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PIERSON MIDDLE SCHOOL

2015-2016

Curriculum Guideand Handbook

www.sagharborschools.org

“I would like to have the people impressed with their obligations as guardians of children, to see to it that their training and education be such that, in the future of this little hamlet, as in the past, its good women and noble men may enrich the world.”

- Margaret Olivia Slovum Sage, 1908

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PIERSON MIDDLE SCHOOLSag Harbor Union Free School District

Mission Statement

The Sag Harbor School District in partnership with all members of the community is committed to equity in education; its mission is to provide students with a safe, child-centered environment which fosters personal, academic, and creative excellence. This will empower students to become responsible and respectful members of a global society. As lifelong learners, students will be prepared to move successfully to the next stage of their lives.

Table of Contents

Mission Statement …….…..……….2 Contact Information ……………….2 Principal’s Message …………………3 Pupil Personnel Service and Guidance ……………….…………..….4 Program Requirements ……………5 International Baccalaureate .……7 Clubs and Enrichment Activities ……………………………….9 Academics ……………..………….…10 Character and Conduct …….……13 Systems and Logistics ……………16 Accessing Parent Portal …………22 Accessing Faculty Websites ….…22 Middle School Transition ….……23 Course Descriptions …………..…24 Sixth Grade .…………..….24 Seventh Grade ……………27 Eighth Grade ……….…….31 Faculty List ………………..…………36

Sag Harbor Union Free School District Administration

Mrs. Katy Graves ~ Superintendent of SchoolsMs. Jennifer Buscemi ~ School Business Administrator

Ms. Barbara Bekermus ~ Director of Pupil Personnel ServicesMr. Scott Fisher ~ Director of Technology

Mr. Eric Bramoff ~ Director of Athletics, Physical Education, Health, Wellness, and Supervisor of Buildings

and Grounds

Mr. Jeff Nichols ~ Principal, Pierson Middle/High SchoolMr. Michael Guinan, Assistant Principal, High School

Ms. Brittany Miaritis ~ Assistant Principal, Middle School

Board of Education Ms. Susan Kinsella ~ PresidentMs. Chris Tice ~ Vice President

Ms. Stephanie BitisMs. Sandi Kruel

Ms. Diana KolhoffMs. Theresa Samot

Mr. Thomas Schiavoni

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Pierson Middle /High School 200 Jermain

Avenue Sag Harbor, New

York 11963

Principal’s Message

Dear Student:

The years that students spend at Pierson Middle School can be challenging and rewarding. The faculty and staff provide a comprehensive education to prepare students for the next phase in their lives. Education is a lifelong process.

This curriculum guide and handbook has been produced to help acquaint students and parents with the policies, procedures, and course and extracurricular offerings of Pierson Middle School. The middle years are an exciting time, full of changes and opportunities. To help students navigate this new learning environment, we have developed a middle school program that supports both rigorous academic achievement and the social and emotional needs of our emerging adolescents.

We are here to help if you have any questions. We wish you great academic and personal success as you plan for the future.

Yours truly,

Jeff Nichols Michael Guinan Brittany MiaritisPrincipal Assistant Principal Assistant Principal

Office of Pupil Personnel Service and Special Education

Pierson Middle School Guidance and Counseling Center

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The Office of Pupil Personnel Services provides a full range of services to students ages 3-21, who have been identified and evaluated in accordance with the Individuals with Disabilities Education Act (IDEA). The procedures and policies of the Sag Harbor School District are designed to ensure the right to a “free and appropriate public education, in the least restrictive environment” for all children found to have a disability.

The Office of Pupil Personnel Services strives to promote students’ academic, physical, and social/emotional growth in a safe environment that allows students to reach their maximum potential in all areas of their development. This is accomplished by providing specially designed instruction based on the individual needs of students identified as disabled by the district’s Committee on Special Education (CSE) or Committee on Preschool Special Education (CPSE). The classroom instruction is supplemented by other professionals, including special education instructors, reading teachers, speech therapists, occupational therapists, physical therapists, registered nurses, psychologists, social workers, and guidance counselors.

