Henry H. Wells Middle School (Brewster, NY)

Infobox School3
name = Henry H. Wells Middle School


established = 1957
type = Public
grades = 6, 7, 8
head_name = Principal
head = Dr. JoAnne Januzzi
head_name2 = Assistant Principals
head2 = Mr. Andrew Cameron, Mr. John Conroy
city = Brewster
state = New York
country = USA
students = 896
school_colors = Green and White
mascot = Bear
website = http://www.brewsterschools.org/wells

Henry H. Wells Middle School is a middle school located in Brewster, NY, Putnam County, approximately fifty miles north of New York City. The Henry H. Wells Middle School was the second school building known to the Brewster Central School District. Opening in 1957, it was known as Brewster High School. At that time, it housed grades 6 - 12. Garden Street School served as the lone elementary building in the district for grades K - 5. Over time, as the district continued to grow, the "new" Brewster High School could not keep up with the needs of the school community. In 1971, when Brewster High School was opened on Foggintown Road, the existing high school was rededicated as the Henry H. Wells Middle School - a school designed to work with the unique characteristics of the middle school child, grades 6 - 8. As the Brewster community continued to grow and prosper, the Middle School was called upon to assist by taking the fifth graders into their midst. From September 1990 - January 1998, the Middle School served grades 5 - 8. With the opening of C.V. Starr Intermediate School in January 1998, the building went back to grades 6 - 8.

Mission Statement

The purpose of the Henry H. Wells Middle School is:

* To address the individual needs of this unique age group to promote academic success.
* To foster a balance between personal, social, and academic growth.
* To create a school community that values respect and responsibility.

Administration

Principal: Dr. JoAnne Januzzi

Assistant Principal: Mr. Andrew Cameron

Assistant Principal: Mr. John Conroy

Departments and Curriculum

Art

The goals of the program are to promote enjoyment of, appreciation for, knowledge of the arts and to nurture creativity. Students work with a variety of media to express their ideas and solve problems in a creative way. Students are provided an assortment of experiences in a student centered art studio setting to maximize success, interest, involvement and higher level thinking. The Art teachers believe that creative thinkers will be the ones who will make the future breakthroughs in not only the arts but in science, math, literature and all other fields. Creative thinkers are the ones who will solve the problems of the world.

Course Offerings

Art 6

The Sixth Grade Art Program is an introduction to the integration of elements and principles of design.

Examples of course content are:

# value scale drawings, portraits, abstract painting
# three-dimensional work
# the integration of art appreciation and art history as it applies to the method and/or techniques under current study
# individual and group projects

Art 8

The Eighth Grade Art Program draws upon the fundamentals of a good design to construct forms in dimension.

Examples of course content are:

# visual communication
# creating images from observations
# advertising design (posters)
# abstract expression

Creative Arts and Art Studio

This program is a half-year elective course for students in grades six, seven, and eight.

After exposure to various media and methods, the student is encouraged to select an interest area in art and explore this area in-depth. Creativity, self-evaluation, and skill development are encouraged. Constructive criticism among students, is one of the processes used for evaluation. Students are required to keep a sketchbook and add sketches to it weekly.

Department Teachers

* Donald Bruschi
* Irene Othmer

English

To help students use language effectively and appreciate fully the oral and written expression of others, a well-designed English Language Arts Program ensures that students will learn to use language to achieve the following New York State Learning Standard for English Language Arts.

# Students will read, write, listen, and speak for information and understanding.
# Students will read, write, listen, and speak for literary response and expression.
# Students will read, write, and listen for critical analysis and evaluation.
# Students will read, write, listen, and speak for social interaction.

Course Offerings

English 6

This course is designed for all sixth-grade students. Reading, writing, listening, and speaking are used as vehicles for learning.

Texts:

* Houghton, Mifflin English (general text)
* Beginnings in Literature - anthology
* Timeless Voices, Timeless Themes - Copper Level - anthology

Novels:

A selection of four novels will be chosen from the following list:

* The Black Stallion
* The Story of King Arthur
* The Incredible Journey
* Sounder
* Crispin

English 7

This course is designed for all seventh-grade students. Reading literature, writing, listening, and speaking are used as vehicles for learning.

Texts:

* Houghton, Mifflin English (general text)
* Discoveries in Literature - anthology
* Timeless Voices, Timeless Themes - Bronze Level - anthology

Spelling:

* Holt, Reinhart, and Winston

Novels:

A selection of four novels will be chosen from the following list:

* My Brother Sam Is Dead
* Dealing With Dragons
* The Fifth of March
* A Year Down Yonder
* Incident at Hawk's Hill
* Prairie Songs
* White Mountain
* Roll of Thunder, Hear My Cry

English 8

This course is designed for all eighth-grade students. Reading, writing, listening, and speaking are used as vehicles for learning.

