September 8, 2016 Dear 6th Grade Families

September 8, 2016 Dear 6th Grade Families: Being a Pastor and “Father” of a parish school is a joy and responsibility that is constantly on my mind, in my heart, and in my prayers. These most formative years of your child’s life are a once- in-a- lifetime unrepeatable opportunity for us to work together in partnership to give your child everything he or she needs to be the son or daughter that God, their Father, wants them to be. While fostering academic excellence, self-discipline, and high moral standards, the heart of the parish school is the living person and presence of Jesus Christ and his church. Jesus is much more than a subject taught in religion class and church is more than a place we go on Sunday. Instead, Jesus is the beginning, the inspiration, the end and goal of everything we do here as a school and we are the church gathered together in his name. Please know that the faculty, staff, and I are committed to living and practicing our Catholic faith with integrity and joy because, like you, we know that our children learn best from teachers who practice what they teach. I recognize and respect the fact that you parents are the primary teachers and spiritual leaders of your children. I know that you feel the joy and responsibility of being a parent, of being entrusted with the gift of faith, and entrusted with the care of God’s children. I would like to ask that we work together in three ways this year. As a Catholic school, we are rooted – grounded - in prayer. We pray throughout the day, we teach our learners different ways of praying and we attend Mass each Friday as a parish school community. On your part, please model prayer in your home by praying daily as an individual, a couple, a family and being faithful to your promise to keep holy the Sabbath by bring your family to Mass each and every Sunday. At St. Edward we call this being a House of Prayer. The fruit of prayer is service to those in need. Throughout the school year, your child will participate in various service projects in response to Jesus’ words: “whatever you did for one of the least of these brothers and sisters of mine, you did for me” (Mth 25:40). On your part, please keep the poor and needy close to you and your family because to do so is to keep Christ close to you, and to serve them is to serve Christ. At St. Edward we call this being a House of the Poor. The third way that we as a Catholic school would like to partner with you is by living as stewards of God’s many gifts. A steward is a person who has been entrusted with something that belongs to someone else. One of the reasons there is so much joy around here is that we recognize that God has entrusted each of us with so many gifts. Creation, our life, our time, our talents, our possessions – all things belong to God but God didn’t keep them to himself– he has shared them with us. Even your children are not our own, they are God’s children and in his great love for us, he has entrusted their care to us. What a joy and responsibility! Let’s work together to instill a spirituality of stewardship by recognizing that everything we have and are belongs to God. May we receive these gifts with joy gratitude, cultivate them and share them generously with God, your church, school, and the poor. Parents, I’m looking forward to partnering with you this year as a House of Prayer, a House of the Poor and joyful stewards of God’s many gifts. Blessings,

Fr. Brendan Manson Pastor

September 8, 2016 Dear 6th Grade Parents and Friends: Thank you for entrusting our school to work with you in partnership to educate your child(ren). Our team of Catholic ministers comes to this academic year full of hope and renewed in our commitment to serving Christ’s children with love, patience, and prayer. Each of our learners comes to school with unique and varied gifts and talents. We welcome this diversity and aim to meet their individual needs through differentiated instruction. Through scripture Jesus tells us, “Let the children come to me; do not prevent them, for the kingdom of God belongs to such as these” Mark 10:14 and our school, in keeping with the mission of Catholic Church, aims to serve all children including those who have unique learning, physical, or emotional needs. Please know that it is our goal to help each and every one of our learners flourish academically, emotionally, and spiritually to his or her fullest potential. Our annual school theme for 2016-2017, Sing a Song of Hope, is based upon Romans 12:12, “Rejoice in hope…preserve in prayer”. This theme also derives from an audience that our Pueri Cantores choir had with His Holiness Pope Francis on New Year’s Eve 2015. (Link to article about his address to this group: http://www.catholicnews.com/services/englishnews/2015/singing-does-good-for-the-soul-pope-tells-young-choristers.cfm) In his address to our choir children and their families, Pope Francis suggested that we, “Remember this: Sing and Walk, and in this way, your soul will enjoy more the joy of the Gospel”. Together we will walk the journey of faith and live the joy of the Gospel with a song in our hearts that gives us great hope! We have added an additional homeroom class in 2nd and 4th grade this year and both of these grade levels will follow the instructional model piloted in 3rd and 5th grade last year whereby teachers focus deeply on one integrated and interdisciplinary curricular area: STEM (Science, Technology, Engineering, and Math), ELA (English Language Arts including Reading, Writing, Listening, and Speaking), and Humanities (Religion, Faith Formation, History, Reading, and Writing). We also thrust open the doors of our new Monarch Makerspace Lab, formerly the Lower Lunch Room, with anticipation and wonder: What will our Monarch Makers create? From 3D printers, graphic design, wood working, fabrication, basic coding, Robotics, production of Monarch TV and Monarch Pride News, and more, our learners will be inventive, exploratory, and “always learning” from their mistakes in this creative space. This is where our Monarch TV broadcasts will take shape and our Monarch Pride Newspaper will come together through collaborative journalism. Your generous support of our Monarch Main Event last year help us fully fund the reconfiguration of this space, the purchase of innovative and flexible furniture, and the hiring a full-time Director of Makerspace and Blended Learning. Consistent with Catholic Social Teaching and our Parish goals of integration, prayer, and stewardship, each grade level will host a month-long Stewardship Awareness Appeal. Sometimes these appeals will involve simple prayer and sometimes they will involve sacrifice and service. We have tied these appeals to the Liturgical calendar and Diocesan/Parish celebrations including the Jubilee Year of Mercy, Respect Life, Advent, Lent, Catholic Schools’ Week, and the Pastoral Services Appeal. In Leviticus 25:23-43, we are reminded, “What you own belongs to the Lord and is given for the good of all” and so it is that we will model this for our community. Stewardship will permeate all that we do on campus, including how our learners work as a team to care for their workspace, hallways, and playground. The Parish has been generous and we invested in refurbishing the campus with new flooring, new learning toys on the preschool playground, new paint in our hallways and classrooms, new grass on the field, and new lockers for our 5th – 8th grade learners. As part of our College and Career Readiness campaign, we aim to help our learners value these new spaces and care for them respectfully and responsibly as team players. According to Forbes, the number one most sought after skill that employers and colleges seek today is the ability to work in a team structure (http://www.forbes.com/sites/susanadams/2014/11/12/the-10-skills-employers-most-want-in-2015graduates/#7529ee8019f6). As a team, our learners will be responsible for preparing their homeroom classroom each evening for the learning that will happen the next day. We call this awareness and care of their space a Life Skill…for in life as adults we know that nobody wants to hire or work with those who are careless, irresponsible, or entitled. Our learners will learn to serve themselves and each other as they gain valuable skills that will serve them well beyond our classrooms. Thank you in advance for partnering with us in this educational focus. Our school is fiscally well-managed and oversight is provided through our Parish Finance Council. We are blessed to be a debt-free school which is unique in south Orange County. In addition we are generously supported by a strong parish which

helps to keep our tuition much lower than the actual cost of educating each learner. We are careful stewards and well use the resources available to us through fellowships and grants. This year alone we have three teachers involved in the Notre Dame Trustey STEM Fellowship, two teachers who have been granted fellowship participation in a joint STEM venture between the Discovery Science Cube and the University of Notre Dame which have all contributed to the growth and development of our school’s STEM program. We are also the recipient of several grants including a literacy grant from City National Bank, a science grant from Genentech, a tuition assistance grant from the Orange Catholic Foundation, and an administrative grant through a private foundation. This outside funding has supported our curricular enhancement, enrollment diversity, and administrative support in our Welcome Center which in turn allows me to focus more intently on curriculum and instruction. Please know that I am available to you as needed throughout the academic year. I encourage you to email me directly with questions, suggestions, or concerns at [email protected]. Please also take time to follow our school on Facebook (https://www.facebook.com/stedschool.org/) Twitter to get the latest instructional news and updates.