The Pierson Guidance and Counseling Office is here to assist students and families. Having a relationship with your guidance counselor is strongly encouraged so please do not hesitate to visit. We hope that our webpage can provide connections to important information and useful resources to help students and families through all phases of middle school.

As the 2015-2016 school year approaches, the Pierson Guidance Office would like to welcome all new and returning students. We encourage all students to utilize our facilities as we are prepared to assist you in a variety of ways. Some of the services offered by our department include: personal counseling, academic guidance, career exploration, col lege planning, and calculation of averages and credits. Support of students and parents throughout the middle and high school years is our priority. Our office can be reached by calling 725-5302 ext 711.

Amanda DiNapoli~ Counselor, Grades 6 ~ 8

NON~DISCRIMINATORY NOTICE

The Sag Harbor Union Free School District, in compliance with Federal and State statutes and regulations, does not unlawfully discriminate on the basis of sex, race, color, creed, disability, marital status, veteran status, national origin or age. Compliance insures that discrimination does not occur in any policies or practices of admission, program or activity, placement or employment.

All sixth grade students shall receive instruction that is designed to facilitate their attainment of the State intermediate learning standards in the seven general curriculum areas.

• Mathematics, including arithmetic, science, and technology• English language arts, including reading, writing, listening, and speaking• Social studies, including geography and United States history• Languages other than English• The arts, including visual arts, music, dance, and theatre• Bilingual education and/or English as a second language• Physical education

All seventh and eighth grade students shall be provided instruction designed to enable them to achieve, by the end of grade eight, State intermediate learning standards.

• English language arts, two units of study• Social studies, two units of study• Science, two units of study• Mathematics, two units of study• Technology, one unit of study• Home and career skills, three-quarters of a unit of study• Physical education• Health education, one-half unit of study• The arts, one-half unit of study in visual arts and one-half unit of study in music• Library and information skills • Languages other than English

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Program Requirements

Core Course and Elective Sequence Chart

Core Courses ELA 6 Math 6 Science 6 Spanish 1A Social Studies 6

ELA 7 Math 7 Science 7 Spanish 1B Social Studies 7French 1A

ELA 8 Math 8 Science 8 Spanish 11 Social Studies 8Math Lab French 1B

Algebra Living Environment

Electives

Band 6 Chorus 6 Orchestra 6 Art 6 Physical Education 6

Band 7 Chorus 7 Orchestra 7 Physical Education 7 Health 7

Band 8 Chorus 8 Orchestra 8 Art 8 Physical Education 8

Home and Careers 7 Technology 7

Home and Careers 8 Technology 8

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The International Baccalaureate Middle Years Program is a framework of learning for grades 6 through 10. The MYP fosters and develops students to become creative, critical, collaborative, and reflective thinkers. The MYP is rigorous and is inclusive of the majority of learners. The program's main focus is encouraging students to make connections between their studies in traditional subjects and the real world. It emphasizes the development of skills for communication, culturally responsive perspectives, and global engagement. These are considered the essential qualities for MYP graduates . The MYP i s flex ib le enough to accommodate the state and local curriculum requirements. It prepares students to meet the academic challenges of the IB Diploma Program (DP) which we offer to our 11th and 12th graders at Pierson High School.

International Baccalaureate Middle Years Program

The Middle Years Program:• addresses ho l i s t i ca l l y s tudents '

intellectual, social, emotional, and physical well-being

• provides students opportunities to develop the knowledge, attitudes, and skills they need in order to manage complexity and take responsible action for the future

• ensures deeper understanding and perspective through study in eight subject groups

• requires the study of at least two languages (language of instruction and additional language of choice) to support students in understanding their own cultures and those of others

• empowers students to participate in service within the community

• helps to prepare students for further education and the workplace

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IB Middle Years Program Subject GroupsMathematics Arts

Language A Sciences

Language B Physical Education

Humanities Technology

Pierson Middle School offers students the opportunity to participate in numerous clubs and extracurricular activities throughout the school year. Participation in clubs and activities enhances and supplements the teaching and learning that takes place inside of the classroom. The National Center for Education Statistics (1995) finds that clubs and extracurricular activities offer opportunities for students to learn the values of teamwork, individual and group responsibility, physical strength and endurance, competition, diversity, and a sense of culture and community. Extracurricular activities provide a channel for reinforcing the lessons learned in the classroom, offering students the opportunity to apply academic skills in a real-world context, and are thus considered part of a well-rounded education. A list of clubs will be distributed to students and parents the first week of school.