Texts:

* Houghton, Mifflin English (general text)
* Explorations in Literature - anthology
* Timeless Voices, Timeless Themes - Silver Level - anthology

Novels:

* The Contender
* The Giver
* They Cage the Animals at Night
* No Promises in the Wind

Department Teachers

* Madeleine Cacciotti
* John Clark
* Patrick Daly (Liaison)
* Deborah Romaine
* Jonathan Van Buren
* Tracey Villaverde
* Diane Vince

Foreign Language

Studying a second language promotes a greater understanding of cultural diversity among people. Besides promoting greater cultural awareness and appreciation, the foreign language program at the middle school will assist pupils in their study in French, Italian and Spanish beginning in grade 6. The program of studies will concentrate on gaining competency in listening, speaking, reading, and writing skills.

Course Offerings

Foreign Language Communication - Spanish

This course is for students who have tested out of reading in sixth grade or for new students to the district. Course content is similar to Spanish 6 and 7. This course is taken in seventh grade. Students passing this course with a 65 and a teacher recommendation will continue to Spanish I. At the end of eighth grade, these students will be eligible to take the New York State Proficiency Exam and, if passed, earn a high school credit.

Foreign Language Survey

According to the Regents Action Plan, all students are now required to take a foreign language for two years before the end of ninth grade. This course was developed with its emphasis in basic communication. Course content is similar to Spanish 6 and 7. This course is taken in eighth grade. This course is required for all students who are not presently taking a foreign language.

Please note: All students will be placed in New York State Regents level classes at the high school.

French 6

This course provides practice in simple conversational patterns, fundamental grammatical structure, oral comprehension, reading, and writing in French. There is an introduction to French and Canadian culture and geography. This class meets in conjunction with reading. Students muss pass this course with a 65 to continue to French 7.

French 7

This is a continuation of the program started in sixth grade French. Previously learned material will be reviewed and expanded. In addition to the basic text, outside materials will be used. There is a continuation of French and Canadian culture and geography.

Prerequisite: Passing French 6. Students muss pass this course with a 65 to continue to French I.

French 8 (French I)

This is a continuation of seventh grade French. Previously learned material will be reviewed and expanded. In addition to the basic text, outside materials will be used. Successful completion of this course will give the student one credit. French II may be continued at high school.

Prerequisite: Passing French 7. Students must past this course with a 65 to continue to French II.

Italian 6

This course provides practice in simple conversational patterns, fundamental grammatical structure, oral comprehension, reading, and writing in Italian. There is an introduction to Italian culture and geography. This class meets in conjunction with reading. Students muss pass this course with a 65 to continue to Italian 7.

Italian 7

This is a continuation of the program started in sixth grade Italian. Previously learned material will be reviewed and expanded. In addition to the basic text, outside materials will be used. There is a continuation of Italian culture and geography.

Prerequisite: Passing Italian 6. Students muss pass this course with a 65 to continue to Italian I.

Italian 8 (Italian I)

This is a continuation of seventh grade Italian. Previously learned material will be reviewed and expanded. In addition to the basic text, outside materials will be used. Successful completion of this course will give the student one credit. Italian II may be continued at high school.

Prerequisite: Passing Italian 7. Students must past this course with a 65 to continue to Italian II.

Spanish 6

This course provides practice in simple conversational patterns, fundamental grammatical structure, oral comprehension, reading, and writing in Spanish. There is an introduction to Spanish and Hispano-American culture and geography. This class meets in conjunction with reading. Students muss pass this course with a 65 to continue to Spanish 7.

Spanish 7

This is a continuation of the program started in sixth grade Spanish. Previously learned material will be reviewed and expanded. In addition to the basic text, outside materials will be used. There is a continuation of Spanish and Hispano-American culture and geography.

Prerequisite: Passing Spanish 6. Students muss pass this course with a 65 to continue to Spanish I.

Spanish 8 (Spanish I)

This is a continuation of seventh grade Spanish. Previously learned material will be reviewed and expanded. In addition to the basic text, outside materials will be used. Successful completion of this course will give the student one credit. Spanish II may be continued at high school.

Prerequisite: Passing Spanish 7. Students must past this course with a 65 to continue to Spanish II.