Always Learning,

Catherine Muzzy, Ed.D. Principal

________________________________________________________________________________________________ Dear Parents: As assistant principal, it is my pleasure to welcome everyone back for another great year at The Parish School. We are all excited to have students back in our classrooms and hallways filling them with energy and enthusiasm for learning. It is our mission to help every child feel welcomed, connected, and part of the St. Edward family. Additionally, we strive to challenge each student to grow in his or her academic abilities through rigorous lessons. At The Parish School, we have great teachers who spend hours planning and creating classroom activities to engage our students in learning. Our teachers utilize researchbased best practices and analyze academic data to determine current skill levels and to set goals for growth and improvement. Most importantly, we are proud of our Catholic roots and strive to bring our students closer to God every single day. I am honored to serve as one of the assistant principals this year. It is truly a privilege to be a part of a community where parents, teachers, and students care for each other and strive to build positive relationships that support academic, social, spiritual growth. Throughout the year if you have any questions or concerns please feel free to contact me at [email protected].

Tom Haldeman, M. Ed Assistant Principal, Upper School and Learning Affairs

Sixth Grade 2016 – 2017 Syllabus 6th Grade Instructional Team:

6th Grade Team Email -- [email protected] Homeroom 6A (Religion) – Mr. John Jimenez – [email protected] Homeroom 6B (ELA) – Ms. Teresa Sorenson – [email protected] Homeroom 6C (Mathematics) - Mrs. Laura Ghahreman – [email protected] Social Studies - Mrs. Ashleigh Vachon – [email protected] Science/STEM – Miss Stacie Rego – [email protected] Spanish - Mrs. Amy Cope – [email protected] Music - Mr. Rick Dellefield – [email protected] (Note Parish Email Address) Art - Mrs. Caren Liuzzi – [email protected] Physical Education - Mr. Tim FitzGerald – [email protected] Makerspace Lab – Mrs. Chelsea Tarin – [email protected] 6th Grade Teaching Assistant: Mrs. Debra Scotto – [email protected] School Administration: Fr. Brendan Manson, Pastor – [email protected] Dr. Catherine Muzzy, Principal - [email protected] Mrs. Nicole Bader, Assistant Principal Early Childhood - [email protected] Mrs. Nicole Lanfranco, Assistant Principal Lower School, Curriculum and Instruction – [email protected] Mr. Tom Haldeman, Assistant Principal Upper School, Learning Affairs - [email protected] Mrs. Jean Paulson, Registrar (Sycamore and Student Records) – [email protected] Mrs. Cindy Celotto, Director of Admissions (FACTS) – [email protected] Mrs. Lori Evers, Director of Advancement (Events) – [email protected] Mrs. Susan Robles, Welcome Center Coordinator – [email protected] Mrs. Shelly Murphy, Welcome Center Coordinator – [email protected] Mrs. Audrey Rodriguez, Wellness Center Coordinator – [email protected] Mr. Jason Wesley, IT Manager – [email protected] Mrs. Marsha Wilson, Director of Human Resources (Safe Environment) – [email protected] Please allow a 24 to 48 hour response time.

6th Grade Curriculum English Language Arts (ELA) Teacher: Ms. Teresa Sorenson Email: [email protected] English Language Arts (ELA) is comprised to two core components: Reading/Literacy and Writing. Our schedule affords learners with two periods of instruction per day focused on these components, however, the student learning assessment (SLA) report card will note English Language Arts as one integrated grade. This represents a shift from previous years where these components were treated as separate curricular areas because we aim to integrate the discipline authentically. This shift is happening in every school within the Diocese of Orange with direction from the Department of Catholic Schools. Please refer to a letter from our Associate Superintendent, Mrs. Sally Todd, printed in The Parish School Post on August 31, 2016. Final Grade for English Language Arts 10% Listening/Speaking/Participation (oral presentation, active listening during class, working in collaborative groups) 10% Independent Reading (assessment and verification of reading other than what is academically assigned for class) 40% Writing (inclusive of ALL steps of the writing process) 40% Formative and Summative Assessments, Presentations, Projects Curriculum Overview of Reading/Literacy In sixth grade reading class, while fluency remains a goal, learners will work on a deeper analysis of literature and informational text. The overall purpose of reading class is to build student success through systematic instruction in vocabulary, reading comprehension, and literary analysis and response. Over the course of the academic year, learners will be exposed to a variety of text genres, including but not limited to novels, short stories, non-fiction, poetry, plays, historical fiction, media text, fairy tales, myths, etc. Learners will cite evidence from text to support their analysis of what the text says explicitly as well as inferences that can be drawn. Furthermore, learners will analyze text to identify literary elements such as setting, plot, character analysis, theme or central idea, and point of view. Vocabulary development will happen as the learner work to determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings. The growth of academic vocabulary will continue through the application of identifying context clues, exploring relationships to other words, and using knowledge of roots and affixes. Learners will also analyze the impact of word choice and its effects on the meaning and tone of the text. Finally, reading skills will be integrated with speaking and listening skills as learners collaborate with each other, use active listening skills to work together either in small and large groups, and give oral presentations. Reading/Literacy Homework Monday through Thursday, learners are expected to read thirty minutes per night. Nightly reading should be completed using a novel of the learner’s choice, at each individual’s appropriate reading level. Learners are expected to log their reading time each night on a weekly bookmark and, on Thursday night only, complete a 3-5 sentence summary of their week’s cumulative reading. This bookmark will be collected on Friday, unless otherwise communicated in class to the learner. Learners will also complete book reports (two per trimester) for novels read at home. A menu of assessment options will be given and the learner is free to select the one that most interests them. Each option may only be used once for the school year. Periodically, learners will also be required to prepare for quizzes/tests and complete any unfinished classwork at home. Reading/Literacy Textbook Literature and Language Arts, Introductory Course: Holt Reading/Literacy Novels ● Nothing but the Truth by Avi - Middle School Read Novel; will be distributed by the school in mid-September. ● Crash by Jerry Spinelli – ISBN: 978-0440238577 – This novel will be read in November/December. ● The Watsons Go to Birmingham by Christopher Paul Curtis – ISBN: 978-0440228004 – This novel will be read in February/March. ● Black Ships before Troy: The Story of ‘The Iliad’ by Rosemary Sutcliff – ISBN: 978-0553494839 – This novel will be read in April/May and was listed on the school supply list. Other Required Reading Material Needed for Reading/Literacy

