(s) listed






period.”

Months: September


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YORK HAVEN BORO




Response:


sent. Documents will be sent as soon as payment of $101.25 is received for copies and postage.

Received payment on 10/25/2019 and sent package same day via USPS.

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RTK2019-27 Requested by: Rodney Hake, 570 Jug Road, York, PA, 717-889-4098



“1. Demographics of Shallow Brook Intermediate, grade 5?

2. Demographics of Michelle Dietz classroom, including number of students?

3. How many students in Michelle Dietz classroom [are] English not first language?

4. Is there an English specialist teacher assigned to Mrs. Dietz classroom?

5. If there is an [ESL] teacher, their attendance record.”




Response: Response was sent to Mr. Hake via email and USPS mail on Wednesday, November 20, 2019.

Response was partially granted, partially denied.

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RTK2019-28 (Appeal #2019-2087 and 2019-2216)


[email protected]

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1. “All bills of service, invoice and proof of payment to the Law Firm of Barley Snyder from

September 1, 2018 to the date of this letter. The request is for the general description and

protected information can be redacted. Please notify the third party of the request to provide

information that may be pending.”

Five Business Day Response Due: November 11, 2019

30 calendar Day Extension Request filed on: November 14, 2019 (Although this extension was filed

late, it is due to the fact that we only found out about this request via an OOR appeal. Prior to that

date, we were not aware of this request. )

30 Day Extension Due date: December 4, 2019

Response:

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


[email protected]



1. “From the date August 22, 2019 to November 14, 2019 the names of the school bus drivers

hired by F&S transportation and school board approved. Please provide the bus(es) or van(s)

number assigned to each driver. Please provide the name of the driver(s) hired by F&S

Transportation they were not school board approved and all substitute drivers. Please contact

all third parties to provide information they have to complete the request”


30 calendar Day Extension Request filed on: November 21, 2019


Response:

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“Please accept this letter as our request for a copy of the detailed real estate tax collector’s monthly

report to taxing district submitted to the Agency pursuant to 72 P.S. §5511.25 for the month(s) listed






period.”

Months: October



YORK HAVEN BORO




Response:


sent. Documents will be sent as soon as payment of $64.80 is received for copies and postage.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


[email protected]



21 | P a g e

1. “The onboard video surveillance video(s) on school bus #36 (Spring Forge). The specific date is

November 11, 2019. The start time of the video shall be 3:15 PM with an ending time 4:10 PM.

The video can be copied on either CD/DVD.”


30 calendar Day Extension Request filed on:


Response:

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


[email protected]



2. “Please provide the make, model, and year for the school bus(es) and van(s) the district directly

transports or contracts others to transport students in. Please contact F&S Transportation and

other third parties of the request to provide any information.”


30 calendar Day Extension Request filed on: November 21, 2019


Response:

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

November 2019

Changes to Bus Schedule

Bus # Run Type of Action Address

20 S A 1440 Jug Rd

18 E C Board Rd & Payne Dr to

5455 Board Rd

4 I A 1355 E Butter Rd

11 E A 1355 E Butter Rd

26 E R Conewago Ave & Woodland

Ave, Conewago Ave & Horseshoe Ave A & B, 1255, 1040, 995 & 953

Conewago Ave

13 E A Conewago Ave & Woodland

Ave, Conewago Ave & Horseshoe Ave A & B, 1255, 1040, 995 & 953

Conewago Ave

Key: E = Elementary, I = Intermediate, S = Secondary, NP =

Non Public -----A = Add, C = Change, R = Remove

Joint Board of Directors’ Meeting York Learning Center

300 E. 7th Avenue, Suite 500 York, PA 17404

Tuesday, November 26, 2019 @ 7:00 PM

I. ROLL CALL

Ms. Veronica Gemma Central York School District Ms. Sue Heistand Dallastown Area School District Mr. Terry Emig, Treasurer Dover Area School District Mr. Richard Zepp Eastern York School District Mr. Michael Redding Northeastern School District Mr. Jay Vasellas, Vice President Red Lion Area School District Mr. Brian Hoffman South Eastern School District Ms. Karen Baum Spring Grove Area School District Mr. Donald Carl West York Area School District Ms. Ellen Freireich, President York Suburban School District