Department Teachers

* Toni Anne Carey
* Barbara Gillette
* Ann Marie Pool (Liaison)
* Dena Stanard
* Laura Stevens
* Deborah Velazquez

Mathematics

The mathematics department holds the following goals for all students:

# that they learn to value mathematics
# that they become confident in their ability to do mathematics
# that they become mathematical problem solvers
# that they learn to communicate mathematically
# that they learn to reason mathematically

Course Offerings

Academic Intervention Services Mathematics

Parents and/or teachers may nominate students whom they feel are in need of remediation in mathematics. These students will be screened by the remedial math teacher to determine their eligibility for this program. Students who score in the thirtieth percentile and below (Total Math) on the Stanford Diagnostic Math Test (SDMT) will qualify for the program.

Instruction takes place in a small class setting or in the student's regular math classroom. In either case, areas of weakness are addressed in an attempt to keep them aligned with class instruction.

An evaluation of each student's progress is made at the end of the school year to ascertain placement for the following September.

Math Lab is a sequential skill building program designed to strengthen students' basic math skills in order to improve their regular classroom performance as well as to prepare them for the upcoming TEST OF NEW YORK STATE STANDARDS (TONYSS) for grades six and seven and the MATH ASSESSMENT in grade eight.

Mathematics 6

Basic facts are an essential part of the sixth grade curriculum. Knowledge of such facts facilitates the development of problem solving, critical thinking, and communication skills. Operations with whole numbers, decimals and fractions, as well as percents, numbers theory, geometry, basic algebra and problem solving strategies are the main focus of the sixth grade curriculum.

Mathematics 6 Advanced

The sixth grade honors course is an academically challenging study of mathematics. Problem solving, communications, reasoning and connections are emphasized. The course content offers a range of topics needed for the successful study of algebra. Number theory, percents, solving equations, probability, statistics and geometry are included in the syllabus.

Students must maintain a B average to remain in the honors program.

Mathematics 7

The course content offers a range of topics necessary for the successful study of algebra, including variables and equations. Math 7 develops the basic concepts of algebra, probability, statistics, geometry, number theory and percents. Communicating mathematical ideas and using alternative problem solving strategies are an integral part of the curriculum.

Mathematics 7 Advanced

This course offers an enriched version of the Math 8 course. As in all math courses, problem solving, communication and reasoning, are stressed. Critical thinking skills are an important part of the course work. Algebra, integers, solving equations and inequalities, geometry, proportions, percents, the coordinate plane, right triangles, probability and statistics provide the curriculum.

To qualify, students must successfully complete the Math 6 Honors course. As in all honors courses, it is expected that the student maintain a B average.

Mathematics 8

The Math 8 curriculum includes algebra processes and concepts so that the student will be better prepared for the rigors of high school mathematics. The student will represent number patterns using graphs, charts and equations, analyze tables and graphs, understand the concepts of expressions and equations. The curriculum provides students with the opportunity to solve equations and inequalities, study geometry, the coordinate plane, percents, probability, statistics and the right triangle.

Mathematics 8 Assessment

Beginning June 1999, New York State requires all eighth grade students to take the 8th Grade Math Assessment. This test requires students to demonstrate their ability to apply facts and definitions, solve problems, and show their understanding of mathematical procedures and problem solving strategies. To successfully complete the assessment, students must demonstrate a thorough understanding of mathematical concepts and procedures, and the ability to present a clear explanation of their work.

Mathematics A (Grade 7 Honors)

Prerequisite: Successful completion of Pre-Algebra, Grade 6

This course is the New York State Math A high school mathematics course. This is the first two semesters of a three semester course. The primary emphasis is algebra; however, geometry, statistics, probability, and trigonometry are presented to provide an integrated approach.

As in all honors courses, it is expected that students maintain a B average.

Mathematics A1 (Grade 8 Regents)

This course is a New York State Math A high school mathematics course. The course is a year and a half course ending in a regents exam, January of the freshman year. The content includes most of the topics in Course I and a selection of topics from Course II. Topics include: logic, rational and irrational members, equations, inequalities, polynomials, geometry, geometric constructions, transformational geometry, probability, statistics, quadratic equations, the coordinate plane, and formal proofs in logic and geometry. Successful completion of Math A leads to Math B, another 1 ½ year regents course.

Students must maintain a B average to continue in the Honors Program.

Mathematics A3 (Grade 8 Honors)

Prerequisite: Successful completion of Math A semesters one and two, Grade 7

This half year course is the third and final semester in the A program. The primary emphasis is geometry, however, algebra topics are integrated throughout. At the end of the semester the Math A Regents exam will be administered.