Novels for independent reading: learners are required to have an independent reading novel with them at all times for in-class reading at various times throughout the day. This may be the same novel learners are reading for homework. However, time spent reading in class will NOT count toward the thirty minute nightly reading requirement. Curriculum Overview of Writing In sixth grade writing, learners develop and build on the skills that were acquired in fifth grade. However, they will use more active engagement with the text, including analyzing, identifying, defining, explaining, integrating, evaluating, comparing, contrasting, and citing supportive evidence. Learners will continue to expand their writing skills this year using the Jane Schaffer Writing Program, which consists of a structured, organized, and logical method of writing that all learners will find valuable. The Jane Schaffer Writing Program is based several non-negotiables, including having a formula/structure in place, using common terminology for the paragraph and essay to help learners write, and, most importantly, the thought that “All students can think; All students can write.” The program method includes prewriting, T-charts, webbing pages, graphic organizers, drafting, revisions, and rubrics to aid the learners through the writing process, from brainstorming to publishing. Learners will also integrate technology as a tool for improvement. While this program will be used as a model for all paragraph response-to-literature assignments, it will also serve as the model for the main multi-paragraph essay given each trimester. These essays will be completed entirely in class and will be one of three types: informative/explanatory, argumentative, or narrative. Sixth graders will also learn and apply Standard English grammar and usage, capitalization, spelling, and punctuation to support their writing and speaking. Finally, as with reading class, writing skills will also be integrated with speaking and listening skills as learners collaborate with each other, use active listening skills to work together either in small and large groups, and give oral presentations. Writing Homework All major writing assignments will be completed in class. Periodically, learners will be required to prepare for quizzes/tests and complete any unfinished classwork at home. Writing Textbooks ● Literature and Language Arts, Introductory Course, Warriner’s Handbook: Holt ● Warriner’s Handbook: Language and Sentence Skills Practice: Holt (workbook) Other Required Materials for Reading/Literacy and Writing Learners must bring the school-issued iPad to class every day. No other devices or tablets are allowed. Initially for sixth grade, iPads will be left in homeroom class each night to charge. By the beginning of the second trimester, iPads will be sent home with each learner and it will then be the responsibility of the learner to ensure his/her iPad is fully charged each night. Classroom Expectations All learners are expected to come to class prepared to learn and participate, work productively and cooperatively, and to exhibit positive classroom citizenship. Classroom procedures, policies, and responsibilities will be discussed regularly and updated as needed. Extra Credit Each learner earns his/her grades based on his/her efforts, activities, cooperative learning exercises, participation, conduct, work products, and assessments. Bonus point opportunities to all learners will occasionally be available on tests, assignments, or other opportunities pertinent to instruction. “Extra credit” will not be given to raise or boost one’s grades as it does not serve a purpose in providing an accurate reflection of a learner’s efforts. ______________________________________________________________________________ Mathematics Pre-Algebra Instructors: Mrs. Laura Ghahreman Email: [email protected] Textbook: Pre-Algebra:

Math In Focus Course 1 (Volume A and B) Math In Focus Course 2 (Volume A and B) Simple Solutions Common Core (for Grade Level)

Description: In Pre-Algebra, learners will master their number sense and pre-algebra skills through collaborative projects, math discussions, and exploring concepts using the Math In Focus series. The Math In Focus series is a Singapore Math curriculum that is

aligned to the CCSS. The philosophy behind the curriculum is to allow learners to be introduced to topics by first physically touching and manipulating a representation of the concept (concrete), then by using models (pictorial) , and then by generalizing using variables and formulas (abstract). This concrete, pictorial, abstract approach is a well proven approach that highlights each individual’s learning style and allows for understanding at greater depths. Concurrently, this year all upper school learners will be collaborating with peers on an overarching, hands-on, data driven project that will make the mathematics learned in class come to life. Learners will also receive support and enrichment in the fundamentals of mathematics through the use of "Simple Solutions" curriculum and other department-approved materials. In addition to mathematical skills students will also receive logic enrichment through the use of logic puzzles, algebraic puzzles, and code breaking puzzles. Grading: Assessments (Tests/Quizzes/Cumulative Benchmarks) = 60% Participation (Class/Homework) =30 % Simple Solutions = 10% Tests, Quizzes and Projects: Tests will be announced approximately one week prior. Test format can range from and standard individual written assessment, to paired presentations, to group projects. Quizzes will be announced at least one day ahead of time. Homework: Learners who participate during class should be able to successfully complete assignments with the aid of their notes, text or supplied supplements. Homework will be graded primarily based on completion effort, although some weight may be given to accuracy for certain assignments. Students must neatly show supporting work in an organized manner with full effort on every problem to receive full credit. Extra Help: Students are always encouraged to ask questions during class time as soon as an issue arises. Being that mathematics is a course that takes a "building block" approach, it is vital to clear up any confusion or problems as soon as possible to avoid setbacks. Parents are asked to encourage their children to solicit help from their teacher when applicable or during weekly office hours to receive additional individualized help. Office hours: Thursdays 3:30-4:30pm Learners may also email me at [email protected] and I will respond in a timely manner with either a written or video platform explanation. ______________________________________________________________________________ Social Studies Teacher: Mrs. Ashleigh Vachon Email: [email protected] Texts: Discovery Education Social Studies Techbook – World History (Prehistory -1800) (digital) Scholastic News – Weekly Current Events Periodical Course Description: The 6th grade Social Studies course focuses on the development of early civilizations throughout the world. Together we will explore the history, peoples and religions from early hunter-gatherer societies all the way through the mighty Roman and Chinese Empires. Geography and its influential effects on civilizations is also an important part of the course. Throughout the course learners develop higher levels of critical thinking through the discovery of the development and decline of ancient civilizations. An integrated technology component using student IPads will help link the ancient civilizations to modern world allowing students to make connections between the distant past and the modern world. Learners will engage in exploratory projects, rich historical texts, peer collaboration, and guided discussions to uncover the fascinating development of our human history.

Units of Study: I. Understanding Earth’s Geography II. Rise of Early Human Civilization II. River Valley Civilizations III. Early Civilizations of the Asian Continent IV. The City-States of Greece V. Rise of the Roman Empire Grade Weights: Mastery Demonstration Concept Development

40% 30%

Practice Current Events

20% 10%

Extra Credit: Extra credit is available on each unit test and some quizzes; extra credit points are added to the total score of the test. Students absent for any reason on the day of a test will not have an opportunity to receive extra credit. No assignments/projects will be given for extra credit. Scholastic News Weekly Scholastic News magazines are built into the curriculum (10% of the overall grade) to help students discover current events, develop skills in critical thinking, interpret news media, decode maps and graphs, and analyze information. The magazine is designed for use with grades 5-6 and features many articles that are of high interest to students. These magazines often generate discussion and present opportunities to discuss with your child events around the world. Any views or articles presented in the magazine do not reflect any bias on the part of the school or teacher. ______________________________________________________________________________ Science/STEM/STREAM Teacher: Miss Stacie Rego Email: [email protected] Text: Holt McDougal: Science Fusion: Dynamic Earth ISBN: 978-0-547-58939-8 Science Fusion: Earth’s Water and Atmosphere ISBN: 978-0-547-58935-0 Text: Online Text: Discovery Science Techbook for NGSS (www.discoveryeducation.com) Description: This course is a culmination of introducing learners to fundamental concepts in Earth and Space Science. The curriculum is designed to use a variety of methodologies and inquiry-based instructional approaches to give learners an understanding of key concepts and to motivate, engage, and inspire. In geology, the major areas of study include: ● ● ● ● ● ●

