2013 Middle School Curriculum Guide - Wantagh School

WANTAGH MIDDLE SCHOOL 

3299 Beltagh Avenue 

Wantagh, New York 11793 

516-679-6350 

BOARD OF EDUCATION 2012-2013 

Mr. Michael Cucci, President 

Mrs. Jean Quinn, Vice President 

Mr. Anthony Greco, Trustee 

Mr. William Russack, Trustee 

Mr. Michael Soethout, Trustee 

CENTRAL ADMINISTRATION 

Ms. Maureen Goldberg, Acting Superintendent of Schools 

Dr. Maureen Appiarius, Assistant Superintendent for Instruction 

Ms. Dana DiCapua, Assistant Superintendent for Business 

BUILDING ADMINISTRATION 

Mrs. Dawn Matrochano, Principal 

Mr. Anthony Ciuffo, Assistant Principal 

SUPERVISORS/DIRECTORS 

Business Education/Languages Other Than English (LOTE)/ESL) – Ms. Patricia Calosso 

English Language Arts/Reading 6-12 – Ms. Nicole Waldbauer 

Fine and Performing Arts – Ms. Kelly Good 

Guidance and Counseling/Family and Consumer Sciences – Mr. Frank Muzio 

Information Systems and Instructional Technology – Ms. Penny Curry 

Mathematics – Ms. Marie Pisicchio 

Physical Education/Athletics/Health/Driver Education – Ms. Jennifer Keane 

Pupil Personnel Services – Mr. Louis Hirschfield 

Assistant Director of Pupil Personnel Services – Ms. Suzanne Sugarman 

Reading K-5/Libraries – Ms. Rebecca Chowske 

Science/Technology – Ms. Kathleen Cahill 

Social Studies – Mr. Christopher J. Widmann 

GUIDANCE AND COUNSELING DEPARTMENT 

Mr. Frank Muzio, Director 

Mr. Steven M. Bloom, Counselor 

Ms. Angela Gilley, Counselor 

Mr. Brian C. Ward, Counselor


Dear Students, 

The most important function of a middle school is to address the developmental needs of the 

students, who are transitioning and have a set of needs different from elementary or high school 

students. The developmental needs of middle school students include intellectual, social, 

emotional, and physical aspects, and all must be addressed for optimal student learning and wellbeing. 

The transition to middle school is different for everyone. One thing is the same for everyone: 

it's a chance for adventure and to start with a clean slate. You'll encounter new people, new 

school subjects, new activities, and many more teachers than you're used to. This may seem 

scary, but remember: all new experiences are frightening at first. If you have the right attitude 

and solid information on what to expect, you'll be a middle school pro in no time. 

This Curriculum Guide was created to help you understand the requirements for each course 

at the middle school. Up until now, course selections were made as a result of school 

requirements. Beginning in middle school, you have the opportunity to choose some of your 

courses. With the help from your school counselors, parents, and teachers, you will begin to 

make decisions about the subjects you want to take, as well as have some input about courses 

that are required. As you read through this Curriculum Guide, think about the type of career 

you may be interested in for your future and let some of the many offerings help you decide what 

you would like to begin studying. 

If you need any sort of advice, assistance, or general moral support making decisions about 

courses or during your years in the middle school, it's important to ASK QUESTIONS. There are 

many people available to give you the answers you need: administrators, counselors, teachers, 

even coaches or office staff. It's ―our‖ job to give you guidance if you're struggling, lost, or even 

just a little confused about something. You'll probably find that you're not the first student -- or 

the last -- to have a certain problem or question. 

Mrs. Dawn Matrochano 

Principal


Guidance and Counseling Department 

Dear Students, 

This Curriculum Guide was created to present you with a listing and an explanation of the 

courses that you will be taking in the sixth, seventh and eighth grades. We strongly encourage 

you to carefully read through it with your family and keep it as a ready reference. 

The middle school years are important in many ways. During these years you will grow 

physically, socially, emotionally and educationally. In middle school, the education you receive 

further builds upon your elementary school years by strengthening the skills, work practices and 

study habits needed for academic success as you continue the journey to achieve a high school 

diploma. We also hope that the courses you take in middle school will develop interests and 

talents in areas that you will want to pursue in more depth in high school and beyond. 

If you have any questions about your program or the scheduling process, I invite you to discuss 

them with your counselor. Remember that all of us on the staff are ready to help and guide you 

through this important process. Additionally, I suggest that you visit the Wantagh Guidance and 

Counseling Department webpage at the school district website, www.wantaghschools.org 

Sincerely, 

Frank Muzio 

Director of Guidance and Counseling

TABLE OF CONTENTS 

Middle School Philosophy, A Child-Centered Approach........................................................... 2 

Interdisciplinary Teams .............................................................................................................. 3 

New York State Learning Standards ........................................................................................... 4 

Course Offerings ......................................................................................................................... 7 

Special Area Instruction, Grade 6 ............................................................................................... 8 

Course Descriptions, Grades 6-8 .............................................................................................. 11 

Art ............................................................................................................................................. 11 

Business Education ................................................................................................................... 12 

English ...................................................................................................................................... 13 

Family & Consumer Sciences (Home & Career Skills) ........................................................... 14 

Health ........................................................................................................................................ 15 

Languages other than English (LOTE) ..................................................................................... 15 

Mathematics .............................................................................................................................. 17 

Music......................................................................................................................................... 18 

Physical Education .................................................................................................................... 19 

Reading ..................................................................................................................................... 20 

Science ...................................................................................................................................... 20 

Social Studies ............................................................................................................................ 21 

Technology Education .............................................................................................................. 22 

Standardized Testing Program, Grades 6-8 .............................................................................. 24 

Special Services, Grades 6-8 ..................................................................................................... 24 

Co-Curricular Program (clubs and activities), Grades 6-8 ....................................................... 30 

Athletics……………………………………………………………………………………….31 

Departmental Flow Charts ........................................................................................................ 32 

Acknowledgment 

A special thanks to Ms. Cathy Schmidt of the District Printing Office for her production of this 

publication.

WANTAGH PUBLIC SCHOOLS 

DISTRICT MISSION STATEMENT 

Through a commitment to educational excellence in a secure, supportive environment, the 

Wantagh Public Schools shall inspire students to develop a strong sense of individual worth and 

respect for others, to become life-long learners and independent thinkers, and to fulfill 

themselves as concerned, responsible citizens in a diverse world. 

WANTAGH MIDDLE SCHOOL MISSION STATEMENT 

Wantagh Middle School seeks to promote 

academic excellence, social skills, 

self-esteem, and respect for others 

through a cooperative effort. 

WANTAGH GUIDANCE AND COUNSELING DEPARTMENT 

MISSION STATEMENT 

The Wantagh Guidance and Counseling Department has a commitment 

to help students attain their full academic potential, 

develop responsible independence and form a sense of self-worth through 

a supportive counseling relationship and collaborative partnership with parents, 

teachers, and administrators as they strive to identify and clarify personal values and goals.

WANTAGH MIDDLE SCHOOL PHILOSOPHY 

A CHILD-CENTERED APPROACH 

A middle school approach is a program of education rather than an administrative 

organization. It is a pattern of curriculum experiences; qualities and characteristics designed to 

meet the needs of early adolescents. A middle school approach tries to structure children's 

education around them. It focuses on the child and develops around the needs, state of 

development and potential each one exhibits. A middle school approach is designed to smooth 

the transition between elementary school and secondary school. 

GUIDANCE AND COUNSELING PROGRAM 

The guidance and counseling program at Wantagh Middle School relies heavily upon the 

work of the school counselors who provide academic advising, personal guidance and crisis 

intervention. Guidance and counseling services are especially needed at this level as emerging 

adolescent’s wrestle with diverse issues such as self-doubt, peer pressure, changing emotions, 

struggles for independence and rapid physical growth. The counselor works closely with other 

support specialists, as required, such as the school psychologist and social worker. Additionally, 

the school counselors' services are supplemented by the efforts of the advisor, who works closely 

with the students during the advisory period. 