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Pierson Middle School Clubs and Enrichment Activities

Academic Programs The middle school contains grades 6, 7, and 8. The core academic program consists of English Language Arts, Mathematics, Science, Social Studies, and Foreign Language. Students also have access to a rich exploratory program including Home and Careers, Technology, Art, Physical Education, Health, and Music. Not all exploratory courses are offered at every grade level.

Academic Support Each normal school day has an academic support period. Students may report to their assigned classroom or make an appointment with a teacher for extra help and enrichment. Academic Support provides time to make up missed assignments, receive extra help, or complete homework.

Accelerated Academics The middle school offers opportunities for students to accelerate and earn high school credit. After progressing through their first year of study, all middle school foreign language students have the opportunity to take the Checkpoint A exam during Regents week in June. Students who pass the exam earn one high school credit. Our program also includes opportunities for students to accelerate in math and science in eighth grade.

Acceleration is often a hot topic for parents. Our placement decisions are based entirely on a desire to offer the greatest measure of success and challenge to all our students. Many parents, however, confuse successful mastery of skills with participation in an accelerated program. From experience, we know that if a middle schooler is moved ahead before deve loping a so l id foundation in key concepts, the child may suffer lowered achievement throughout high school.

The lack of success often translates into a negative attitude toward school in general. When students progress at a pace appropriate to their learning, chances of successful mastery are increased. Teachers and administrators are available to discuss the factors that are used to determine course placement.

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Academics

AIS The Academic Intervention Services (AIS) program is designed to provide focused instruction and progress monitoring for students who are at risk of not meeting the New York State learning standards, as evidenced by both standardized test scores and classroom performances. Parents of students who require these services will be notified.

Course Changes Course changes must occur during either the designated schedule change days in June or the add/drop period during the first two weeks of school in September.

Grading Policies Grades will reflect a teacher’s most objective assessment of a student’s academic achievement. Grading policies may vary slightly from teacher to teacher, or from discipline to discipline, but all policies are created to encourage student success and to promote productive learning behaviors. Teachers provide a written explanation of their grading policies on their individual websites.

Homework Regular, purposeful homework is an essential component of the instructional process. Homework provides reinforcement of skills and extension of classroom instruction. It may serve as a basis for further study and preparation for future class assignments. Additionally,

homework reinforces the importance of personal responsibility regarding meeting deadlines and following instructions independently.

Students are responsible for maintaining a record of assignments in their planner which will be provided by the school, completing assigned homework as directed, storing that work in the appropriate place, and handing it in to the teacher when requested. It is reasonable to expect between thirty and ninety minutes of homework per night in middle school and a similar amount of time reading if there is no homework assigned on a given night.

Parent Portal The Parent Portal is a tool that enhances and increases parent involvement in their child’s education. Upon creating an account, parents are able to log in and view their child’s current attendance record, individual assignment grades, progress reports, and report card grades. Many parents find the portal enormously helpful and we strongly encourage all families use this free service. It can be accessed by looking under the “Family Resources” tab on the district homepage.

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Principal’s Honor Roll We acknowledge academic achievement. At the end of each marking period, parents of students who are on the Honor Roll and the Principal’s Honor Roll will receive a letter. Criteria for Principal’s Honor Roll includes 90% or above overall average with no grades below 85% and no incomplete grades. Students are also recognized at the annual awards program held at the end of each school year. At that time, we honor those students who have demonstrated excellence in their educational endeavors.

Promotion Student success at higher grade levels is built upon a firm foundation of accomplishment and achievement. Therefore, promotion to the next grade level occurs upon satisfactory completion of all courses. Students who fail a core subject are required to attend summer school. Students who fail three or more courses are prohibited from participating in the moving up ceremony.