Earth’s Structure and Composition History of the Earth Forces Affecting Earth Types of Rocks and Rock Cycle Minerals Plate Tectonics and Motion

In water and atmosphere, the major areas of study include: ● ● ● ● ●

Water Cycle Earth’s Oceans, Waves, and Currents The Atmosphere Weather and Severe Weather Climate

In Space Science, the major areas of study include: ● ●

Earth-moon-sun System Our Solar System and Beyond

The Parish School learners will also apply their knowledge and skills in STREAM integrated activities. These activities integrate two or more of the STREAM disciplines (Science, Technology, Religion/Reading, Engineering, Art, and Mathematics). By providing solutions to community needs and problems, learners have the unique opportunity to apply multiple skills toward necessary solutions. Grade Weights: Assessments/Projects: 60% Investigations/Reflections: 20% Practice: 20% ______________________________________________________________________________ Religion Teacher: Mr. John Jimenez Email: [email protected] “So I will allure her; I will lead her into the desert and speak to her heart. She shall respond there as in the days of her youth. She shall call me ‘My husband,’ and never again ‘My baal.’ I will espouse you to me forever.” These words in the book of the prophet Hosea are from God to His people. They are from a God, madly in love, to His beloved. This class will be, primarily, about responding to that love. It is about developing a deep, personal relationship with God, and falling in love with Him. To have a relationship with anyone, you have to spend time with them. Therefore, prayer will be a key component of this class, and hopefully of your lives. On top of the holy Sacrifice of the Mass, we will be engaging in vocal prayer, both memorized and spontaneous. We will practice meditation and contemplation, journaling, adoration of the Blessed Sacrament, and more. Please share these prayer practices with your family; talk to your parents about your experiences in prayer; and be a participant in your whole family’s spiritual growth. To have a relationship with anyone, you also have to know them. Therefore, this class will also be highly academic. There is a lot of content to learn about God, the Church, Scripture, and basic philosophy. It is on these things that your grade will primarily be based. It is important to remember, of course, that your grade is not a reflection of your character, your intelligence, or your relationship with God. It may be a good measure of how much catechesis you are learning, but it does not represent your chances of getting to Heaven.

Grading Criteria: Your grade will be based on four different areas: 1. Tests / Quizzes (30%): As mentioned above, there is a lot of content in middle school religion. There is some history, philosophy, Scripture, and theology. Students will be tested on this information. They will also be required to learn certain prayers. Catechesis (the learning of religious truths) is essential for the deepening of our Faith. My goal is to also make it intellectually stimulating, exciting, and fun. 2. Projects (20%): Each trimester will include one major project. There will likely be opportunities to work with a partner, and there will definitely be opportunities for creativity. Projects will include a written component, a live or video presentation, or both. Details will be forthcoming. 3. Participation (25%): This is an essential part of your grade and will be measured objectively. More than that, it is an essential part of this class. As Catholics, we are journeying together, as one family. Reflection should become a major part of our spiritual journey, and often others can benefit from our experiences or insights. Sharing about our experiences can also help us to understand them more deeply. I know this is scary for some people, but my goal is to make our classroom a safe environment in which we encourage one another. I will also help students who have

trouble with participation and we will develop creative ways to allow each student to participate in an atmosphere they find non-threatening. 4. Written reflections / assignments (25%): Sometimes we will have classroom assignments. Rarely there may be homework assignments. Often, these will be written reflections on a nugget of wisdom from one of the saints or Our Lord. Our goal will be to understand the relevance of this wisdom and how to apply it in our own lives. Curriculum Our curriculum this year is greatly focused on Scripture, both the Old Testament and the Gospels. We will also focus on the basics of the Faith, such as the Trinity, the Incarnation, and the Sacraments. Our text book is Alive in Christ, by Our Sunday Visitor. Another essential element is the Mass. We will seek to more fully understand and love the Mass so that it can become the central experience of our lives that it is meant to be. Two other essential elements of our experience this year are social justice and fellowship. Although there is not the same formalized Christian service program as there has been in the past, with hours required in different categories of service, it remains an important part of what we do at The Parish School, and living the Gospel requires that we serve our neighbor. Mrs. Rafael and I will be working to provide numerous opportunities for students to do that, although in truth, we all have opportunities to serve every day, if only we are attentive to them. Please keep record of any service activities you do. I would recommend writing a short reflection and taking pictures. In eighth grade, you will create an upper school service portfolio, which you will be presenting, and which will include all your service activities in upper school. Materials If you were a student at St. Edward last year, you already have a Bible. If not, you can purchase one at school. Also, you will need a single-subject notebook or at least a dedicated section for religion in a multiple-subject notebook. If you do not have these, please get them as soon as possible. Rights and Responsibilities My goal this year is to get to know each of you as well as I can. God created you as a unique and extraordinary human being. You are an expression of His glory. There is something wonderful and special about each of you. It is a great privilege to be able to marvel at the beauty of God’s creation that I find in each of you. Our class will be a place in which we can seek to grow into that amazing person that God sees when He looks at us. To be, as Matthew Kelly is fond of saying, “the best versions of ourselves.” These are all things you have a right to expect. This means you also have serious responsibilities. Our school should be a safe place for people to grow in virtue and grow closer to God. It cannot be an environment in which students feel afraid to grow, for fear of what their peers will say or think. The only way our class will be the supportive environment it must be is if each student makes a commitment to take seriously what we are doing and to encourage each other. Along those lines, please do not be afraid to ask any question. If there are things you find confusing or difficult, ask me about them. If I don’t have the answer for you, I will get it. The key word will be “respect.” I promise to show you respect, and I expect that you will show respect to me and to each other. Finally… Remember that you are made for God. As we grow closer to Him, we not only give Him the honor that He deserves, we also progress down the only path that leads to true happiness and true freedom, in this life and the next. At the heart of all of our goals this year is the Holy Spirit. If we are successful, it will be because we have responded to His promptings. So pray. Pray as you continue your journey of Faith. Pray for your parents, pray for your children, pray for yourselves, and please pray for me. A sincere prayer for deeper faith will not go unanswered.