ADVISORY 

At the Wantagh Middle School, all students are placed in multi-grade advisory groups. 

Each advisory is purposely kept small and includes fifteen to eighteen students. Administrators, 

school counselors and full-time teachers serve as advisors. 

Advisory is essentially a comprehensive, school-oriented one-on-one relationship 

between the advisor and the advisee for the purposes of communication and direction. Advisory 

provides every student with an adult advocate in the school, a person who can serve as a liaison 

in student-student, student-teacher, and student-administrator interaction. The advisor, because 

of his/her daily contact and interaction with the advisees, gets to know them well. Advisors are 

in a position to sense difficulties, draw out the student, and encourage the student into 

communications that might not ordinarily occur with other appropriate staff members. Since the 

focus is on the social and emotional adjustment of the student, the advisor is then able to discern 

which communicated concerns require the intervention of the school counselor. 

The groups meet daily and during extended advisory periods to take care of daily 

announcements, attendance, etc. Report cards are issued in advisory.

INTERDISCIPLINARY TEAMS 

One of the "new looks" presented by the middle school for youngsters is the movement 

of students to different rooms for different subjects and instruction by several different teachers. 

Some students welcome this change of pace. Others feel anxious for they are more comfortable 

with having one main instructor for the day. 

It is necessary to utilize several teachers at this level. Each teacher is a specialist in a 

specific academic area. While general pedagogical skills are, of course, necessary, it is also 

essential for the teacher to act as "guide" through an in-depth examination of their area of 

specialty. 

It is here that our teaming program affords us the best of both worlds. Simply stated - 

there are four major components for an effective teaming program (the 4 c’s). A common set of 

students are taught by a common set of teachers who are scheduled for a common preparation 

period (for team meetings, parent calls, conferences, exchange of information, etc.). And for 

the most part, team teachers are located in a common area of the building (facilitating teacher 

communication and cutting down on travel time for students). 

This program is another illustration of the middle school's attempt to respond to the needs 

of youngsters at this level. It allows them greater autonomy and movement, yet maintains the 

individual attention they have come to expect. Though taught by many specialists (teachers) - 

the team teachers "act as one", communicating and caring about the children they have in 

common. The program aids in the transition from the child-centered environment of the 

elementary school, to the demands of the subject-centered, academically challenging high 

school.

The New York State Learning Standards 

In 1996, the New York State Board of Regents approved the following 29 Learning Standards, 

according to the educational objectives that all New York State High School graduates will meet: 

The learning standards for both English and Mathematics have been revised. You may read 

about these standards as they appear within the course descriptions for English and for 

Mathematics, respectively. 

The Arts 

Standard 1: Creating, Performing, and Participating in the Arts 

Students will actively engage in the processes that constitute creation and 

performance in the arts (dance, music, theatre, and visual arts) and participate in 

various roles in the arts. 

Standard 2: Knowing and Using Arts Materials and Resources 

Students will be knowledgeable about and make use of the materials and 

resources available for participation in the arts in various roles. 

Standard 3: Responding to and Analyzing Works of Art 

Students will respond critically to a variety of works in the arts, connecting the 

individual work to other works and to other aspects of human endeavor and 

thought. 

Standard 4: Understanding the Cultural Contributions of the Arts 

Students will develop an understanding of the personal and cultural forces that 

shape artistic communication and how the arts in turn shape the diverse cultures 

of past and present society. 

Career Development and Occupational Studies 

Standard 1: Career Development 

Students will be knowledgeable about the world of work, explore career options, 

and relate personal skills, aptitudes, and abilities to future career decisions. 

Standard 2: Integrated Learning 

Students will demonstrate how academic knowledge and skills are applied in the 

workplace and other settings. 

Standard 3: Universal Foundation Skills 

Students will demonstrate mastery of the foundation skills and competencies 

essential for success in the workplace. 

Standard 4: Career Majors 

Students who choose a career major will acquire the career-specific technical 

knowledge/skills necessary to progress toward gainful employment, career 

advancement, and success in most secondary programs.

Languages Other Than English 

Standard 1: Communication Skills 

Students will be able to use a language other than English for communication. 

Standard 2: Cultural Understanding 

Students will develop cross-cultural skills and understandings. 

Health, Physical Education, and Family and Consumer Sciences 

Standard 1: Personal Health and Fitness 

Students will have the necessary knowledge and skills to establish and maintain 

physical fitness, participation in physical activity, and maintain personal health. 

Standard 2: A Safe and Healthy Environment 

Students will acquire the knowledge and ability necessary to create and maintain a 

safe and healthy environment. 

Standard 3: Resource Management 

Students will understand and be able to manage their personal and community 

resources. 

Mathematics, Science and Technology 

Standard 1: Analysis, Inquiry and Design 

Students will use mathematical analysis, scientific inquiry, and engineering 

design, as appropriate, to pose questions, seek answers, and develop solutions. 

Standard 2: Information Systems 

Students will access, generate, process, and transfer information using appropriate 

technologies. 

Standard 3: Mathematics 

Students will understand mathematics and become mathematically confident by 

communicating and reasoning mathematically, by applying mathematics in realworld 

settings, and by solving problems through the integrated study of number 

systems, geometry, algebra, data analysis, probability, and trigonometry. 

Standard 4: Science 

Students will understand and apply scientific concepts, principles, and theories 

pertaining to the physical setting and living environment and recognize the 

historical development of ideas in science. 

Standard 5: Technology 

Students will apply technological knowledge and skills to design, construct, use, 

and evaluate products and systems to satisfy human and environmental needs. 

Standard 6: Interconnectedness: Common themes 

Students will understand the relationships and common themes that connect 

mathematics, science, and technology and apply the themes to these and other 

areas of learning.

Standard 7: Interdisciplinary Problem Solving 

Students will apply the knowledge and thinking skills of mathematics, science, 

and technology to address real-life problems and make informed decisions. 

Social Studies 

Standard 1: History of the United States and New York 

Students will use a variety of intellectual skills to demonstrate their understanding 

of major ideas, eras, themes, developments, and turning points in the history of the 

United States and New York. 

Standard 2: World History 

Students will use a variety of intellectual skills to demonstrate their understanding 

major ideas, eras, themes, developments, and turning points in world history and 

examine the broad sweep of history from a variety of perspectives. 

Standard 3: Geography 

Students will use a variety of intellectual skills to demonstrate their understanding of 

the geography of the interdependent world in which we live-local, national, and globalincluding 

the distribution of people, places, and environments over the Earth’s surface. 

Standard 4: Economics 

Students will use a variety of intellectual skills to demonstrate their understanding of 

how the United States and other societies develop economic systems and associated 

institutions to allocate scarce resources, how major decision-making units function 

in the United States and other national economies, and how an economy solves the 

scarcity problem through market and non-market mechanisms. 

Standard 5: Civics, Citizenship, and Government 

Students will use a variety of intellectual skills to demonstrate their understanding of the 

necessity for establishing governments; the governmental system of the United States 

and other nations; the United States Constitution; the basic civic values of American 

constitutional democracy; and the roles, rights, and responsibilities of citizenship, 

including avenues of participation.

Grade 6 

ENGLISH LANGUAGE ARTS 

SOCIAL STUDIES 

MATHEMATICS 

Supportive Math 6 

SCIENCE 

LANGUAGES OTHER THAN 

ENGLISH (LOTE) 

French, Italian, Spanish 

READING 

Supportive Reading 6 

PHYSICAL EDUCATION 

MUSIC 

Band, Orchestra, Chorus 

INTRO. TO TECHNOLOGY 

FAMILY & CONSUMER 

SCIENCES 

Home/Career Skills 6 

ART 6 

COMPUTER SKILLS 

HORIZONS 

HOME BASE 

Grade 7 

ENGLISH 


MATHEMATICS 


SCIENCE 



French, Italian, Spanish 

READING 



MUSIC 

Band, Orchestra, Chorus, 

Electronic Keyboard Lab 

TECH. EDUCATION 7 


SCIENCES 


ART 7 

HEALTH 

Grade 8 

ENGLISH 

*Journalism 

*Introduction to Drama 


MATHEMATICS 


SCIENCE 

*Modern Food Production 



French, Italian, Spanish, 

French S, Italian S, Spanish S 

READING 



MUSIC 

Band, Orchestra, Chorus 

Electronic Keyboard Lab 

TECH. EDUCATION 8 

* Video Arts 

* Woodworking/Electronics 


SCIENCES 


ART 8 

*Printmaking 

*Digital Art Design Applications 

BUSINESS EDUCATION 

*Business Management Tech. 