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Behavior Acceptable student behavior adheres to national, state, and local laws and is needed to ensure an environment that is both safe and conducive to learning. Pierson students set high standards for themselves and are well behaved. Occasionally, disruptive behavior and other infractions of school rules will result in disciplinary action. Examples of behaviors that will result in disciplinary consequences include, but are not limited to, the following:

• Speaking or writing abusive, profane, or foul language• Cheating or plagiarism• Cyber-bullying• Behaving disruptively in classrooms or assemblies• Lying or being dishonest• Eating or drinking in the classroom without permission• Fighting or endangering the health and safety of oneself

or others• Intimidating or harassing others• Exhibiting inappropriate hallway, cafeteria, or bus

behavior• Making rude, derogatory comments or actions to staff

or students

• Refusing to do assigned work or follow directions• Smoking or using alcohol or other drugs• Stealing• Vandalizing• Possessing any kind of weapon or ammunition (including water guns)

• Displaying or using electronic devices (including cell phones)

• Publicly displaying physical affection• Trespassing• Sexual harassment

Bringing Items Not Related To Instruction Electronic entertainment devices, trading cards, or other items not related to instruction need to be left at home. The school cannot promise the security of such items and these belongings often present a disruption to instruction. Students bringing these items to school may have them taken away and retained by an administrator.

Cell Phones and Electronic Devices Cell phones are permitted in school. Students may use their devices before the start of 1st period, in the hallways, during lunch and after school. Once inside a classroom, cell phones/electronic devices must be turned off and stored in a location not visible to the teacher. Cell phones/electronic devices may be used for educational purposes in the classroom with teacher permission. If a cell phone/electronic device rings, vibrates or is used without teacher permission in a classroom, a faculty or staff member may confiscate the device. Refusal to surrender your cell phone/electronic device when asked is considered insubordinate and will result in disciplinary consequences up to and including suspension.

First Offense: the device will be held in the Administrative office until the end of the school day.

Second Offense: the device will remain in the office until the end of the school day and one after school detention will be assigned.

Third Offense: the device will remain in the office for five school days and the student will be assigned one day of inschool suspension.

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Character and Conduct

Detention Students who commit behavioral infractions or arrive late to school more than three times in one semester will be assigned to lunch detention. Students serving lunch detention must report to the cafeteria where a monitor will then escort them to the detention room.

Dress Code Anything that distracts from the important job of learning is considered inappropriate. It is the student’s responsibility to arrive at school properly dressed. Students who choose inappropriate attire may be lent appropriate clothing, miss one or more classes while waiting for appropriate clothing, or face further disciplinary action. The school Code of Conduct describes appropriate dress. In the middle school, our most frequent infractions of the dress code are to the following rules:

• Clothing must cover all undergarments and midriffs• No short shorts or short skirts• No clothing referencing tobacco, alcohol, or other drugs, or conveying messages of

nudity, lewdness, profanity, bias, violence, gang activity, or discrimination of any kind

Field Trip Eligibility Participation on field trips is a privilege and requires that students demonstrate consistently appropriate behavior. The administration reserves the right to deem students ineligible if they commit serious behavioral infractions, accumulate an excessive number of detentions, or if they are suspended out of school. Students who lose the privilege of participating in the trip will lose their deposit and any other money put towards the cost of the trip. In addition, students who violate rules while attending field trips may have to be escorted home from the trip early by their parents. These students will also lose their privilege to attend future trips for a specified period of time.

Internet Use and Safety Tips Utilization of the internet by students must be consistent with the education objectives of the classroom. Transmission of any copyrighted, threatening, or obscene material is prohibited. Accessing the internet through district equipment is a privilege, and inappropriate use will result in cancellation of this privilege. All students must sign an internet agreement prior to obtaining internet access during any given year.

The computer your child uses should be in an open area, not in a child’s room. Assure your children that you know you can count on them to use the internet responsibly. Set clear expectations for your child, based on age and maturity. Does your child have a list of websites she needs to stick with when doing her research? Are they allowed to use a search engine to find appropriate sites? Is your child allowed to visit social networking sites such as Facebook and Instagram? What sites are they allowed to visit just for fun? Write down the rules and place them next to the computer. Your child’s teacher should be able to advise you on which sites are appropriate for schoolwork and educational fun. Use filtering software designed to help parents limit the websites children can access. Some programs have monitoring features that can tell you which sites your child visits and can even send you a message letting you know your child is online. Tell your child if you are using software to

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track her online activity. Remind them that you are not spying; you are keeping them safe. Tell them that protecting them is your job as a parent. Stay involved with your child’s school by remaining in close contact with your child’s teachers and counselor. If trouble is brewing among students online, it probably started at school. Knowing what’s going on at school will increase the chances that you’ll hear about what’s happening online.