SPECIALTY CLASSES

ENRICHMENT (Meets twice weekly) Teacher(s): Homeroom Teachers This year our schedule has been adjusted to accommodate two periods of grade level enrichment. The enrichment classes will complement our core curriculum by affording our learners the opportunity to practice organization skills, time management strategies, study skills, sustained silent reading, and group project time. This time will also be used for our core teachers to administer make-up assessments as needed and in this way it replaces the Learn at Lunch Program from last year. These periods will also be used to help learners with individual goal-setting, conference preparation, self-reflection exercises, and other experiences that complement our core curriculum. This class will not have a gradebook as the work completed during these periods relates to other core content areas. This is where learners will work on grade level projects (examples: STEM Night Project, 5th Grade State Reports, 8th Grade SLE Project, HSPT Preparation for 8th Grade, etc.). MONARCH MAKERSPACE LAB (Meets twice weekly) Teacher: Mrs. Chelsea Tarin Email: [email protected] Course Description: All sixth grade learners will spend two class periods per week in the new Makerspace Lab. This time will be spent exploring cross-curricular concepts with religion in mind while using technology, robotics, engineering, and our wood workshop. Course Objectives: The objective of the Makerspace is for students to learn and become comfortable with technology through hands-on use of the stations in the Lab: Technology Station (iPads, Google Chromebooks), 3D Printer Station, Workshop Station, Robotics Station, and Music Station. The students will frequently be working in different student groups to gain other perspectives and collaborate with peers. Questions and Concerns: Keeping an open line of communication with students and parents is highly important to me. I am available to parents through email, phone communication, or parent meetings. Students are encouraged to ask me questions whenever the need arises. I will also be available for office hours once per week during student lunches.

SPANISH (Meets twice weekly) Teacher: Sra. Amy Cope Email: [email protected] Text: En Español 1a, McDougal Littell Student Workbook: En Español 1a Más Práctica Online Workbook: http://www.classzone.com/books/en_espanol_1a/?state=CA Course Overview: The 6th grade Spanish 1a, which meets twice a week, is strategically designed to address, develop and assess the unique set of skills, talents and needs of Middle School learners. Although previous study in Spanish is not a requirement, daily practice is essential for this course. Learners will develop a strong foundation of basic vocabulary, reading, writing, listening and communication skills in Spanish. Additionally, they will deepen their critical thinking skills, and broaden their cultural horizons. This strong foundation will foster confidence in the language and prepare students for 7th grade Spanish 1a and further language studies. 6th Grade Spanish 1a General Objectives: Greet & introduce others, introduce yourself, say where you and others are from, exchange phone numbers, say which day it is, alphabet, vowel sounds, colors, numbers 1-100, geography of Spanish-Speaking countries, express personal likes and dislikes, express what others like and dislike, describe clothing, describe family, ask and tell ages, talk about birthdays, gives dates, express possession, describe classes and objects, say how often you do something, discuss obligations.

6th Grade Spanish 1a Grammar Objectives: Familiar and formal greetings, subject pronouns and ser, ser+de, ar/er/ir infinitives, gustar+infinitive, definite articles, indefinite articles, noun- adjective agreement: number, noun adjective agreement, gender, shortened forms of adjectives, tener, possession using de, giving dates, the verb “hay,” present tense regular “ar” verbs, adverbs of frequency, tener+que+infinitive, hay+que+infinitive Grading: Classwork/Projects/Assessments Participation

80% 20%

ART (Meets once weekly) Instructor: Mrs. Caren Luizzi Email: [email protected] Every unit features a Master Artist or Culture within a three phase interactive structure. Units include slide presentations, student practice pages and in-class studio art projects, for several developmental levels, from fifth through eighth grade. Materials are arranged from simple to the complex with upper grade level experiences being more comprehensive. This format creates an unforgettable introduction to the Visual Arts and enhancing creative thinking for every learner. Integrated Curriculum- In addition to Art History, class art projects will be added throughout the year to enhance social studies, language arts, religion and science curriculum. Lectures and Slide Presentations With colorful slides and engrossing stories, the lecture brings to life the paintings and biographies of some of the world’s most famous artists or cultures. Superb color slides and stimulating information actively involve learners in experiencing art with an art-historical context. All learners will participate in the research and presentation of the information and backround of each artisit studied. The intention of the slides, stories, games and questions is to encourage dialogue and verbalization. Learners begin to recognize artistic elements, become better observers and expand their vocabulary as they gain a lasting appreciation of art. Skill Development Worksheets Prepare Learners for a Studio Art Project Worksheets link slide presentations to exciting follow-up studio art activities and provide reinforcing exercises, practice in skills, visual information and information for the art project. Studio Art Activities Studio art activities reinforce the styles and techniques of Master Artists and allow learners to understand and use artistic elements and media. Learners engage visual thinking skills, solve problems, draw from observation and develop expressiveness as they create their own unique multimedia studio art project which completes the unit. The objective is to foster in each learner, an in-depth artistic skill. The projects are carefully designed to reinforce the Master Artist’s style and technique. Grading Policy- Grading is based on class participation. The learners are exposed to art concepts that enable them to produce high quality creative work. Attention is given that materials are used appropriately and classroom rules are followed.

MUSIC (Meets once weekly) Instructor: Mr. Rick Dellefield Email: [email protected] (This email is unique because Mr. Dellefield also works for the Parish) Text: Alfred Method Basic Piano levels, 1 – 4; Music Theory.net for computer theory drills; additional materials will be distributed as needed.

Course Description: In music class, we will share our Catholic faith and express the love of God and neighbor through music and provide a variety of musical experiences in the areas of performance, theory, history and literature and foster the natural love of music children possess. The students will learn to read music notation, rhythms and music symbols of expression as applied on the keyboard. The use of Musictheory.net on their iPads will help reinforce the class theory lessons. The class will sing Praise and Worship songs and practice new songs for all-school Masses as needed. They will also study music history from composers of early music to the music of today. The Chorister Choir is an elective opportunity for students in grades 5-8 to sing 3 part choral repertoire for performances including Noel Night Christmas Concert, Choral Festivals, our annual Spring Sing Concert. Cantors for the all school Masses are chosen from members of the Chorister’s Choir. Grading: Participation – 50% Piano Assessments – 20% Computer Assessments – 15% Tests & Quizzes – 15% HANDCHIME ENSEMBLE – Thursdays 3:05 – 4:45 Dear Learners and Parents, This course is for a select group of outstanding students who demonstrate a high level of proficiency of choral music at the middle school level and wish to continue at an accelerated rate. Emphasis is on vocal production, interpretation and performance. The ringers will learn to play hand chimes. Playing handchimes is an exciting group musical activity. Each person plays one or more notes and together we create an elaborate and beautiful piece of music. The information below is intended to give you an idea of my goals and expectations. If you have any questions please feel free to contact me. Rick Dellefield, Director of Music 949-496-1307 ext. 2872 [email protected] HANDCHIME ENSEMBLE GOALS 1. To master basic note and rhythm reading and demonstrate proficiency in note reading while playing bells. 2. To perform warm-up rhythm and melodic/scale drills to aid in coordination and group/ensemble functionality. 3. To perform rehearsed songs for recitals/concerts to experience a performing art form and to demonstrate what we’ve learned. HANDCHIME ENSEMBLE EXPECTATIONS 1. Productive participation is expected of each student at all times. 2. Be respectful to your director and music team’s right to learn. 3. It is better to try and fail…than to fail to try! An important part of a choral/handchime ensemble is the quality of contribution that each individual makes to the whole based upon personal participation and team cooperation.