Successful completion of this course leads to Math B, semester one.

Students must maintain a B average to continue in the honors program.

Mathematics B1 (Grade 8 Honors)

Prerequisite: Successful completion of Math A3 and teacher recommendation

This half year course is the first course in the Math B Honors program. Students will continue to Math B2 upon completion of this course. A TI-83 Plus graphing calculator is required.

Students must maintain a grade of 85 to continue in the honors program.

Pre-Algebra (Grade 6 Honors)

This course offers and enriched version of the Math 8 curriculum. The curriculum includes algebra processes and reasoning. Topics include algebra, integers, solving equations and inequalities, geometry, proportions, percents, the coordinate plane, right triangles, probability, and statistics.

To qualify, students must successfully pass the Algebra Prognosis Test, the Seventh Grade Exit Exam, and have teacher recommendation. As in all honors courses, it is expected that students maintain a B average.

Department Teachers

* Michael Honey (Liaison)
* Nora Johnston
* Keith Koestner
* James McGee
* Jeanmarie Mullen
* Edward Mulvihill
* Luke Sotherden
* Diane Starr
* Michael Strnatko

Music

Course Offerings

Band (Grades 6, 7, 8)

The Band Program provides musical experiences for brass, woodwinds and percussion. Musical literature includes classical to modern. Emphasis is placed on mastery of technique and all elements necessary for musical performance. Band rehearsals are held every other day. Students are also required to attend one small group lesson each week during the school day. Students are taken out of the classroom on a rotating schedule for lessons, and they are expected to make up any missed class work. Attendance at concerts is mandatory. Deadline for withdrawal from band is October 1st of any given year. Students will not be permitted to rejoin the program.

Prerequisite: Prior Band experience is necessary.

Chorus (Grades 6, 7, 8)

The Chorus Program provides vocal music experience to sixth, seventh, and eighth grade students.

Enrollment in middle school Chorus is contingent upon previous Chorus experience, recommendation by the student's elementary music teacher or permission of the middle school Chorus instructor.

Musical literature includes various music styles in three-part harmony for sixth, seventh and eighth grades. Each student enrolled in Chorus will be placed in either soprano, alto or tenor section following a brief audition.

Emphasis is placed on proper vocal production and mastery of techniques, knowledge and other elements necessary for musical performance.

Chorus meets daily, or every other day, for the entire school year. Letter grades are recorded each quarter on the report card. Attendance at concerts is mandatory. Students who are absent from a concert are required to take a written exam. A student enrolled in Chorus may also be a Band member. Deadline for withdrawal from Chorus is October 1st of any given year. Students may also join in January with permission of the choral director.

General Music 6

This course is designed to teach basic music literacy, explore and study the instruments in the orchestra, and to promote creativity through various musical activities.

General Music 7

This course is designed to teach basic music literacy and awareness of the vast world of music. Students will begin exploring with the evolution of music and gain an understanding of how various music eras are related to today's music styles.

General Music 8

This course is designed to teach basic musical elements and how various music eras of the 1900s are related to today's musical styles.

String Orchestra (Grades 6, 7, 8)

The Orchestra Program consists of violin, viola, cello, and bass instruction. Group lessons are required one period each week based on a rotating schedule. Orchestra meets the same period every day, or every other day, and is treated as an academic course with letter grades giving each quarter based on attendance, preparation, participation, and performance. Students are required to participate in both the Winter and Spring Concerts. Other concerts, competitions, and solo events are optional. Students must practice music materials at home as part of their daily homework routine. Deadline for admission or withdrawal from the Orchestra Program is October 1st of every year. Students enrolled in Orchestra cannot also be enrolled in the Band Program. However, students enrolled in Orchestra can also be enrolled in Chorus.

Students who wish to play acoustic/electric guitar or electric bass may not join Orchestra; these instruments are only taught through Jazz Band. See the Jazz Band instructor for details (currently, Mr. Don MacCrae).

Department Teachers

* John Butera
* Jill Carbone
* Melissa Jones
* Sarah Lenhart
* Suzanne Morello
* Susan Kelly

Physical Education

Educating students through the physical, the Physical Education Program at Wells Middle School strives to have a positive impact on all. This will be done through:

* The continued improvement of motor skills as developmentally appropriate for the early adolescent.
* The ongoing assessment of individual fitness levels.
* The realization that personal and social responsibility are vital components of human relations.