II. STUDENT OF THE MEETING – Mr. Fultz III. APPROVAL OF MINUTES – Ms. Freireich

A. Approval of Minutes from the October 29, 2019 Meeting IV. DISCUSSION ITEMS

A. Budget 2020 – 2021 1. Fund Balance Projection 2. Feedback from Superintendents 3. History of Membership Seats

B. Technology Follow up

V. ACTION ITEMS A. Approval of Treasurer’s Report:

1. October 2019 B. Approval of Bills:

1. October 2019 C. Approval of the Winter 2019 Graduation list

VI. DIRECTOR OF STUDENT SERVICES’ REPORT – Ms. Tomevi

VII. DIRECTOR’S REPORT – Mr. Fultz A. Enrollment Report B. Graduation Update C. Accelerate Your Learning at Home Update

VIII. PRESIDENT’S REPORT – Ms. Freireich

IX. SUPERINTENDENT OF RECORD’S REPORT – Dr. Snell A. Certification Update

X. ADJOURNMENT

FUTURE MEETING DATES January 28, 2020

February 25, 2020 March 31, 2020 April 21, 2020 May 26, 2020

Winter Graduation December 10, 2019

December 17, 2019 (Weather Make-up Date)

Zoom-Virtual School Board Meeting:

Join from PC, Mac, iOS or Android: https://paiu.zoom.us/j/559270342 or join by phone: +1 (646) 558-8656 or +1 (669) 900-6833 (US Toll) Meeting ID: 559 270 342

York Adams Academy Treasurer's ReportUPDATED

October 31, 2019 ORIGINAL PROJECTEDBUDGET BUDGET MONTHLY RECEIVED RECEIVED BALANCE

REVENUES AMOUNT AMOUNT INCOME YTD YTD OUTSTANDING

10/1/19 10/31/19

Local Revenue

Central York School District 50,400.00 50,400.00 16,800.00 16,800.00 33,600.00 16,800.00

Dallastown School District 50,400.00 50,400.00 16,800.00 16,800.00 33,600.00 16,800.00

Dover School District 50,400.00 50,400.00 16,800.00 16,800.00 33,600.00

Northeastern School District 50,400.00 50,400.00 16,800.00 16,800.00 33,600.00 16,800.00

Red Lion School District 50,400.00 50,400.00 16,800.00 16,800.00 33,600.00 16,800.00

Southeastern School District 50,400.00 50,400.00 16,800.00 16,800.00 33,600.00 16,800.00

Spring Grove School District 50,400.00 50,400.00 16,800.00 16,800.00 33,600.00 16,800.00

Eastern York School District 50,400.00 50,400.00 16,800.00 16,800.00 33,600.00 16,800.00

West York School District 50,400.00 50,400.00 16,800.00 16,800.00 33,600.00

York Suburban School District 50,400.00 50,400.00 16,800.00 16,800.00 33,600.00 16,800.00

Total 504,000.00 504,000.00 168,000.00 302,400.00 201,600.00

Adams County Revenue

Bermudian Springs School District 3 10,476.00 10,476.00 5,238.00 5,238.00 10,476.00 0.00

Conewago Valley School District 6 20,952.00 20,952.00 10,476.00 10,476.00 20,952.00 0.00

Gettysburg Area School District 4 13,968.00 13,968.00 6,984.00 6,984.00 13,968.00 0.00

Hanover Public School District 3 10,476.00 10,476.00 10,476.00 10,476.00 0.00

Littlestown Area School District 6 20,952.00 20,952.00 10,476.00 10,476.00 20,952.00 0.00

South Western School District 5 17,460.00 17,460.00 8,730.00 8,730.00 17,460.00 0.00

Upper Adams School District 1 3,492.00 3,492.00 3,492.00 6,984.00 10,476.00 (6,984.00)

Total 97,776.00 97,776.00 59,364.00 104,760.00 (6,984.00)