*E-Business 

*Optional Electives

SPECIAL AREA INSTRUCTION – GRADE 6 

ART (One Marking Period) 

The sixth grade art program is designed to give children the opportunity to explore a 

variety of art media and techniques. Projects are structured to provide students with the 

understanding of the elements and principles of design while allowing for individual choice and 

creative expression. Children are exposed to the works of recognized artists and to art from many 

multi-cultural sources. Each ten weeks, at least one art project deals concurrently with a related 

social studies topic. Students engage in making judgements, solving problems and thinking 

intuitively. Thus, art is a vital part of our students’ intellectual development. 

COMPUTER SKILLS (One Marking Period) 

The computer education program focuses on the development of technological skills that will 

facilitate each student reaching his/her potential in a computer-oriented society. These skills 

include the ability to communicate ideas in written form, to organize, examine and analyze data 

and to solve problems that are multifaceted. Students in grade six will receive a ten week 

module of instruction in Computer Skills, where they will have the opportunity to learn word 

processing, databases, spreadsheets and charting using the popular Microsoft Office programs. 

Also included are activities in desktop publishing, telecommunications and multimedia for 

enrichment. 

FAMILY AND CONSUMER SCIENCES (Home and Career Skills-One Marking Period) 

The sixth grade curriculum serves as an exploratory course to encourage individual and 

team participation in order to master skills used in the Home and Career Skills curriculum. It is 

designed to help young people to begin to cope with new challenges with the emphasis placed on 

consumer awareness and self-sufficiency. Students are required to carry out craft and food 

preparation projects. This course focuses on skills related to developing the ability to follow 

written and verbal directions. 

HOME BASE (Alternate Days, Full Year) 

Home Base is a child-centered activity period designed for those sixth grade students who do not 

require any special services during the school day (resource room, reading, math, ESL, speech 

and Horizons). It is organized by cluster. Each of the teachers offers a different activity for a 

period of five to ten weeks. 

HORIZONS PROGRAM (Alternate Days, Full Year) 

Students are recommended for participation in the Horizons Program based on the 

following criteria: have a 90% average in social studies, language arts and reading, possesses a 

positive attitude, exhibits a high degree of motivation, shows excellent task commitment, has 

varied interests, is self directed, displays enthusiasm, is always prepared for class, is a risk taker 

and has been previously identified in the elementary school.

LANGUAGES OTHER THAN ENGLISH (LOTE) 

French 6 (Alternate days/full year) 

This alternate day course is a formal introduction to the study of French. The students 

will begin to develop fundamental skills in order to begin to communicate in French and to learn 

about the culture of the French-speaking world. 

Italian 6 (Alternate days/full year) 

This alternate day course is a formal introduction to the study of Italian. The students 

will begin to develop fundamental skills in order to begin to communicate in Italian and to learn 

about the Italian culture. 

Spanish 6 (Alternate days/full year) 

This alternate day course is a formal introduction to the study of Spanish. The students 

will begin to develop fundamental skills in order to begin to communicate in Spanish and to 

learn about the culture of the Spanish-speaking world. 

MUSIC (Instrumental and Choral Music - Alternate Days, Full Year) 

Every student engaging in lessons on woodwind, brass, percussion and string instruments 

as well as choral singing are given the opportunity to perform in concerts. Performing groups 

include band, orchestra and chorus. Very few rehearsals take place before or after the regular 

school day. 

Most instrumental music instruction begins in the fourth grade. A rotating schedule 

enables the least amount of conflict possible with the general classroom program. Various levels 

taught instrumentally are: 

-The Beginning Level--This level is open to sixth grade pupils with prior instruction. 

Here the basic approach to learning an instrument is taught. Elementary concepts of fingering 

the instrument, reading easy notation and playing in middle to lower registers are paramount. It 

is not the age of the child that categorizes the level, but rather, his/her musical ability. 

-The Intermediate Level--This level provides more technical training in the upper range 

of the instrument, more difficult fingerings, technically intricate rhythms and faster tempos. 

-The Advanced Level--At this stage harder and more technical studies are presented within the 

physical limitations of the student. Maturity is displayed on the instrument.

PHYSICAL EDUCATION (Alternate Days, Full Year) 

The Physical Education program seeks to develop the physical, mental, emotional and 

social growth of every child. When children participate in an activity they are learning skills for 

the development and maintenance of physical fitness and are participating in a learning 

experience that will help to develop desirable attitudes toward self and others. Through directed 

play and activity, the physical education curriculum develops the ability to lead, follow, 

cooperate and problem solve. 

Some of the units covered in grade 6 are: 

Movement Exploration Rhythm and Dance Wellness 

Volleyball Basketball Track and Field 

Soccer Flag Football Wrestling Techniques 

Softball 

Physical Fitness Testing 

INTRODUCTION TO TECHNOLOGY EDUCATION (One Marking Period) 

The focus of the sixth grade program is to teach students that the use of technology helps 

people fulfill basic needs. The need for shelter forces people to create systems that control the 

immediate environment. The STRUCTURES part of the course will examine the "building" as a 

structure and the forces that act upon it. The award winning Salvadori Program will be 

highlighted, using the classroom to illustrate structural principles. Problem-solving activities 

will lead the student to a more complete understanding of why buildings stand. Students will also 

have a hands-on experience with SIMPLE MACHINES, by using the popular Lego Technics I 

program. The construction of progressive Lego structures will utilize the principles of various 

simple machines. 

SUPPORTIVE READING SERVICES 

The reading specialist assists in the overall development and implementation of the 

reading and language arts program for all students. These specialists provide special reading 

instruction for children who are experiencing difficulties in reading. 

Students are selected for supportive reading instruction on the basis of standardized test 

scores (students receiving a 1 or 2 on the ELA), recommendations from classroom teachers and 

on the results of individual reading assessments. The reading specialist is in regular 

communication with the content area teachers in order to provide appropriate intervention. 

Supportive reading is an academic intervention service. 

SUPPORTIVE MATHEMATICS 

A mathematics specialist works with those students whose standardized test scores, 

teacher recommendations and individual assessments indicate that they would benefit by 

additional instruction in mathematics and might not be successful on the State Assessments in 

mathematics. The mathematics specialist is in regular communication with the classroom 

teachers in order to provide appropriate intervention.

COURSE DESCRIPTIONS - GRADES 6 – 8 

The sixth grade program prepares students to work independently and with various 

groups in a competent and confident manner, to be an integral part of society and to be good 

citizens of their school, community and nation. 

In the seventh grade program, students are grouped heterogeneously in English, math, 

social studies, and science except for those who qualify for participation in the honors program. 

Students may enter the honors classes in a math and/or science cluster based on a minimum 

composite score including the four quarters, midterm and final exams, teacher recommendations, 

and level of success in sixth grade subjects. 

Students eligible for special education services may participate in a collaborative 

classroom for the four core areas. They join a heterogeneous class taught by a team of educators 

including a subject specialist, a special education teacher and a teacher aide. In addition, these 

students participate in skills classes where added support is provided. 

All students in grade 7 participate in a Team Lab program to provide opportunities to 

reinforce and enrich student learning. Team Lab occurs during lunch periods. 

ART 

Seventh Grade (One Semester) 

Students are formally introduced to the elements of art and principles of design. Studio 

experiences include the exploration of line, shape, form, space, color and texture. The study of 

famous artists is integrated into each project. Maintaining a personal portfolio and sketchbook 

are course requirments. 