4. Students will mark important information in their music. 5. All Handchime ensemble members are required to attend performances including the Noel Night Christmas Concert and Spring Sing Concert. 6. By demonstrating a positive attitude, disciplined behavior, commitment to your choir/hand chime team, dedication to Music Ministry and the art of singing, the student’s experience in the Handchime Ensemble will be one filled with personal growth and enjoyment. 7. Concert attendance: All students MUST be there for Thursday rehearsals and concerts. We cannot prepare and practice an elaborate piece and find two of the notes are missing on concert day - it just isn’t fair. Please make the conscious choice to be there for our concerts now or otherwise please select another elective class. __________________________________________________________________________________________________ PHYSICAL EDUCATION (Meets twice weekly) Teacher: Mr. Tim FitzGerald Email: [email protected] The goals this curriculum set out to develop in a Catholic environment are: · The enjoyment of physical activity · Gaining movement skills and knowledge through instruction and assessment · Enjoying peer acceptance through good sportsmanship · Developing a positive self-image and self-realization · Understanding health-related & skill-related fitness for life-long participation This FUN progressive curriculum allows children the opportunity for full and satisfying participation while encouraging them to fully demonstrate their potential. Skill and team concepts are emphasized in the fifth through eighth grade. Our curriculum goal is designed to meet or exceed the California Physical Education Content Standards. We have implemented C.A.T.C.H. Physical Education. (Coordinated Approach to Children’s Health). Our program consists of skill related and health related fitness activities. Students learn: “Manipulate objects with speed and accuracy.” Introduction Cooperative Games Fitness assessment Frisbee Activities Rhythms/Tinikling Character Counts Games from the United States Dance Throwing Games Jump Rope

Striking w/ implements/Games Stunts and Tumbling Striking w/hands games Parachute Games /Fitness Emergency Preparedness

Physical Education Rules: · Have Fun! · Play Hard - Play Fair - Play Safe! · Dressing in physical education uniform for class is Highly Recommended for hygiene and safety. For example, pockets on shorts break fingers. · Follow safety rules. (Wearing jewelry is prohibited, except post earrings) · Shorts must be worn to waist level (especially the boys) and the shorts may not be rolled up at the waist or worn too high (especially the girls), all uniform policies and decisions are made at the discretion and judgment of the Physical Education Department and Principal. · During the winter months students may wear the designated school sweats. · Closed toe athletic shoes, laced up and tied, are required for all PE classes. · Children are accountable for any work or information missed while absent. · If your child is ill or injured, a note from the Doctor, Parent or Guardian is necessary. They will then be involved by limited-participation or observation, depending on their needs. Grading policy:

The grading scale is the same as in the classroom. Scores are weighed in two areas to determine the final grade. Warnings are given before scores begin to drop. The two areas are: Participation 80% Intensity Cooperation Assignments Preparedness

Assessment 20% Skill Fitness Knowledge Portfolio Assignments

Injuries/ Sickness/ Medical Appointments: Any condition that requires a learner to sit out of PE activities must have a parent signed note, or e-mail to excuse for that day. If there is a recurring problem with a learner missing due to notes, it may require a change in grading criteria or a conference with a parent to remedy any issues that may arise. A parent note is good for only three days of excused physical education. A doctor‘s note is needed for any extended period of time beyond that. If a learner has forgotten a note and is not feeling well, please have them communicate with the school nurse or me. While sitting out, the learner will be assigned a task (scorekeeper, timer, written assessment, etc.). During class learners must notify the teacher immediately of any injury that occurs during class, even if they are still able to participate. During a medical absence, the learner is responsible for all assignments or information given out in class. Learners sitting out for an extended time will be given an alternative assessment to receive a grade for the unit. ________________________________________________________________________________________________

How can you best help your child to succeed at school? · Maintain an interest in everything your student does at school. Know his/her friends and ask about them regularly. · Provide routines and structure, especially when it comes to completing homework. Provide a set place and time for homework/reading. Start today and stick to it! · Do not overbook your child. Education should be the priority. The odds of getting athletic scholarships are very thin and are often tied to academic achievement. · Provide support, but not a crutch. At this stage they should not have to be rescued but you should be able to coach them and allow them to respond. · They need to learn a sense of urgency and responsibility before high school. If you rescue them now, these skills won’t develop. Grades are important…but the SKILLS they need to be successful in high school and beyond are far MORE important. · Provide consequences and rewards, but do not help them avoid consequences, or they will not learn personal responsibility. · Help them with long term planning, especially for projects/tests. Have a monthly calendar posted and teach them to establish milestones for their project and to keep track of deadlines. Outstanding work is not created at the last minute (unless you want a nervous breakdown). · Provide proper nutrition, especially make sure they eat a proper breakfast and lunch, encompassing more protein and less sugar. Poor diet often translates into poor sleep and lack of concentration and energy when they attend school. · Talk to them about personal hygiene. Social success and acceptance help teens to have a good opinion of themselves. · Monitor their use of the television, the Internet (especially their use of instant message programs, Facebook and or MySpace), and cell phone. These are big time wasters and are very distracting. Monitor the content and the amount of time your student spends on these activities. If you limit these, you will have more control over what is influencing your child’s value system, AND your child might turn to READING as a pastime. (There is software to help you limit computer activity). · Strive for perfect attendance at school and miss as few school days as possible. For the next several years, attendance is critical to success because so much is explained, reviewed, and assigned during an actual class. It is not enough to just “get the notes” or check the teacher website. It is nearly impossible for a teacher or tutor to replicate the instruction that took place in class on a one-on-one basis as children also learn from their peers and the questions that are asked in class. · Visit a major university sometime in the next two years, so that your student can understand the goal to which he/she is working. This helps motivate students to do their best. · Model a positive, optimistic attitude. Ask “Tell me something good that happened to you today.” Don’t encourage your student to find fault with his/her day. · Treat teachers as partners, not adversaries. Keep all email mature, calm, and professional. We love your kids and want to help…let’s work together and keep all relationships positive and productive. · Encourage your child to read. If you have time, read to them. Make weekly visits to the library or local bookstore. Fifteen minutes of reading a day for a year can improve your child’s reading comprehension and vocabulary scores three times what they are presently. Give your child this gift! Behavior Accountability Program Grades 5-8 It is our hope that we can encourage positive behavior and celebrate excellence in this area on a weekly basis. As such, in grades 5-8 we will be reporting student progress in Responsible Behavior and Academic Processing Skills on a weekly basis using a student merit card. Students begin each week with ten merit points in Responsible Behavior and ten merit points in Academic Processing Skills. We will encourage them to maintain those grades throughout the week. However, when infractions of school rules occur, these will result in a loss of merit points. When a student loses a merit point, an Infraction Ticket is written by the teacher or supervisor; the yellow copy is retained by the staff member and given to the Assistant Principal Grades 5-8, and the original is sent to the homeroom teacher for documentation on the merit card. A record of the student’s weekly progress is sent home on the first school day of the week for parents to review and sign, and is then returned to the homeroom teacher the next day. A loss of 5 or more merit points in any one category (APS or RB) will result in a detention that must be served the following week. Students must serve detention at this time and will not be excused from serving detention for any other school activity. A grade in each category will be calculated weekly during the trimester and the cumulative grade at the end of the trimester will be reflected on the student learning assessment. Each week begins anew and each trimester begins anew.