Other Local Revenue

Red Lion Additional 3 12,600.00 12,600.00 12,600.00 12,600.00 0.00

Central York Additional 5 21,000.00 21,000.00 21,000.00 21,000.00 0.00

Dover Additional 6 25,200.00 25,200.00 25,200.00 25,200.00 0.00

Interest Income 1,000.00 1,000.00 15.18 40.38 55.56 944.44

Misc Income 1,000.00 1,000.00 124.33 729.78 854.11 145.89

Total 60,800.00 60,800.00 59,570.16 59,709.67 1,090.33

Total Local Revenue 662,576.00 662,576.00 179,935.51 286,934.16 466,869.67 195,706.33

State Revenue

Social Security Subsidy 16,837.00 16,837.00 4,625.12 4,625.12 12,211.88

Total State Revenue 16,837.00 16,837.00 - 4,625.12 4,625.12 12,211.88

Federal Revenue

Adult Education Grant - - - - - -

Total Federal Revenue - - - - - -

Total Monthly Income

TOTAL REVENUES 2019-20 679,413.00 679,413.00 179,935.51 291,559.28 471,494.79 207,918.21

York Adams Academy Treasurer's ReportUPDATED

October 31, 2019 ORIGINAL PROJECTEDBUDGET BUDGET MONTHLY ACTUAL ACTUAL BALANCE

EXPENSES AMOUNT AMOUNT EXPENSE EXPENSE EXPENSE REMAINING10/1/19 10/31/19

1100-REGULAR INSTRUCTORS100 Salaries - Teachers and Assistants 224,696 224,696 18,242.64 59748.07 77990.71 146,705.69210 Insurance 9,000 9,000 2,000.00 0.00 2000.00 7,000.00220 Social Security 17,189 17,189 1,395.56 4570.73 5966.29 11,223.11230 Retirement 38,524 38,524 3,049.26 9986.89 13036.15 25,487.85250 State Unemployment 202 202 0.00 0.00 202.00260 Worker's Compensation 1,600 1,600 0.00 0.00 1,600.00300 Purchased Services 8,000 8,000 512.90 2748.90 3261.80 4,738.20331 Computer Services 5,000 5,000 5,154.20 76.74 5230.94 -230.94430 Repairs and Maintenance 500 500 0.00 0.00 500.00580 Travel 1,000 1,000 0.00 0.00 1,000.00610 General Supplies 13,000 13,000 1,220.82 1741.15 2961.97 10,038.03640 Books and Periodicals 5,000 5,000 538.40 828.94 1367.34 3,632.66750 Equipment 8,000 8,000 1,587.93 0.00 1587.93 6,412.07890 Miscellaneous Expenditures-Tuition 3,000 3,000 250.00 250.00 2,750.00TOTAL - REGULAR INSTRUCTORS 334,712 334,712 33,701.71 79,951 113,653 221,059

2160-SOCIAL WORK SERVICES100 Salaries - Social Worker 86,400 86,400 6,946.36 25289.27 32235.63 54,164.37210 Insurance 3,500 3,500 0.00 0.00 3,500.00220 Social Security 6,610 6,610 531.40 1934.63 2466.03 4,143.97230 Retirement 14,813 14,813 1,161.08 4227.10 5388.19 9,424.81250 State Unemployment 78 78 0.00 0.00 78.00260 Worker's Compensation 450 450 0.00 0.00 450.00580 Travel 300 300 0.00 0.00 300.00810 Dues and Fees 200 200 0.00 0.00 200.00TOTAL - SOCIAL WORK SERVICES 112,350 112,350 8,639 31,451 40,090 72,260