Eighth Grade (One Semester) 

The eighth grade program builds on the skills introduced in seventh grade while encouraging 

students to expand their imaginations. Themes of fantasy, humor and illusion are woven through 

projects in drawing, painting, sculpture and printmaking. 

Digital Art Design Applications (One Semester 8 th grade Elective Course) 

½ HS unit 

This hands-on graphic course teaches students how to create and design from initial concept to 

final execution using mechanical and computer skills. Within this course the student will learn 

varied techniques toward the development of graphic art and design photomontage, image 

manipulation, photo retouching, logo design, CD art, publication design, newsletters, poster 

design, calendars and more. This course will introduce and familiarize the students with the 

layout of each individual program. The student will learn to use varied tool palettes and menu 

bars, interaction of text, graphics and images, how to control and layer objects, as well as 

modifying, inserting and cropping images. Step by step, the student will develop the skills to 

plan and develop layouts from initial concept to completion. Layout is very important, and 

learning to use the software which controls the visual outcome of imagery and type is essential. 

In addition, students will incorporate fine art into their designs.

Printmaking (One Semester 8 th Grade Elective Course) 

½ HS unit 

This art elective allows students to experience exciting and experimental techniques in 

printmaking. A print is a work of art made by inking a textured surface and printing it on paper. 

Students will begin printing simple objects such as leaves and found objects and create their own 

rubber stamps. More advanced techniques include linoleum and wood cuts and etchings. Each 

project produces a series of prints rather than a single piece of artwork, making printmaking 

especially rewarding. Students will have a substantial portfolio of work at the completion of this 

course. 

BUSINESS EDUCATION – 8 th Grade Electives 

Business Management Technology: (One semester elective course) 

½ HS unit 

Students in this course will learn how to run a business and will be actively engaged by working 

in and running the Middle School School Store. Students will operate the cash register, take 

inventory, price merchandise, provide exceptional customer service to our customers, etc. 

Students will learn fundamental business management skills and understand how business serves 

society by creating their own business as a sole proprietorship, a partnership, or a corporation. 

Students will present their businesses to judges in a ―Shark Tank‖ challenge. Students will use 

the following computer programs: Word, Excel, Internet Explorer, Publisher, DreamWeaver, 

and MovieMaker. This class will play an online stock market game and participate in the Junior 

Achievement program. The Business Management class will take one field trip to the Ronald 

McDonald House to learn about public relations and non-profit organizations, the Apple Store in 

Manhasset to learn about the latest and greatest technology, a radio station—WBLI/WBAB in 

Babylon to learn about radio advertising, Cherrywood Pizza for our associate’s luncheon and to 

learn about operating a small business, and to The John Theissen Children’s Foundation to learn 

about community service and Paying It Forward. Guest speakers from the business world will 

visit our classroom periodically to share their expertise. 

E-Business: (one semester elective course) 

½ HS unit 

Students in this course will learn the strategies needed to use the Internet as a tool to navigate 

quality Web sites that may be used in the business and academic worlds. Each student will 

develop and maintain several Web sites using Dreamweaver. Students will also have a chance to 

create animation, movies, and video games using Flash and Gamemaker. Alice 3D will be used 

to create ―virtual worlds‖. Students will trade stock with an on-line stock market game. Students 

will correspond with teens in different countries via e-mail and Skype as part of our e-pal 

project. They will explore their e-pal’s country using Google Earth. Guest speakers from the 

business world will visit our classroom periodically to share their expertise. The E-Business class 

will take one field trip to SONY Wonder Technology Lab in NYC.

ENGLISH 

Mission Statement 

The mission of the English Department is to instill in students the love and practice of 

clear, concise, and creative communication of experience. 

ELA Common Core Strands: Grades 6-8 

In accordance with the New York State Common Core English Language Arts Standards, 

students will read a minimum of 25 books or the equivalent per year across all content areas and 

write at least 1000 words per month across all content areas. In each grade, the Common Core 

strands of Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, 

Range of Reading and Text Complexity, Text Types and Purposes, Production and Distribution 

of Writing, Research to Build and Present Knowledge, Responding to Literature, as well as 

Comprehension and Collaboration are addressed as indicated by the NYS ELA Common Core 

Standards Performance Indicators. In each grade level, students will write in the narrative, 

persuasive, expository, and research genres. 

Sixth Grade 

In the sixth grade students develop their language skills for present and future learning. 

The language arts program includes spoken and written language. Students learn to express 

ideas, attitudes and feelings effectively in verbal and non-verbal ways through oral discussions, 

oral reports, debates, visual presentations and story telling. 

Reading instruction focuses on the development of vocabulary and comprehension skills. 

The special techniques needed to gather information, make inferences and draw conclusions 

from readings in the various content areas are emphasized. 

Students are introduced to our rich literary heritage in prose and poetry and are 

encouraged to read for pleasure. They engage in research projects and are also taught specific 

study skills. 

Students continue to improve their composition skills through the process approach. 

Brainstorming, drafting, revision, editing and the mechanics of grammar continue to be 

emphasized through this process. 

Seventh Grade 

English 7 is structured to review and reinforce the programs of basic studies in English 

begun in the lower grades and to expand and enrich these studies with more sophisticated 

experiences and materials in language, reading, and writing. Literature includes the novel, short 

works of fiction, and various types of nonfiction, drama, and poetry. Historical novels, such as 

My Brother Sam Is Dead and The Witch of Blackbird Pond, are also read. Students learn to read, 

write, listen, and speak for information and understanding, literary response and expression, 

critical analysis and evaluation, and social interaction. Grammar, which is taught within the 

context of writing, includes sentence structure, punctuation, capitalization, paragraphing, and 

vocabulary. Research projects are assigned and research skills, such as note taking and 

documentation, are taught.

Eighth Grade 

English 8 continues to stress the study of language, literature, composition, and 

vocabulary. Students are encouraged to explore their language in order to appreciate its heritage 

and to use it more effectively. Literary devices, introduced in English 7, are reviewed and 

reinforced through students’ creative writing and essay writing. Persuasive writing is stressed 

culminating in a joint English Language Arts – Social Studies research project. Several novels, 

including Tex, are studied along with works of non-fiction, short stories, plays, and poetry. 

Grammar is taught within the context of writing. Students practice the four strands of English 

Language Arts in accordance with New York State standards. They learn to read, write, listen, 

and speak for information and understanding, literary response and expression, critical analysis 

and evaluation, and social interaction. The Grade 8 English Language Arts assessment is given 

to every eighth grader during the academic year. 

Introduction to Drama: (One Semester 8 th Grade Elective Course) 

½ HS unit 

Drama is an eighth grade elective class which focuses on introducing students to a study 

of the theatre arts. The class will cover the techniques and knowledge necessary for students to 

exhibit self confidence, ensemble and good public speaking skills as well as beginning to 

understand acting as an art form. Students will read, analyze and perform dramatic literature 

within the classroom. At the end of this class students will be prepared to participate in the high 

school theatre electives and shows. 

Journalism: (One Semester 8 th Grade Elective Course) 

½ HS unit 

Journalism introduces eighth-grade students to print journalism. Students will focus on 

writing. They will learn the style of print journalism and will also write creatively and in essay 

form. The course is computer-intensive with students utilizing and learning a variety of software, 

including Quark. Students will work on the internet in a supervised format. The class will have 

strong ties to the club, Smoke Signals, the middle school’s newspaper. The course will 

culminate with student involvement in the layout of that publication. Many students will gain a 

love of journalism and continue to be involved in the high-school journalism program. 

FAMILY AND CONSUMER SCIENCES 

Seventh and Eighth Grade: Home and Career Skills (One Semester Each Year) 

Home and Career Skills is designed to prepare young people to meet their responsibilities and 

understand their opportunities. They will develop individual and team participation skills that 

facilitate their transition from school to work. 

The curriculum, which will be presented primarily through hands-on activities, will deal with the 

following objectives: 

To encourage students to take responsibility for their own lives through decision-making. 