We believe that all students have the ability to accept physical activity as an important part of life. Self-awareness, weight control, and stress management are understood as benefits of physical activity. Students will be encouraged to demonstrate leadership, respect, and problem solving through participation in organized games and activities. Middle School Physical Education must be appropriate for the distinct developmental level of early adolescence.

Department Activities

Activities of the Physical Education Program

* Basketball
* Cardio-boxing
* Cardiovascular Training
* Creative Movement
* Dance
* Field Hockey
* Flexibility Training
* Frisbee
* Football
* Juggling
* Lacrosse
* Muscle Strength Training
* Nutrition
* Personal Fitness
* Physical Fitness Assessment
* Planning
* Project Adventure
* Soccer
* Softball
* Speedball
* Tennis
* Volleyball
* Yoga

All activities will incorporate New York State Physical Education Standards, Personal Health and Fitness, a Safe and Healthy Environment, and Resource Management.

Aspects of Personal and Social Responsibility

In order to achieve compliance with New York State Physical Education Standard #2 -- A Safe and Healthy Environment -- the Wells Physical Education Staff will attempt to incorporate the following traits of character through participation in class activities.

Interscholastic Activities

The Interscholastic Teams for girls on the middle school level include: field hockey, volleyball, basketball, soccer, and softball. Girls may also compete on high school teams if they qualify through the Selection Classification Program. These teams include: tennis, swimming, cross-country, gymnastics, skiing, track and field, lacrosse, and softball.

The Interscholastic Teams for boys on the middle school level include: football, soccer, wrestling, ice hockey, baseball, and lacrosse. Boys may also compete on high school teams if they qualify through the Selection Classification Program. These teams include: cross country, tennis, track and field, and golf.

Department Teachers

* Dean Berardo
* Joseph DeMarco
* Patricia Frische
* John Kinnane
* Genene Morehouse
* Eric Buzzetto

Reading

Course Offerings

Language Arts Workshop

A student's placement in the skills program will be based on several assessments. These include the TONYSS (Test of New York State Standards), ELA (English Language Arts), AIS (Academic Intervention Services), SDRT (Stanford Diagnostic Reading Test), Grade A+ Assessment, and teacher/parent input.

Students receiving a score below the state reference point on any state mandated test or those receiving a score of 35% or below on the Standard Diagnostic Reading Test will be included in our remedial programs. There are two sequences of instruction. The Language Arts Workshop I, II, III sequence, which meets every day, consists of two major components - a literature based reading program, and the Wilson Language System. The second sequence, Language Arts Workshop, also meets every day and focuses more on comprehension and writing skills.

Communication with parents is maintained throughout the year. In the first semester of the year, the teacher holds a conference explaining the placement procedures and discusses individual goals. A final conference is held at the end of the year, reviewing the growth that took place with the student during the year and suggesting reading activities for the summer. During the year, a written progress report is sent home to the parents every five weeks.

Text:

* Reader's Handbook - Great Source Education Group / A Student Guide for Reading and Learning

Grade 6:

* Number the Stars - Lowry
* Snow Treasure - McSwigan
* Sadako and the Thousand Paper Cranes - Coerr
* Tuck Everlasting - Babbit

Grade 7:

* The Outsiders - Hinton
* Holes - Sachar
* The Rifle - Paulsen
* The Mighty - Philbrick
* Don't You Dare Read This Mrs. Dunphrey - Haddix

Grade 8:

* Gentlehands - Kerr
* Ransom - Duncan
* The Face on the Milk Carton (and sequels) - Cooney
* Bread Winner - Debra Ellis

Literacy is for Thinkers (L.I.F.T. Program, Grade 6)

This course will be offered to sixth graders. The curriculum expectations are to make all our students feel like readers, become readers, and to make our students remain readers long after they have left our school. The course will model good reading, teach reading strategies, and introduce different kinds of reading. Students will begin to apply these skills in core area classes, enhancing their reading abilities.