Loss of 0 merits = 100% Loss of 1 merit = 90% Loss of 2 merits = 80% Loss of 3 merits = 70% Loss of 4 merits = 60% Loss of 5 merits = 50%

Loss of 6 merits = 40% Loss of 7 merits = 30% Loss of 8 merits = 20% Loss of 9 merits = 10% Loss of 10 merits = 0%

5-8 Detention A student who loses five merit points from either “Responsible Behavior” or “Academic Processing Skills” in one week (Monday – Friday) will be required to serve a detention the following week at the regularly scheduled session. A student will never be expected to serve a detention on the same day that it is received. A missed detention will result in the student being required to serve the initial detention and one additional detention as penalty. Students are never excused from detention for after-school sports or extracurricular activities. Students may only be excused for previously scheduled medical appointments; a doctor’s note must be submitted on the following day and the detention will be rescheduled for the following week. Failure to submit the note the following day will result in the student earning an additional detention as a penalty. Grades 5 – 8 have one regular detention session scheduled per week. The session runs from 3:15-4:00 p.m. on Thursdays in room 236. An attendance roster is maintained and students will only satisfy their requirement if they arrive by 3:15 and remain for the duration of the period. Students who are late will not be admitted, please devise a method to remind your child when they have a detention to serve as the homeroom teacher is not responsible for issuing a reminder. When a student earns a third detention in any one trimester the Assistant Principal Grades 5-8 will contact the student’s parents to arrange a meeting. The purpose of the meeting will be to determine intervention strategies that will facilitate a behavior change in an effort to assist the student become more successful. Following this meeting, any additional detentions the student will be required to serve a Saturday detention or participate in a service opportunity. The Saturday detention will be served from 7:00 - 9:30 a.m. on campus on a specified date that is determined by administration. The student will be assessed a fee to cover the expense of bringing a faculty member in to supervise the detention session. This fee will be $75 per student per session and this fee will be collected in the form of a check made payable to St. Edward the Confessor Parish School the day of the Saturday session. Students must bring classwork, homework, paper, writing utensils and a free reading book when reporting to detention. If the student does not bring the required materials s/he will not be admitted. Positive Behavior Recognition and Commendation Students who achieve a high level of appropriate behavior will earn the opportunity of a “Free Dress Day.” To be eligible, students will need to maintain a 100% in the areas of Responsible Behavior and Academic Processing Skills for four consecutive weeks. Students can also earn a “Free Dress Day” by accumulating 10 commendations. When a staff member sees a student exceed school expectations they will be rewarded with a commendation. Questions about our new Behavior Management Program may be directed to the Assistant Principal for 5th – 8th Grade and Learning Affairs, Mr. Tom Haldeman at [email protected]. Upper School Homework and Grades Edlio All teachers post homework on the school website: www.StEdSchool.org. Individual Course syllabi and other information it relates to each class will also be available on the school website. Sycamore Grades will be posted online on the Sycamore program at https://app.sycamoreeducation.com/ Thoughtful and careful analysis of assessment takes time, so grades will not be posted on the same day a test is taken or assignment is collected. Larger projects may take longer. Sycamore will be updated at least once weekly, but will not necessarily reflect that day’s work. Homework will not be posted on Sycamore. Please see Edlio for homework.

Missing Assignments Policy Missing assignments complicate the accurate assessment of a learner’s proficiency and as such will be marked in Sycamore as such so that parents are alerted to the missing work. Likewise, a notation should be make on the learner’s weekly merit card under “Academic Processing Skills”. In Upper School (grades 5-8) the Enrichment class that meets two times weekly will be used as a time when learners can complete missing work and assessments with the support of a teacher. As of August 2016, it is the policy of the Diocese of Orange Department of Catholic Schools and the lowest grade that can be earned by a learner who attempts an assignment or assessment is 50%. This policy applies to attempted work and assessments. Tests Test dates are announced at least 1 week in advance. Please make every effort to be in class on test days. It is the student’s responsibility to inquire about and complete all work missed due to absences, including tests. Students with an excused absence will be given one week upon their return to schedule a make-up test/quiz with the teacher to be administered in Enrichment class unless prior arrangements are made with the teacher. Work on the iPad The iPad is a tool, just like a textbook, paper, or a pencil. It should be brought to every class every day. If a student does not bring his/her iPad to class, the iPad is not charged, or if a student’s privileges for using the iPad have been dismissed for the day (or other duration) due to misuse, the student is responsible for completing the assignment with pencil and paper. His/her Work Habits grade may also be affected. 6th Grade Field Trips and Events Olvera Street- This is a fun, exciting, and educational walking tour of Olvera Street, one of the oldest areas of Los Angeles that has preserved much of the original aspects of the Hispanic Heritage. The trip will begin with a train ride from San Juan Capistrano to the historic Union Station in Los Angeles. We will explore history, architecture, and traditions as well as have to opportunity to partake of the delicious foods, and shopping opportunities. Most importantly, students will be able to witness Spanish in action and practice their skills. The date is to be determined, but will take place toward the end of October. Greek Day -- The culmination of our 6th grade integrated unit on Ancient Greece will be held on May 4th from 11am-3pm. Learners will also participate in creating a Greek temple, designing Greek hoplite shields, drawing black-figure pottery, learning ancient Greek children’s games, developing an understanding of mythological figures and competing in a model Olympic game. All the learners will also enjoy a Greek style lunch! For this special day, the learners will be dressing in Greek style chitons. Learners will wear their normal P.E. uniform to school that day as well as closed toed shoes. Please send your child to school with a flat sheet for their chiton. Sheets should preferably be twin or full sized and of a solid color. Learners may also bring a cord or rope to tie around their waist. No pins or other materials are necessary and all sheets will be reusable for their intended purpose on beds at the end of the day. NO COSTUMES PLEASE OUTDOOR SCIENCE SCHOOL - Pali Institute Outdoor Science School site: Pali Institute November 9-11, 2016 We will be participating in a 3-day program at the Pali Institute site in the San Bernardino Mountains. The Pali Institute program offers hands-on science curriculum and team building aligned with California’s Common Core and Next Generation State Standards, with a focus on 21st Century Life Skills. This experience will offer our children a unique opportunity to grow in science knowledge, relationships, and leadership skills. There will be an OSS parent meeting to introduce 6th grade parents to the Pali Institute experience. We will also be notifying parents and learners with more specific information and procedures in regards to medications, special needs, clothing list, permission slips, behavior contracts, etc… Learners participating in the Outdoor Science School (OSS) field trip will be receiving a project grade for their participation toward their science report card grade. Engaged participation in all OSS activities, following “packing” instructions, trail/activity rules and cabin instructions should ensure learners of an excellent grade. A learner's grade will drop when I am notified of inappropriate or disrespectful behavior.

Dr. Muzzy must be notified of any learner not attending the OSS field trip in order for their absence to be considered “excused.” Those who are not attending the OSS field trip due to an excused absence are responsible for completing class work provided in each subject area at home they would otherwise be doing in school that week by a specific due date. Each child’s work will be scored by the individual teacher who issued the assignment, the scores will then be accumulated and finally averaged together to determine the OSS project grade. Outdoor Science School is a wonderful, educational and growth experience for our children. It is a fabulous three day adventure of science, adventure, and fun!