To understand how roles change with time and yet remain interrelated, affecting 

individuals, families and work. 

To develop skills to enhance the ability to anticipate new needs over a lifetime of work 

and leisure, community involvement and satisfying personal and family relationships. 

To use technology that furthers family and consumer skills.

HEALTH 

Health Education - Seventh Grade (One Semester) 

This course is designed to help students understand their physical, mental, emotional, and 

social growth and development. The objectives are to help young people become aware of good 

health and decision-making through lectures, group discussions, role-playing, and oral and 

written projects. The following units are covered: human physiology, nutrition, diseases, mental 

health, getting in touch with feelings, smoking hazards, alcoholism, drug use and abuse, 

environmental pollution, teen living, aging and death, family relationships and human sexuality. 

"Caring" for self and others and the development of a more positive self-image are stressed 

during the semester. 

LANGUAGES OTHER THAN ENGLISH (LOTE) 

The major objective of the Middle School second language program is to prepare 

students to be able to communicate in the language that they select to study as a result of the 5 th 

grade exploratory program. Students will begin the formal study of a second language as 6 th 

graders. Students are expected to continue the same language until the completion of the 8 th 

grade. 

Students who successfully complete both the 7 th and 8 th grade courses and pass the 

Checkpoint A Proficiency Exam (FLP) will earn the required 1 unit of high school credit in 

Languages other than English required for graduation. 

An 8 th grade ―S‖ course is available to 8 th graders who have experienced difficulty in 

their study of a language other than English as 7 th graders and have not mastered the skills 

required for the 8 th grade course of study. These students must take and pass, and complete a 

high school Level I course as 9 th graders in order to fulfill the minimum mandatory requirement 

for a high school diploma. 

Upon completion of the 8 th grade, college bound students are encouraged to continue the 

study of a second language in order to be prepared the Comprehensive Checkpoint B exams 

which is offered upon completion of either; the Level 3 or Spanish G courses. Students may 

continue the study of a second language with the Level 4 Honors Courses and the College Level 

Courses. 

High School Seniors enrolled in level 5 language courses, have the opportunity to earn 

six college credits under the auspices of Adelphi University. High School Seniors, who 

successfully complete our new Honors Program will have the opportunity to either earn college 

credit by taking our new AP Language course or students may opt to register for our College 

courses. 

High School Seniors enrolled in level 5 language courses, have the opportunity to earn 

six college credits under the auspices of Adelphi University. 

High School Seniors, who successfully complete our new Honors Program will have the 

opportunity to either earn college credit by taking our new AP Language course or students may 

opt to register for our College courses.

Seventh Grade 

French 7 

The basic language skills of listening, speaking, reading, and writing are developed. 

Emphasis is placed on the oral communication skills of listening and speaking. The basic 

patterns of the language are introduced and students learn about the culture of the French 

speaking world. 

Italian 7 



patterns of the language are introduced and students learn about the culture of the Italian 


Spanish 7 



patterns of the language are introduced and students learn about the culture of the Spanish 


Eighth Grade 

French 8 

During this course students will expand upon the fundamental skills acquired in French 7. 

Students are more actively involved in using the language through role playing in French. The 

culture of the French speaking world continues to be explored throughout the course. 

Upon successful completion of this course, students must take and pass a comprehensive 

cumulative exam in order to earn one unit of high school credit. All students are strongly 

encouraged to continue their study of French with the high school Level 2 French course. 

French 8S 

This course is available for students who would benefit from an opportunity to further 

reinforce the fundamental skills that they have acquired in Grade 7 in order to successfully 

communicate in French. This course will meet on an alternate day basis and students will 

receive a numerical grade. Upon completion of this course, students must register for the high 

school French I course in order to be eligible to earn the one unit of high school credit which is a 

New York State diploma requirement. 

Italian 8 

During this course students will expand upon the fundamental skills acquired in Italian 7. 

Students are more actively involved in using the language through role playing in Italian. The 

Italian culture continues to be explored throughout the course. 

Upon successful completion of this course, students must take a comprehensive cumulative exam 

in order to earn one unit of high school credit. All students are strongly encouraged to continue 

their study of Italian with the high school Level II Italian course.

Italian 8S 

This course is available for students who would benefit from an opportunity to further 

reinforce the fundamental skills that they have acquired in Grade 7 in order to successfully 

communicate in Italian. This course will meet on an alternate day basis and students will receive 

a numerical grade. Upon completion of this course, students must register for the high school 

Italian I course in order to be eligible to earn the one unit of high school credit which is a New 

York State diploma requirement. 

Spanish 8 

During this course students will expand upon the fundamental skills acquired in Spanish 

7. Students are more actively involved in using the language through role playing in Spanish. 

The Hispanic culture continues to be explored throughout the course. 

Upon successful completion of this course, students must take and pass a comprehensive 

cumulative exam in order to earn one unit of high school credit. 

Students who successfully complete the Spanish 8 course with a final average of 75% or above 

are strongly encouraged to continue their study of Spanish with the high school Level II course. 

A Spanish E course is offered to those students who demonstrate the need for additional support 

and complete the Spanish 8 course with a final average below 75%. 

Spanish 8S 

This course is available for students who would benefit from an opportunity to further reinforce 

the fundamental skills that they have acquired in Grade 7 in order to successfully communicate 

in Spanish. This course will meet on an alternate day basis and students will receive a numerical 

grade. Upon completion of this course, students must register for the high school Spanish I 

course in order to be eligible to earn the one unit of high school credit which is a New York State 

diploma requirement. 

MATHEMATICS 

Sixth Grade 

Sixth grade mathematics focuses on the five Common Core strands: The Number System, 

Expressions and Equations, Ratio and Proportional Relationships, Geometry, and Statistics and 

Probability. The topics include percent, integers, order of operations, ratio and proportion, 

probability, algebraic equations, coordinate geometry, area, volume, and statistics. Students are 

expected to understand and become proficient with the skills associated with these topics. Also, 

children are expected to support mathematical ideas and reasoning in writing. The scientific 

calculator will be introduced to enhance the study of mathematics. 

Seventh Grade 

Math 7H 

Math 7H will cover the five Common Core standards covered in Seventh grade math, as 

well as certain Eighth grade Common Core topics. This course is designed to accelerate the 

students as well as challenge them mathematically. Students who continue in the honors math 

program in Eighth grade will take the Algebra I Regents at the end Eighth grade. Students must 

maintain an 85 average to remain in the math honors program. 

Prerequisite: State Assessment results, minimum composite score, recommendation of 

teacher and department chairperson.

Math 7 

Seventh grade math consists of the five Common Core mathematics strands. These 

strands cover the topics within Ratios and Proportional Relationships, The Number System, 

Expressions and Equations, Geometry and Statistics and Probability. Topics include 

proportional relationships, fractions, algebraic expressions and equations, geometric figures, 

area, surface area, volume, statistics and probability. Students are expected to become proficient 

with the skills associated with these areas of mathematics. The scientific calculator will be 

utilized to enhance the learning experience. 

Eighth Grade 

Math 8H - Regents 

Math 8H will cover the Eighth grade Common Core topics not covered in 7H as well as 

the entire Algebra I regents curriculum. Students will utilize a graphing calculator to enhance 

their study of mathematics. The topics covered through problem solving will be algebra of 

polynomials, techniques of graphing, solving equations, statistics, geometry, probability, 

transformations, functions and patterns, and basic trigonometry. Students must maintain an 85 

average to remain in the math honors program. 

Prerequisite: State Assessment results, 90% average in Math 7H, recommendation of 

teacher and department chairperson. 

Math 8 

Eighth grade math consists of the five Common Core mathematics strands. These strands 

cover the topics within The Number System, Expressions and Equations, Functions, Geometry 

and Statistics and Probability. Topics include rational and irrational numbers, exponents, 

algebraic equations, graphing linear equations and functions, Pythagorean Theorem, 

transformational geometry, and statistical analysis. Students are expected to become proficient 

with the skills associated with these areas of mathematics. The scientific calculator and graphing 

calculator will be utilized to enhance the learning experience. 