2360-OFFICE OF THE SUPERINTENDENT OF RECORD/DIRECTOR100 Salary - Superintendent of Record 7,500 7,500 0.00 0.00 7,500.00100 Salary - Director 72,250 72,250 5,557.70 19451.95 25009.65 47,240.75100 Salary - Secretary 35,755 35,755 2,774.34 9666.93 12441.27 23,313.73100 Salary - Business Manager 11,400 11,400 5700.00 5700.00 5,700.00210 Insurance 5,000 5,000 287.20 2002.28 2289.48 2,710.52220 Social Security 9,708 9,708 637.40 2663.64 3301.05 6,406.95230 Retirement 19,803 19,803 1,392.70 5819.98 7212.68 12,590.72250 State Unemployment 114 114 0.00 0.00 114.00260 Worker's Compensation 750 750 0.00 0.00 750.00330 Other Professional Services 7,500 7,500 0.00 0.00 7,500.00532 Postage 1,000 1,000 163.05 163.05 836.95580 Travel 750 750 0.00 0.00 750.00750 Equipment 1,000 1,000 0.00 0.00 1,000.00810 Dues and Fees 600 600 0.00 0.00 600.00TOTAL - OFFICE OF THE SUPT. OF RECORD/DIRECTOR 173,131 173,131 10,649.34 45,468 56,117 117,014

2600-OPERATION AND MAINTENANCE OF PLANT300 Other Professional Services 300 300 0.00 0.00 300.00400 Purchase Property Services 50,000 50,000 12509.42 12509.42 37,490.58523 General Property and Liability Insurance 15,000 15,000 14061.00 14061.00 939.00580 Transportation/Travel 2,000 2,000 0.00 0.00 2,000.00611 Custodial Supplies 0 0 0.00 0.00 0.00TOTAL - OPERATION AND MAINTENANCE OF PLANT 67,300 67,300 0 26,570 26,570 40,730

TOTAL GENERAL FUND MONTHLY EXPENSE 52,989.89 CAPITAL RESERVE 0.00 0.00

TOTAL EXPENDITURES FOR 2019-20 687,493 687,493 52,989.89 183,441 236,431 451,062

FUND BALANCESChecking Balance 409,031.49 Payroll 100.00 Cap Reserve 35,408.27 TOTAL 444,539.76

PAYROLLS10/11/19 15,814.54 10/25/19 17,706.50

TOTAL 33,521.04

Previous YTD 119,856.22 Payroll to date 153,377.26

YORK ADAMS ACADEMY 2020-2021

GENERAL FUND BUDGET

Presented on 11-26-2019

YAA – York Learning Center 300 E. 7th Ave. Suite 500

York, PA 17404 (717) 718-5836

York Adams Academy 2020-21 Budget Highlights

On 11-22-19 we learned that South Eastern will be dropping membership and not purchasing any seats for next year. The below summary is updated based on all final projected numbers for next year. The York Adams Academy 2020-21 Budget is proposed to be $727,955 in expenses and would generate $658,529 in revenue, this includes a per seat tuition increase of $100. This would result in a deficit budget, with a projected -$69,426.00 decrease to the fund balance. There are options on the revenue page that would increase tuition by $200 or $250 per seat. The resulting deficit would be -$55,576 or -$47,876 respectively. The York Adams Academy had been spending down its fund balance for several years with no increase in tuition. The last two years did result in restoring some fund balance due to increased seats being bought by some member districts and reducing some spending from the budget. The current projected Fund Balance as of the end of the current 2019-20 year would be $190,395. The proposed 2020-21 Budget would need to utilize fund balance in order to balance the budget. We are recommending an increase to the tuition rate by $100. Ending fund balance would be $120,969 or 16.6%.

The following are the highlights of the 2020-21 Budget. Total Expenses would increase from $687,493 to $727,955. This is an increase of $40,462. Salaries – There is a 3.0% increase budgeted which would account for roughly $15,000 increase. PSERS Employer Retirement Contribution has a projected increase to 34.77% for 2020-21 and this would result in roughly a $7,000 increase. We also have included an additional $9,000 for salaries related to the teacher certification areas that are needed for coverage not compliant by current staff. We included $4,000 for online courses through Odysseyware program. We included $2,000 for technology and equipment repairs. The lease rate per the contract will increase by $1,300 for the 2020-21 year. We budgeted for a continued $8,000 for equipment, primarily technology equipment needed for staff and student machines.