Text:

* Reader's Handbook - Great Source Education Group / A Student Guide for Reading and Learning

Reading Course Requirements

# 6th Grade Language Arts Workshop
## 1st to 35th% - SDRT Total Reading
## 1st to 40th% - SDRT Total Reading, for students previously in remedial - kept as maintenance pupils
## ELA Results
## AIS Assessments
# 7th Grade Reading Skills
## Results of the TONYSS (Test of New York State Standards)
## ELA Results
## AIS Assessments
# Literacy Is For Thinkers (L.I.F.T. Program)
## Results of the TONYSS (Test of New York State Standards)
## ELA Results
# 7th Grade Language Arts Workshop
## 1st to 35th% - SDRT Total Reading
## 1st to 40th% - SDRT Total Reading, for students previously in remedial - kept as maintenance pupils
## ELA Results
## AIS Assessments
## Grade A+ Assessment
# 7th Grade Reading Skills
## Results of the TONYSS (Test of New York State Standards)
## ELA Results
## AIS Assessments
## Grade A+ Assessment
# 8th Grade Language Arts Workshop
## 1st to 35th% - SDRT Total Reading
## 1st to 40th% - SDRT Total Reading, for students previously in remedial - kept as maintenance pupils
## ELA Results
## AIS Assessments
# 8th Grade Reading Skills
## Results of the TONYSS (Test of New York State Standards)
## ELA Results
## AIS Assessments

Reading Skills (Grades 6, 7, 8)

A student's placement in the skills program will be based on several assessments. These include the TONYSS (Test of New York State Standards), ELA (English Language Arts), AIS (Academic Intervention Services), SDRT (Stanford Diagnostic Reading Test), Grade A+ Assessment, and teacher/parent input.

Classes meet daily and group instructed is given in various reading skills, including reading strategically, reading expressively, and reading independently. Content area reading techniques and study skills are also taught. Preparation for state exams is done through various listening and writing activities using a variety of genres.

Text:

* Reader's Handbook - Great Source Education Group / A Student Guide for Reading and Learning

Supplemental Texts:

* Reading Skills 6:
** Number the Stars - Lowry
** Tuck Everlasting - Babbit
** Loser - Spinelli
*Reading Skills 7:
** The Outsiders - Hinton
** True Confessions of Charlotte Doyle - Avi
** Don't You Dare Read This Mrs. Dunphrey - Haddix
* Reading Skills 8:
** Downriver - Hobbs
** Face on the Milk Carton (and sequels) - Clooney
** Breadwinner - Ellis

Department Teachers

* Kim Bertrand
* Janet Hopkinson
* Laura Hug (Liaison)
* Jean Johnson
* Bonnie Palumbo

cience

Course Offerings

Living Environment 7

The seventh grade course content will focus on life science only. The content of the curriculum will have as its focus the major topics in the living environment curriculum. Students will understand and apply scientific concepts, principles, and theories pertaining to the living environment and recognize the historical development of idea in science. For a list of concepts covered, see the [http://www.emsc.nysed.gov/ciai/mst/pub/livingen.pdf Living Environment Core Curriculum] .

Required Reading Text:

* Exploring Life Science - Prentice Hall, 1999

Science 6

The course objectives include understanding of the importance of science in everyday life, and how science has developed to its present level by the application of the scientific method of experimentation. General activities include keeping and analyzing data, working with science equipment, doing experiments, and problem solving. The inquiry approach to teaching science will be highlighted to best prepare students for the upcoming state assessment.

The course content includes such topics as: Physics (electricity, magnetism, and simple machines); Chemistry (atomic structure, phases of matter); Earth Science (weather and astronomy); Biology (scientific method, classification, plants and animals, and ecology).

Required work includes: Expo Project, science news reports, lab reports, quizzes, and tests.

Required Text:

* Science Interactions - Glencoe, 1998

Science 8 (Earth Science Honors)

The content of this course includes an overview of many disciplines such as astronomy, meteorology, geology, and physical science. Emphasis is placed on laboratory participation and problem solving skills. Labs are a necessary component for fulfilling the state requirement.

To qualify for Regents Earth Science, an eighth grade student must also have qualified for placement in Regents Math Honors, and have high scores on standardized tests. Parental approval for participation is also required, as well as a commitment on the student's part to an academically rigorous and rewarding experience. Students must maintain a minimum 85% average in order to continue in the accelerated program.

Students are required to design, perform, and present an independent science investigation on a topic of their own choice (i.e. Science Horizons). They are also required to write the Regents examination in June. A passing grade on this exam satisfies the ninth grade Regents science competency requirement, and fulfills one science requirement for a New York State Regents High School Diploma. Honors credit will begin on the high school transcript with both the course grade and the final exam grade. Students will also be required to take the New York State's Science Assessment Test at the end of their eighth grade year.

Text:

* Heath Earth Science - 1999

Science 8 (Physical Science)

Our goal is to help students develop an understanding of the world around them through sound content and the practice of skills that will help them reach that understanding. The focus will be to prepare students for the New York State Assessment Test by continuing to spiral the curriculum. The test will be administered in two parts at the end of the eighth grade year.