MUSIC 

Band - Seventh and Eighth Grades - (Alternate Days, Full Year) 

Students are selected after demonstrating a mastery of minimum standards of 

achievement, and on the recommendation of their 6th grade band teacher. 

Specific goals include: 

A. Developing more difficult instrumental techniques. 

B. Recognizing and being able to play music of varied styles. 

C. Studying and appreciating standard band literature. 

D. Performing at concerts, assemblies and other school and public functions.

Orchestra - Seventh and Eighth Grades – (Alternate Days, Full Year) 

Students are selected after demonstrating a mastery of minimum standards of 

achievement and on the recommendation of the sixth grade string teacher. 


A. Developing fundamental instrumental techniques. 

B. Studying and appreciating standard orchestra literature. 

C. Learning to recognize basic forms of music. 

D. Performing at concerts and assemblies. 

Chorus - Seventh and Eighth Grades - (Alternate Days, Full Year) 

Students are selected on the recommendation of the previous year’s vocal teachers. The 

chorus is comprised of both boys and girls. 


A. Developing fundamental vocal techniques and encouraging boys with changing 

voices. 

B. Preparing students for participation in high school chorus. 

C. Studying and appreciating standard works of choral literature. 

D. Performing at concerts and assemblies. 

Electronic Keyboard Lab – Seventh and Eighth Grades – (Alternate Days, Full Year) 

Enrollment will be determined by a combination of teacher recommendation and student 

selection. The course is designed for eighth graders for whom chorus is an inappropriate musical 

choice. These students have either shown disinterest in chorus or simply may prefer an 

alternative choice. The seventh grade chorus teacher will make recommendations for this 

course, based on student interest, behavior, etc. in 7 th Grade Chorus. This together with student 

election will make up the sections. 

The course will: 

A. Provide a ―hands – on‖ musical experience using modern electronic keyboards in a 

―lab‖ setting. 

B. Introduce musical skills and concepts while learning the basics of playing the 

keyboard. 

C. Give students the chance to compose and play their own music as well as music of 

other periods, including contemporary, popular music. 


Seventh and Eighth Grades - (Alternate Days, Full Year) 

Physical Education offers a variety of activities designed to develop an appreciation for 

lifelong fitness as it relates to health and wellness. A variety of team and individual sports are 

offered with emphasis on the development of skills, sports-like behavior and an understanding of 

rule interpretations.

READING 

This program is designed for students who need additional support in English Language 

Arts. The focus will be on comprehension strategies, vocabulary development and phonemic 

awareness. This is an academic intervention service. 

SCIENCE 

Sixth Grade 

The science program and the materials used to follow the New York State syllabus in 

science. The coordination of science with other content areas is fostered by many opportunities 

for hands-on discovery, experimentation, and observation, which is necessary to teach the 

scientific approach. Some topics in the sixth grade program include: 

Plant growth and responses 

Living things--life processes, cellular organization 

Climate and life--biomes 

Matter and atoms--mass and weight, particle model, 

elements, compounds, acids and bases 

Chemical changes in matter 

Light and energy 

Using electricity--basic principles, technological advances 

The Earth’s resources 

Changes in the Earth's crust--crustal movements 

Exploring space 

Forecasting the weather 

Control systems of the body--nervous/endocrine systems 

Growth and development--development of new organisms, 

chromosomes and life cycles 

AIDS and other communicable diseases 

Science 7H 

This accelerated science course is designed for the superior seventh grade science 

student. Both seventh and eighth grade science topics in biology and chemistry are explored in 

class. Students are evaluated at the end of the school year to determine whether or not they will 

be enrolled in Earth Science in the eighth grade. 

Prerequisite: Previous grades, minimum composite score, skill level and recommendation of 

teacher and department chairperson. 

Science 7 

The objectives of seventh grade science include an introduction to the subjects of life 

science, measurements using the metric system, and ecology. The course is planned with many 

hands-on laboratory experiences. Students will learn to make scientific observations both inside 

and outside the school building. Field experiences as well as home projects are stressed. Above 

all, this introduction serves to potentially motivate the student to continue to take science courses 

throughout his/her secondary experience.

Science 8 

The science program at this level begins to specialize with students studying physical 

science. The areas of chemistry and physics are introduced. In chemistry, students learn the 

various types of chemical processes, reactions, and elements in the Periodic Table and chemical 

applications. In physics, students will study the principle of heat, light, and electricity. As in 

Science 7, there is a continuation of "hands-on" laboratory activities. 

Physical Setting: Earth Science H – Regents 

This offering will be made for those students having successfully completed Science 7H 

with a 90% average and receiving the recommendation of the seventh grade science and 

mathematics teachers. This course of study follows the New York State Physical Setting: Earth 

Science core curriculum and will cover the areas of astronomy, geology, meteorology, 

paleontology and oceanography. This course is offered as a lunch/laboratory science course in 

order to meet the N.Y.S. Regents requirements. All students take the Regents Examination upon 

completion of the course in June. 

Modern Food Production 

This course provides our students with a unique and challenging research opportunity in 

hydroponics and aquaculture. Hydroponics (growing plants without soil) and aquaculture (fish 

farming) are up and coming methods of production. Students will have the opportunity to 

construct simple aquaculture and hydroponic units in our indoor ―living‖ laboratory. 



The Social Studies Department of the Wantagh Public Schools believes that the future of our 

democratic society depends on the development of free and reasoning citizens who work to reach 

their potential. To this end, we provide opportunities for students to learn to think and make wise 

decisions, to understand and appreciate their cultural heritage, to realize that all actions have both 

short and long term consequences, and to live compassionately with their fellow human beings. 

To achieve this, we attempt to provide an atmosphere where inquiry is welcome, respect is 

mutual, and truth is always sought. 

Introduction 

The seventh and eighth grades comprise a two-year American history course organized 

chronologically. Students are introduced to more sophisticated methods of research, become 

familiar with various writing formats, begin to see the link between past events, the present and 

the future, and appreciate the value of learning with others. Higher order thinking skills and 

reasoning strategies are emphasized and students learn the rights and responsibilities of living 

under a democratic form of government in a multi-cultural world.

Sixth Grade (World Communities) 

World Communities emphasizes the interdependence of all people, focusing on Europe, Asia, 

Africa and the Middle East. Students develop research and thinking skills in order to understand 

the information gathered. This is an introduction to the history of civilization from a cultural, 

geographic, and economic point of view. Current events, the use of primary and secondary 

source documents, essay writing, document-based questions (DBQs) and the use of charts, 

graphs, and maps are emphasized to meet the New York State learning standards and foster the 

skills needed to succeed on the middle level. 

Seventh Grade (United States and New York State History - 7) 

This course is the first half of the two-year American history sequence. The skills introduced on 

the elementary level are expanded and refined. The following areas are covered: 

The pre-Columbian period; the New World exploration and settlement; Native Americans in 

New York State; the Colonial Period in the Americas; the Creation of a Nation; the Articles of 

Confederation and the Constitution; the Spirit of Independence in Canada and Latin America; the 

Age of Jackson; the Expansion of the United States; Sectionalism and the Civil War. Current 

events, the use of primary and secondary source documents, essay writing, document-based 

questions (DBQs) and the use of charts, graphs, and maps are emphasized to meet the New York 

State learning standards and foster the skills needed to succeed on the middle level. 

Eighth Grade (United States and New York State History - 8) 

This course continues the chronological study of the history of our country as started in the 

seventh grade. After a brief review of the early history of the United States, students will 

continue their examination of American History. As in grade seven, there is a strong emphasis 

on social history, the ordinary person's life and contribution to the fabric of our democracy. The 

topics covered include Reconstruction; Closing the Frontier; the Industrial Society; Immigrants 

and the Urban Society; Independence in an Interdependent World; World War I; Between the 

Wars; World War II and its Aftermath; and, Domestic America, 1960 to the present. Current 

events, the use of primary and secondary source documents, essay writing, document-based 

questions (DBQs), and the use of charts, graphs, and maps are emphasized to meet the New York 

State learning standards and foster the skills needed to prepare for high school. 