Science Lab Safety Agreement

PURPOSE Science is a hands-on laboratory class. With that being said, science activities may have potential hazards. We will use some materials and specimens that may be dangerous if not handled properly. Safety in the science classroom is an important part of the scientific process. To ensure a safe lab environment, a list of rules has been developed and is called the Science Lab Safety Contract. These rules must be followed at all times. Additional safety instructions will be given for each activity and MUST also be followed. Failure to follow the safety rules will result in a loss of merit points, an infraction, detention, or suspension, depending on the severity. No learner will be permitted to participate in lab activities until this contract has been signed by both the learner and a parent or guardian. A score of 0% may be given to any learner who repeatedly forgets to bring in the signed contract. SAFETY RULES 1. Conduct yourself in a responsible manner at all times in the science lab. Horseplay will not be tolerated. 2. Follow all written and verbal instructions carefully. It is your responsibility to ask your teacher if you do not understand the instructions. 3. Do not touch any equipment, supplies, specimens, or other materials in the science lab without permission from the teacher. 4. Perform ONLY authorized experiments. 5. Never work alone in the science lab. 6. Never eat, drink, chew gum (and/or mints and lozenges), taste or consume anything in the science lab. This includes chewing fingernails, pens, pencils, etc. 7. Keep hands away from face, eyes, and mouth while using science materials or when working with either chemicals or animals. When finished with your experiment, wash your hands with soap and water before leaving the science lab. 8. Never apply cosmetics in the science lab. This includes but is not limited to lip balm, hand lotion, sun screen, etc. 9. Wear safety glasses or goggles when instructed. Never remove safety glasses or goggles during an experiment. If you need to adjust your safety goggles, you MUST ask for permission to step into the hallway to make these adjustments. 10. Keep your work area and the science lab neat and clean. Bring only the materials that are required for the experiment as noted in your lab preview. 11. Clean all work areas and equipment at the end of the experiment. Return all equipment, clean and in working order, to the proper storage area. 12. Follow your teacher’s instructions to dispose of any waste materials generated in an experiment. 13. Report any accident (fire, spill, breakage, etc.), injury (cut, burn, etc.), or hazardous condition (broken equipment, etc.) to the teacher immediately. 14. Consider all chemicals used in the science room to be potentially dangerous. Do not touch or smell any chemicals unless specifically instructed to do so. 15. Handle all animals and animal specimens with care and respect. 16. Always carry a microscope with both hands. Hold the arm with one hand; place the other hand under the base. 17. Treat all preserved specimens and dissecting supplies with care and respect. a. Do not remove preserved specimens from the science lab. b. Use scalpels, scissors, and other sharp instruments only as instructed. c. Never cut any material towards you—always cut away from your body. d. Report any cut or scratch from sharp instruments to the teacher immediately. 18. Never open storage cabinets without permission from the teacher. 19. Do not remove chemicals, equipment, supplies, or materials from the science lab without permission from the teacher. 20. Handle all glassware with care. Never pick up hot or broken glassware with your bare hands. 21. Use extreme caution when using matches, a burner, or hot plate. Only light burners when instructed and do not put anything into a flame unless specifically instructed to do so. Do not leave a lit burner unattended. 22. Learn where the safety equipment is located and how to use it. Know where the exits are located and what to do in case of an emergency or fire drill. Unnecessary use of safety equipment will result in a violation and possibly a fine for damage to school property (i.e.

water damage from playing with the safety shower and/or eye wash.) 23. Prepare for each lab by reading the lab preview and/or procedure prior to your lab. Lack of preparation may result in removal from the lab and lab score of 0% for that experiment. 24. All unnecessary materials MUST be stored as instructed prior to beginning the experiment. Learners are not permitted to store unnecessary materials on the lab benches or the floor surrounding the benches. LAB DRESS CODE: 1. Closed-toe shoes MUST be worn at all times in the science lab and shoelaces tied securely. 2. Prior to entering the lab, shoulder length hair or longer MUST secured in a bun so that it does not fall forward when leaning over the lab bench. 3. Dangling jewelry, “hoodie” strings, scarves and lanyards are not permitted on lab days. 4. Loose fitting garments (i.e. over-sized sweatshirts, draping sleeves) are not permitted on lab days. 5. For your safety, contact lenses are not permitted on lab days. 6. For your safety, cloth watch bands and wristbands are not recommended on lab days. 7. ALL shirts MUST be tucked in prior to entering the lab. 8. When required, lab aprons and gloves must be worn. CONSEQUENCES: Consequences will be determined on a per case basis by faculty/administration. Minimum consequence: Merit Point Loss < 5 pts. (unacceptable lab behavior, out-of-bounds, eating/drinking, hair/clothing/cosmetics/etc., not wearing goggles or other safety equipment, unacceptable storage of non-lab materials) Minimum consequence: 5 Point Infraction/Detention (repeat offenses, misuse of ANY LAB SAFETY EQUIPMENT, misuse of ANY LAB EQUIPMENT and LAB MATERIALS) Minimum consequence: Suspension (repeat offenses after detention issued, malicious abuse/destruction of ANY LAB FURNITURE and LAB MATERIALS)

AGREEMENT I, _____________________________,(learner’s name) have read and understand each of the above safety rules set forth in this contract. I agree to follow them to ensure not only my own safety but also the safety of others in the science laboratory. I also agree to follow the general rules of appropriate behavior for a classroom at all times to avoid accidents and to provide a safe learning environment for everyone. I understand that if I do not follow all the rules and safety precautions, I will not be allowed to participate in science activities. Additionally, I may receive a loss of merit points, an infraction, detention, or suspension, as well as, a score of 0% for that experiment. Learner Signature___________________________________________Date________________ Dear Parent or Guardian: We feel that you should be informed of the school’s effort to create and maintain a safe science classroom/ laboratory environment. Please read the list of safety rules. No learner will be permitted to perform science activities unless this contract is signed by both the learner and parent/guardian and is on file with the teacher. Your signature on this contract indicates that you have read this Science Lab Safety Contract, reviewed it with your child, and are aware of the measures taken to ensure the safety of your son/daughter in the science classroom. Parent/Guardian Signature_____________________________________Date_______________

Important questions: Does your child wear contact lenses? Y or N Is your child color blind? Y or N Does your child have any allergies? Y or N If so, please list:

Back to School Night ~ 6th Grade Parent/Learner Acknowledgement Form Please sign and date once you have read the Back to School Packet and return to your homeroom teacher. We have read the 6th Grade Back to School Night packet in its entirety and we are affixing our signatures to verify that we (parent(s) and learner) understand its content and will comply with the aforementioned guidelines to the best of our ability. Teacher Name: ______________________

Grade/Homeroom: ___________________

___________________________________ Learner Name (printed)

___________________________________ Learner Signature / Date

___________________________________ Parent Name (printed)

___________________________________ Parent Signature / Date

___________________________________ Parent Name (printed)

___________________________________ Parent Signature / Date

Best place to reach parents during the school day: _____________________________________