Basic concepts of Biology, Physics, Chemistry, and Earth Science will be highlighted. Our approach emphasizes everyday applications of science concepts. As students progress through the course, they will soon realize that most of the technological advances they have taken for granted are really applications of basic science principles.

Required work includes homework, lab reports, tests, and quizzes, cumulative final.

Text:

Merrill Physical Science - Glencoe Co., 1995 Ed.

Note: Other readings may be required as dictated by the curriculum involvement.

Department Teachers

* David Bloom (Liaison)
* Cynthia Cornelio
* Janice Driscoll
* Guild Fetridge
* Jason Fidler
* Anthony Forte
* Elizabeth Hooke
* Katherine Keane
* Kirsten Rusinko

ocial Studies

The Middle School Program is designed to increase students' abilities to understand an ever changing, complex world. Pupils are encourage to reach conclusions about significant issues and events of the past and present. They will be exposed to the concepts of the social sciences in order that all students gain a greater appreciation of their own cultures as well as the values and beliefs of others.

Course Offerings

Social Studies 6

The program emphasizes the cognitive skills which students can use to analyze and appreciate the growing interdependence of the nations of the world, keying on Europe and the Middle East. The emphasis of many examples of these two geo-cultural regions. In 6th grade, emphasis is placed on the academic competencies of maps and graph skills, writing, reading, oral skills and library skills. A continuation of primary source document analysis skills will be emphasized, and the use of these sources in a document based essay format will be emphasized.

Text:

* The Eastern Hemisphere

Social Studies 7

The program emphasizes the cognitive skills which students can use to analyze and appreciate American History. In the 7th grade, emphasis is placed on the academic competencies of map and graph skills, writing, reading, oral skills, and library skills. Primary source analysis and document based essay writing will again be stressed at this level. The topics covered include: pre-Columbian, exploration and colonization of the New World, the development of the American political system and an integration of New York State history in each appropriate topic area.

Text:

* The American Nation

Social Studies 8

The program is a continuation of Social Studies 7. Academic emphasis continues to be placed on writing, reading, and oral skills. There is an increased emphasis on critical thinking skills which is integrated throughout the program. Once again, primary source document analysis and document-based essay writing will be reinforced at the 8th grade level to help prepare students for state assessments and high school study at all levels. In eighth grade, topics cluster around the American historical experience and includes an analysis of political systems. Economic changes in the 19th and 20th centuries, manifest destiny, the development of the U.S. as a world power, prosperity, depression and the role of the U.S. in the Community of Nations. There is a continuation of the integration of New York State history where appropriate.

Text:

* The American Nation

Department Teachers

* Susan Barbato
* Louise Barone
* Michael Bellucci
* Marisa Gargano
* Barbara Geraghty
* Thomas Nelligan
* Scott Potusek
* Vanessa Rolls (Liaison)
* Bridget Sweeney

pecial Education

The middle school provides a continuum of services. The level of service provided to Special Education students is determined by their Individualized Education Plan. Services include self-contained classes, inclusion classes, and teacher consultations.

Department Teachers

* Keith Allen
* Kim Bertrand
* Louis Caporale
* Robin Caverly (Liaison)
* Theresa Colley
* Paula Flower
* Arthur Holzmann
* Marcia Lichtman
* Jennifer Miller
* Kathleen Muentener
* Mary Stoddard
* Melissa Lutz

Course Electives

Enrichment

Instructor: Scott Beall

Enrichment class raises students' awareness of global issues, improves critical reading skills, and helps students become independent learners with a firm understanding of their interests, abilities, and social responsibilities. All school subjects (math, science, writing, social studies, art, and music) are applied and connected through real world themes and student class projects. Students are introduced to new ideas and fields of study not covered in primary instruction, such as sustainable development, future studies, systems thinking, philosophy, and psychology. Activities are varied and include Socratic Seminar/discussion, interactive simulations, individual and group project work, Internet research, electronic portfolio development, brain teasers, and more. Students enrolled in enrichment class have the opportunity to extend interest-based work through the Autonomous Learner (AL) Program (see below). Enrichment class is an open elective offered to all grades, and is especially recommended for students who would benefit from extended challenge and independent, open-ended learning opportunities.