TECHNOLOGY EDUCATION 

The Introduction to Technology curriculum includes motivating Technology Learning 

Activities, known as TLAs, which will inspire students to inquire, be productive, and respond to 

their environments as active participants. It is anticipated that students will develop leadership 

skills and a more positive sense of self-worth as they work individually and in groups to manage 

systems, resources, and procedures in our technological society. 

Technology Education programs emphasize development of mental process skills, such 

as creative thinking, decision making, critical thinking, and problem solving.

Seventh Grade Introduction to Technology (One Semester) 

The course of study, Introduction to Technology, introduces students to the pervasive 

nature of technology, and the ways in which the various technological systems have been utilized 

to satisfy people's needs and wants. 

The course of study deals with many technologies and how they are combined into 

systems to better serve society. The program will help the student gain a clearer insight into our 

technological world, a world in which they will eventually live and work. These concepts should 

help the student develop a direction for individual educational and career choices. 

The course is divided into three technological areas: (1) Physical Technology - tools, 

mechanisms, power, energy and structures. (2) Biotechnology - the study of living things and 

how technology affects them. (3) Information Technology - the handling of information 

systems, computer systems, and how information is processed. 

Eighth Grade Technology Education (One Semester) 

This course of study addresses additional generic technological concepts, focusing on 

technical process, the methods that people can use to control them, technological career 

opportunities, and other personal and societal implications of technology. Applications of how 

the computer is related to information processing, process control and communications are 

integrated within student activities. 

Eighth Grade - Technology Electives: 

Introduction: 

These courses are organized in a systems format; the resources, processes, and effects are 

the organizing theme. The resulting framework provides a rather complete view of the variety in 

materials processing. Students will be involved in laboratory activities that will demonstrate 

specific concepts in the content outline. 

Woodworking & Electronics (One Semester 8 th Grade Elective Course) 

½ HS credit 

Woodworking: 

Hand tools and machines will be utilized as students learn the basics from planning and 

layout to finishing a simple project made of wood. There will also be an opportunity to build 

other practical items to be used around the home.

Electronics: 

By constructing various electrical circuits, students will gain hands on knowledge about 

safety and the basic principles of electricity. Included in these experiments are the wiring of a 

switch and dimmer as well as working with computer controlled ―Lego’s‖. Students will also 

select an electrical device that they will build and take home. 

Video Arts (One Semester Elective Course) 

½ HS credit 

Video Arts will give students the opportunity to grasp the associations and similarities 

between the communication systems of video and computer graphics through hands on 

experiences in video arts productions. Students will develop a portfolio of storyboards that will 

be used as the scripts for their video productions. Students will film, edit, superimpose 

computer-generated graphics onto video, and add sound tracks to produce their own video 

production. 

STANDARDIZED TESTING PROGRAM 

Grade 6 

State Assessment in English Language Arts 

State Assessment in Mathematics 

Grade 7 



Grade 8 



State Assessment in Science 

State Assessment in Social Studies 

Foreign Language Proficiency Exam* 

Algebra Regents Exam* 

Physical Setting: Earth Science Regents Exam* 

*Selected students only 

SPECIAL SERVICES 

GRADES 6-8 

ENGLISH AS A SECOND LANGUAGE - ESL 

Instruction in English as a Second Language is offered to all students whose native 

language is not English and who need support in order to function effectively in the regular 

classroom. Beginning and continued participation in the program is based on parent and/or 

teacher recommendation, standardized test scores and individual assessment.

LIBRARY MEDIA CENTER 

The Library Media Center is a place where the work of the classroom is complemented, 

supported and expanded. Teachers and students find resources of varied formats rich in depth 

and quality. This variety in resources is an important aspect of the Middle School program as it 

enables students and teachers to employ a multimedia or intermedia approach to learning. 

Library media and information skills are best learned in the context of the entire school 

curriculum with the Media Specialist and the classroom teachers working together to insure 

coordination and integration of library instruction with classroom activities. Library skills will 

always be taught in a cooperative manner with all subject areas to insure that all students learn 

the full range of information skills that they will need for lifelong learning. 

The Library Media Center plays a significant role in the entire educational process. Important 

goals also include guidance of students in learning the skills of observation, listening and social 

interaction, as well as the development of the spirit of inquiry, self-motivation and selfdiscipline. 

The guidance of students in studying effectively, thinking objectively and acquiring 

interest and enthusiasm for exploration and research is an important role of the Library Media 

Specialist. 

GUIDANCE AND COUNSELING SERVICES 

The guidance and counseling program at Wantagh Middle School is a purposeful, 

developmental approach designed to produce responsible, self-aware young adults. Students are 

provided with a comprehensive knowledge of their own strengths and weaknesses to aid in the 

fullest development of their abilities, aptitudes, interests and personal traits. Additionally, 

students are directed and motivated toward desirable and meaningful goals. 

Guidance and counseling services, provided by professionally certified counselors, are 

especially needed at this level as emerging adolescents wrestle with diverse issues such as selfdoubt, 

peer pressure, changing emotions, struggles for independence and rapid growth. 

Counselors work with and for students as their advocates in many capacities. Some of these 

services include: 

Counseling : The establishment of a trusting and confidential relationship between 

counselor and student. 

Individual – Counselors facilitate the process of problem solving and decision 

making as well as assist students with educational/career/vocational planning. 

Group - Counselors lead peer support groups which are issue specific. Topics 

include but are not limited to: New Students, Friendship, Changing 

families/divorce, Bereavement, and Peer Support. 

Conferencing 

Counselors conduct conferences with teachers and students for the purpose of discussing 

academic, social and emotional development.

Pupil Review 

Analyze and interpret accumulated student data making recommendations and 

individualized strategies to help students succeed. 

Class Placement 

Counselors, in partnership with parents, teachers and students, design an educational plan 

for each student geared for success. 

Child Study Team 

The Child Study Team is a building level team that individualizes interventions of 

referred ―at risk‖ students. The team includes counselors, administrators, special education 

teachers, social worker, psychologist, reading specialist and nurse. 

Grade Level Team Meetings 

Counselors are valuable members of each grade level team. The counselors provide 

valuable input on student background/history, interpret testing data and student records that may 

impact on achievement, provide the link between home and school as a result of parent 

discussions, suggest strategy, recommendations and follow-through procedures, suggest agenda 

items, devise criteria for student placement with the teams, and follow-up with students and 

parents as a result of team discussion. 

Crisis Intervention 

Counselors maintain an ―open door‖ policy and are available to all students, parents and 

staff at all times during the school day. 

Mediation 

Counselors provide students opportunities to learn and practice peaceful resolutions to 

interpersonal conflicts. 

Guidance Curriculum 

The counselors plan and teach a variety of lessons that are presented to all students on 

each grade level throughout the school year. The curriculum is developmental over the course of 

a student’s three middle level years and the format gives the counselors and students the 

opportunity to work closely together in small groups. 

-6th grade: 

Units include The Helping Team, Self-esteem, and Perceptions/Harassment. 

-7th grade: Self-Assessment and Self-Awareness are the topics with a strong 

emphasis on how we impact upon each other’s self-esteem. 

-8th grade: A two-week Career Exploration unit using the Self-Directed Search that 

culminates in an on-line career research project.

Comprehensive Orientation and Transition Programs 

The Guidance Counselors are directly involved in orientation programs which are 

designed to assist every student in the transition from elementary school to middle school and 

from middle school to high school. 