REVENUES 2020-21 YORK ADAMS ACADEMY 11-26-19 BudgetOperating Budget

LOCAL REVENUES PROJECTED REVENUE

OPTION A OPTION B OPTION C

4,200 4,300 4,400 4,450Basic Member Fee for 12 Students ($4,200 per seat)

Central York School District 50,400 51,600 52,800 53,400

Dallastown Area School District 50,400 51,600 52,800 53,400

Dover Area School District 50,400 51,600 52,800 53,400

Eastern York School District 50,400 51,600 52,800 53,400

Northeastern School District 50,400 51,600 52,800 53,400

Red Lion School District 50,400 51,600 52,800 53,400

Spring Grove School District 50,400 51,600 52,800 53,400

Southeastern School District 0 0 0 0

York Suburban School District 50,400 51,600 52,800 53,400

West York School District 50,400 51,600 52,800 53,400

Sub Total 453,600 464,400 475,200 480,600

Additional AllocationsCentral (5) 21,000 21,500 22,000 22,250

Red Lion (3) 12,600 12,900 13,200 13,350

York Suburban (3) 12,600 12,900 13,200 13,350

Dover (4) 16,800 17,200 17,600 17,800

Sub Total 63,000 64,500 66,000 66,750

3,492 3,542 3,592 3,642Adams/Hanover Member Fee ($3,492 per seat)

Bermudian Springs (3) 10,476 10,626 10,776 10,926

Conewago Valley (6) 20,952 21,252 21,552 21,852

Gettysburg (4) 13,968 14,168 14,368 14,568

Hanover (3) 10,476 10,626 10,776 10,926

Littlestown (6) 20,952 21,252 21,552 21,852

South Western (5) 17,460 17,710 17,960 18,210

Upper Adams (4) 13,968 14,168 14,368 14,568

Sub Total 108,252 109,802 111,352 112,902

Other revenueInterest from accounts 1,000 1,000 1,000 1,000

Miscellaneous Revenue 1,000 1,000 1,000 1,000

TOTAL LOCAL REVENUE 626,852 640,702 654,552 662,252New revenue 13,850 27,700 35,400

STATE REVENUESSocial Security 17,827 17,827 17,827 17,827

FEDERAL REVENUESAdult Education Grant (federal) 0 0 0 0

TOTAL STATE & FEDERAL REVENUE 17,827 17,827 17,827 17,827

TOTAL REVENUES 644,679 658,529 672,379 680,079

$100 Increase $200 Increase $250 IncreaseBeginning Estimated Fund Balance Available 07-01-2020 190,395 190,395 190,395 190,395

*Projected Total Revenues 2020-21 644,679 658,529 672,379 680,079*Projected Total Expenses 2020-21 727,955 727,955 727,955 727,955Surplus (Deficit) for 2020-21 -83,276 -69,426 -55,576 -47,876

Ending Projected Fund Balance 06-30-2021 107,119 120,969 134,819 142,51914.7% 16.6% 18.5% 19.6%

EXPENSES 2020-21 YORK ADAMS ACADEMY 11-26-19 Budget

Operating Budget2020-21

BUDGET

1100-REGULAR INSTRUCTORS100 Salaries - Teachers and Assistants 243,628210 Insurance 9,000220 Social Security .0765 18,638230 Retirement .3477 (pay half) 42,355250 State Unemployment 219260 Worker's Compensation 1,600300 Purchased Services 8,000331 Computer Tech Services (SIS + Odysseyware) 6,000430 Repairs and Maintenance 2,500580 Travel 1,000610 General Supplies 13,000640 Books and Curriculum 5,000750 Equipment 8,000890 Miscellaneous Expense - Tuition 3,000TOTAL - REGULAR INSTRUCTORS 361,939

2160-SOCIAL WORK SERVICES100 Salaries - Social Worker 90,084210 Insurance 3,500220 Social Security 6,891230 Retirement .3477 (pay half) 15,661250 State Unemployment 81260 Worker's Compensation 450580 Travel 300810 Dues and Fees 200TOTAL - SOCIAL WORK SERVICES 117,168