Autonomous Learner Achievement Program (AL)

All students enrolled in enrichment classes have the option to participate in the Autonomous Learner (AL) Program. The AL program provides structure and mentoring support for students to pursue learning in areas of their interest. Activities include interviews of career professionals, community service and civic action, job shadows, academic research, and special in-depth projects. Projects are designed by students with the guidance of the enrichment teacher. Examples of student projects include original novel writing, music compositions, artwork, video production, website design, international Internet exchanges, civic action, and more. Completion of AL requirements over a three year period earns the Autonomous Leaner Diploma at the end of eighth grade.

Health Education

Instructors:

* Linda Cramer
* Nina Cudney
* Patricia Frische
* Daria Pascale

Health Education is a course offered in grades six, seven, and eight, which provides students with the knowledge, skills, and attitudes to make decisions about health, to engage in behaviors that are conducive to health, and to take actions that promote health for themselves, their families and the community. Emphasis is placed on taking responsibility for developing and maintaining a healthful lifestyle.

These courses satisfy the state mandate for one half year of instruction in health education as a junior high school.

Goals of Health and Family Life Education

* Providing adequate accurate knowledge.
* Enhance self-esteem.
* Encourage self-understanding.
* Increase decision making skills.
* Promote respect for family values and values of others.
* Encourage communication between parent and child.
* Promotes fulfilling, healthy, responsible behavior.

Home & Career Skills

Instructor: Linda Cramer

Home & Career Skills 6

Course work meets part of the requirements for the mandated Home & Career Skills curriculum of the Regents Action Plan. Units cover during this ten week course include Module I - the Process Skills - Decision Making, Problem Solving, and Management, and Module II - Personal Development - Self and Others and part of Module III - Closing Management.

Home & Career Skills 7

Course work meets part of the requirements for the mandated Home & Career Skills curriculum of the Regents Action Plan. Units cover during this ten week course include three of the topics in Module III - Personal and Family Resource Management. These units are: Responsible Consumerism, Nutrition Management, and Personal Environment Management.

Home & Career Skills 8

Course work meets part of the requirements for the mandated Home & Career Skills curriculum of the Regents Action Plan. Units cover during this ten week course are the Money Management Unit from Module III - Personal and Family Resource Management and all units in Module IV - Careers. These units are: Overview of Work, Tentative Career Plans, and Entrepreneurship.

Technology Education

Instructor: Randall Hora

Technology Education is a course of study designed to enable sixth, seventh and eighth grade students to understand the concepts that underlie technological systems. Students will learn about the influence of technological systems on their local lifestyle, including home, school and world of work. The course of study is for children generally between ten and fourteen years of age. According to learning theorists, the majority of children in this age group will benefit educationally from concrete experiences which involve a variety of senses.

Technology Education 7

Technology Education 7 uses the invention, design construction, packaging and marketing of a project to further developed technology concepts. Mechanical Drawing and Design are key components of Technology Education 7.

Technology Education 8

Technology Education 8 uses experience in drafting and engineering to demonstrate the systems approach of Technology. Computer aided design is part of the drafting segment and integrates automated systems into this course.

Guidance Counselors

Our mission as school counselors at Henry H. Wells Middle School is to provide a comprehensive, developmentally, age appropriate and sequential school counseling program that is aligned with the New York State Learning Standards. The Guidance Department focuses on the needs, interests, and issues related to the stages of student growth through academic, career, and personal/social development. In partnership with students, staff, family, and community members, we will prepare students to become effective learners, achieve success in school, live successful and rewarding lives, and develop into contributing members of our society.

The school counselor provides the proactive leadership required to ensure every student is served. They manage the comprehensive program with teachers, parents, and community agencies to meet the needs and academic standards of New York State.

The foundation, delivery, and management of the comprehensive school counseling program at Henry H. Wells Middle School are preventive in design and developmental in nature. An Instructional Support Team meets weekly to oversee the implementation of guidance services at Henry H. Wells.

Guidance counselors also facilitate developmentally appropriate workshops to selected students. Modules will include, but are not limited to:

* career development
* conflict resolution
* peer mediation
* family dynamics
* touchstones
* service learning

Counselors and Assignments

* Michael Hennessy
** Green Team (Grade 7)
** Silver Team (Grade 7)
** White Team (Grade 7)
* Leslie Holliday
** Green Team (Grade 6)
** Green Team (Grade 7)
* Joanna Meade
** Silver Team (Grade 8)
** White Team (Grade 8)
* Nivia Pellecier
** White Team (Grade 6)
** Silver Team (Grade 6)

External Links

* [http://www.brewsterschools.org/wells Henry H. Wells Middle School Home Page]
* [http://www.brewsterschools.org/ Brewster Central School District Home Page]