The 5 th into 6 th Grade Transition Program includes: 

1. Parent Orientation Evening Program 

2. Student Orientation Program and Visitation 

3. Counselors Visit to Each 5 th Grade Elementary Class twice 

4. Placement Process 

5. Guidance Transfer Data Forms 

6. Supplies Letter 

7. Letter Containing Team Teacher and Advisor Assignments as well as 

BBQ Invitation 

8. Orientation BBQ 

9. Extended Advisory 

10. Principal’s Assembly 

The 8 th into 9 th Grade Transition Program includes: 

1. Classroom Presentation of High School Course Offerings 

2. Parent Orientation/High School Curriculum Evening 

3. Individual Meetings to Establish a Preliminary 9 th Grade Schedule 

4. Annual Counselor/Parent/Student Exit Conference 

5. Orientation Lunch Meetings with Middle and High School Counselors 

6. Middle School and High School Counselor articulation meetings 

7. Student Orientation 

Advisory Role 

In addition to serving as advisors to their own multi-grade advisory groups, the 

counselors provide resource materials for advisors to facilitate advisor support groups. 

Wantagh Guidance Department web pages 

Parents and students are encouraged to visit the Guidance Department Web pages at 

www.wantaghschools.org . Information on current happenings in the Guidance office, helpful 

links, and counselor pages are available through at the district web site.

SPECIAL EDUCATION DEPARTMENT 


The Pupil Personnel Services (PPS) Department supports the district’s commitment to excellence 

and strives to prepare all our students to live full and productive lives in the world-wide 

community. 

Introduction 

PPS Staff members provide special education and support services to the students of Wantagh in 

grades K – 12. Additionally, they provide assistance to families and support to general education 

staff and administrators. School nurses, psychologists, social workers, special education 

teachers, special education aides, speech/language therapists, occupational therapists and 

physical therapists are all part of the PPS team within the district. Outside consultants and 

itinerant teachers are included as needed. The department provides a continuum of services at all 

grade levels including the high school. 

Special Education programs and/or services are provided to students classified as disabled and 

in need of special education services as per the recommendations of the Committee on Special 

Education. 

SPECIAL EDUCATION PROGRAMS 

Resource Room: The student is in general education classes for core academics, physical 

education and electives. He/she attends resource room one period daily to help remediate 

weaknesses and learn compensatory skills. This small group instruction (5:1) is provided by a 

special education teacher. 

Collaborative Program: This program is the secondary inclusion model. Core academics are 

team taught in a general education class by a content area teacher and a special education teacher 

with collaborative planning. A special education teacher aide adds additional support. Students 

spend one period per day in a non-integrated setting with the special education teacher to help 

remediate weaknesses and learn compensatory skills. 

Special Class: Students receive academic instruction in a non-integrated setting with a special 

education teacher. A special education teacher aide adds additional support. Students are 

integrated for all electives and mainstreamed for academics on an individual basis. 

SPECIAL EDUCATION SUPPORT SERVICES 

Consultant Teacher – Indirect: A special education teacher consults with the general 

education teachers regarding teaching strategies that best meet the needs of a particular student. 

The student does not work directly with the special education teacher. 

Consultant Teacher – Direct: The special education teacher consults with the general 

education teachers regarding teaching strategies for the student and also meets periodically with 

the student to work on strategies and study/organizational skills. 

Related Services: A professional staff member such as a speech/language therapist; 

occupational therapist; physical therapist; social worker or psychologist works individually or in 

small groups with the student in areas directly related to his/her disabilities.

SERVICES FOR SPEECH, LANGUAGE, and HEARING IMPAIRED/DEAF STUDENTS 

Without the ability to communicate, students cannot successfully function in the school 

setting or in society. Verbal communication skills are the concern of teachers for children with 

speech and hearing problems. Individual and small group classes are provided for the speech 

impaired, language delayed, language disordered and the hard-of-hearing student. Specific 

areas of focus may include language development (vocabulary, syntax, grammar, receptive and 

expressive language) and skills for the hearing impaired (speech, reading and counseling). 

Services will be provided as per the recommendation of the Committee on Special Education. 

SERVICES FOR VISUALLY IMPAIRED/BLIND STUDENTS 

A vision specialist teacher may work with blind and visually impaired students on a oneto-one 

or group basis. Emphasis is placed on the development of listening skills, proper use of 

residual vision and counseling. Braille materials, tapes, large type books, enlarged work sheets, 

texts and maps are provided as needed. Students are registered with the proper governmental 

agencies for post high school testing, training, placement and guidance in college or vocational 

careers. 

SOCIAL WORKER SERVICES 

Some students may have difficulties with personal or social adjustment at school, at home 

and/or the community. Oftentimes these are temporary or transient problems that a typical 

student may face in the course of adolescence. At times, however, more serious issues related to 

drug/alcohol abuse, domestic or familial issues may also require the intervention of a trained 

therapeutic support provider, such as our social worker. Referral sources may include parents, 

school personnel, guidance counselors and/or the students themselves. The school social worker 

is in close communication with staff and parents as a support and resource professional, trained 

in counseling and a variety of interventions relative to the student’s and family’s overall well 

being and success in school. 

PSYCHOLOGICAL SERVICES 

The school psychologist is an integral and critical part of the therapeutic support system 

in the Middle School. The psychologist works with students, parents, guidance counselors and 

faculty in planning beneficial educational programs. The psychologist chairs the Child Study 

Team where needs and interventions of referred students are discussed. Another function of the 

psychology staff is to assist in the diagnosis of learning problems and to suggest remediation and 

compensation plans. The learning difficulties may be due to intellectual, learning and/or 

emotional problems, which are detected by the multi-disciplinary evaluation. The psychologist 

reports the findings of the school diagnostic team for purposes of a mandated multi-disciplinary 

assessment. From this analysis recommendations are developed for the student's educational 

benefit. The psychologist also counsels students who may be having emotional difficulties and 

tries to incorporate the family's assistance in helping these students.

CO-CURRICULAR PROGRAM 

CLUBS AND ACTIVITIES 

GRADES 6-8 

Effective education for the middle school child is characterized by not only childcentered 

active learning in the classroom, but by opportunities for exploration and activity 

beyond the classroom as well. A full club program enables early adolescents to channel their 

enthusiasm and energy in a positive direction and provides them with an opportunity for both 

students and teachers to work in a more informal, casual setting. A sense of identity with the 

school is fostered for those who do not desire to participate in interscholastic sports, but who 

nevertheless want to become involved in extracurricular activities. Born out of such programs is 

a greater self-esteem and sense of belonging. 

Art Club 

Italian Club 

B.E.S.T. Program 

Jazz Band 

6 th Grade Class Representatives Math Olympiads 

7 th Grade Class Representatives Mathletes 

8 th Grade Class Representatives Memory Book 

Dance Team 

National Jr. Art Honor Society 

Drama Presentation 

Peer Leaders 

Entrepreneurship Club 

Science Olympiads 

Foreign Language Honor Society “Smoke Signals” 

French Club 

Spanish Club 

Home and Career Skills Club 

Student Council 

Homework Central 

Technology Club 

Middle School Honor Society 

Video Club

SIXTH GRADE SPORTS 

Sixth graders will be able to choose from a variety 

of intramurals for both boys and girls. The list of 

sports will be publicized in September. 

7 th GRADE SPORTS 8 th GRADE SPORTS 

FALL 

Boys Girls Boys Girls 

Soccer Soccer Soccer Soccer 

Football Cheerleading* Football Cheerleading* 

Cross Country** Cross Country** Cross Country** Cross Country** 

Swimming*** 

Swimming*** 

Tennis *** 

Tennis*** 

WINTER I 

Basketball Volleyball Basketball Volleyball 

Swimming*** Cheerleading* Swimming*** Cheerleading* 

Bowling*** Bowling*** Bowling*** Bowling*** 

WINTER II 

Wrestling* Basketball Wrestling* Basketball 

SPRING 

Baseball Softball Baseball Softball 

Lacrosse Lacrosse Lacrosse Lacrosse 

Track & Field** Track & Field** Track & Field** Track & Field** 

Tennis*** 

Tennis*** 

* One team, 7 th and 8 th grade combined 

** One team, 7 th and 8 th grade, boys and girls combined 

*** Teams are 7-12

Wantagh Middle School 

Curriculum Guide 

2013-2014

2013 Middle School Curriculum Guide - Wantagh School

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