EXPENSES 2020-21 YORK ADAMS ACADEMY 11-26-19 Budget

Operating Budget2020-21

2360-OFFICE OF THE SUPERINTENDENT OF RECORD/DIRECTOR100 Salary - Superintendent of Record 7,500100 Salary - Director 74,418100 Salary - Secretary 39,023100 Salary - Business Manager 11,400210 Insurance 5,000220 Social Security 10,124230 Retirement .3477 (pay half) 21,026250 State Unemployment 119260 Worker's Compensation 750330 Other Professional Services 7,500532 Postage 1,000580 Travel 750750 Equipment 1,000810 Dues and Fees 600TOTAL - OFFICE OF THE SUPT. OF RECORD/DIRECTOR 180,209

2600-OPERATION AND MAINTENANCE OF PLANT330 Other Professional Services 300400 Purchase Property Services 51,339523 General Property and Liability Insurance 15,000580 Transportation/Travel 2,000611 Custodial Supplies 0TOTAL - OPERATION AND MAINTENANCE OF PLANT 68,639

CAPITAL RESERVE 0

TOTAL EXPENDITURES FOR 2020-21 727,955

StartingEnding

Fund Fund

Per SeatRevenues

RevenuesExpenditures

ExpendituresFund

Fund Balance

BalanceTuition Rate

OriginalActual

OriginalActual

BalanceBalance

UseGain

2007-083,750

$ 590,496.00

$ 593,824.00

$ 582,305.00

$ 545,862.00

$ 180,790.00

$ 223,014.00

$ N/A

42,224.00$

2008-093,750

$ 606,600.00

$ 751,098.00

$ 689,136.00

$ 720,364.00

$ 223,014.00

$ 253,121.00

$ N/A

30,107.00$

2009-10*4,000

$ 790,166.00

$ 783,626.00

$ 837,888.00

$ 733,325.00

$ 253,121.00

$ 306,442.00

$ N/A

53,301.00$

2010-114,000

$ 783,963.00

$ 788,956.00

$ 838,239.00

$ 722,683.00

$ 306,442.00

$ 367,185.00

$ N/A

60,743.00$

2011-124,000

$ 788,226.00

$ 745,253.00

$ 896,971.00

$ 749,804.00

$ 367,185.00

$ 362,634.00

$ (4,551.00)

$ N/A

2012-134,000

$ 718,254.00

$ 722,961.00

$ 856,621.00

$ 743,885.00

$ 362,634.00

$ 341,710.00

$ (20,924.00)

$ N/A

2013-144,000

$ 704,861.00

$ 705,201.00

$ 879,277.00

$ 728,181.00

$ 341,710.00

$ 319,214.00

$ (22,980.00)

$ N/A

2014-154,000

$ 674,323.00

$ 677,577.00

$ 794,097.00

$ 768,276.00

$ 319,214.00

$ 231,799.00

$ (90,699.00)

$ N/A

2015-164,100

$ 645,264.00

$ 649,973.00

$ 782,896.00

$ 745,871.00

$ 231,799.00

$ 160,799.00

$ (70,352.00)

$ N/A

2016-174,100

$ 642,245.00

$ 645,514.00

$ 711,064.00

$ 694,486.00

$ 160,799.00

$ 90,147.00

$ (70,652.00)

$ N/A

2017-184,100

$ 646,327.00

$ 660,758.00

$ 666,764.00

$ 631,580.00

$ 90,147.00

$ 118,863.00

$ N/A

29,178.00$

2018-194,200

$ 679,499.00

$ 702,417.00

$ 676,413.00

$ 627,635.00

$ 118,863.00

$ 193,645.00

$ N/A

74,782.00$

2019-204,200

$ 679,413.00

$ 694,413.00

$ 687,493.00

$ 697,663.00

$ 193,645.00

$ 190,395.00

$ (3,250.00)

$ 2020-21

4,300$

658,529.00$

727,955.00$

190,395.00$

120,969.00$

(69,426.00)$

16.6%* 2009-10 w

as the expansion/addition of the ADAMS County Site and thus the tuition rates changed.

Reorganization - Northeastern School District

Documents

Transcript of Reorganization - Northeastern School District