A growing concern with kids and the internet is online bullying. Ask your child specific questions about whether they are being bullied at school or online. Talk about your own experiences in school with bullying, letting them know you know it goes on. Assure them that you won’t try to fix the problem, if it is happening, without talking to them first. Parents often worry about their child being bullied, but they don’t readily consider that their child could be a bully. Talk to your child about why it is not okay to bully other children, online or in person. Tell your child that people who introduce themselves on the internet are often not who they say they are. Show your child how easy it is to assume another identity online. Don’t assume your child knows everything about the internet. Kids are naturally trusting. Instruct your child to never give out personal information online, including their full name, gender, age, school, address, or teams. Teach your child to be generic and anonymous on the internet (www.schoolfamily.com).

Lunch Detention Students who arrive late to school more than three times in one semester will be assigned to lunch detention. Students may also be assigned to lunch detention for other behavioral infractions. Students serving a lunch detention report first to the cafeteria. A detention monitor will then escort the students serving lunch detention to the detention room. Consequences of too many lunch detentions include students being in jeopardy of participating in school trips at the end of the year.

Safety and Security Every effort is made to provide a safe learning environment for all students. Any student who has a concern about his/her safety or security should see a counselor, administrator, or any staff member immediately. Students should report any dangerous or threatening behavior to school authorities. Our school maintains a zero tolerance for bullying behaviors. Please communicate any of these behaviors to an administrator, counselor, or faculty member immediately.

Suspensions A major disciplinary infraction or repeated infractions of a lesser magnitude may result in an in-school or out-of-school suspension. Parents and students have the opportunity to discuss the suspension with the principal. Severe or chronic misbehavior may result in a principal’s hearing, a manifestation hearing, and/or a superintendent’s hearing, the outcome of which could be removal of a student from school for an extended period of time.

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Bell Schedule Period 1 7:35 ~ 8:15am

Period 2 8:18 ~ 8:58am Period 3 9:01 ~ 9:41am Period 4 9:44 ~ 10:24am Period 5 10:27 ~ 11:07am Period 6 11:10 ~ 11:50am Period 7 11:53am ~ 12:33pm Period 8 12:36 ~ 1:16pm Period 9 1:19 ~ 1:59pm Academic Support 2:02 ~ 2:36pm

In the event of a one hour delay: Period 1 8:35 ~ 9:16am Period 2 9:19 ~ 9:56am Period 3 9:59 ~ 10:36am Period 4 10:39 ~ 11:16am Period 5 11:19 ~ 11:56am Period 6 11:59am ~ 12:36pm Period 7 12:39 ~ 1:16pm Period 8 1:19 ~ 1:56pm Period 9 1:59 ~ 2:36pm No Academic Support Period

In the event of a two hour delay: Period 1 9:35 ~ 10:12am Period 2 10:15 ~ 10:45am Period 3 10:48 ~ 11:18am Period 4 11:21 ~ 11:51am Period 5 11:54am ~ 12:24pm Period 6 12:27 ~ 12:57pm Period 7 1:00 ~ 1:30pm Period 8 1:33 ~ 2:03pm Period 9 2:06 ~ 2:36pm No Academic Support Period

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Systems and Logistics

Arrival and Departure Currently, students can be dropped off and picked up at Division Street parking lot entrance and Jermain Avenue Parking lot. These doors will be open from 7:10 am through 7:35 am and will be monitored by school staff during these times. The Sag Harbor Village Police will be supplying a crossing guard from 7:10 am through 7:35 am. The crossing guard will be stationed near the current entrance to the Division Street parking lot. In order to utilize the additional staff efficiently, cars will no longer be permitted to make a left hand turn into the parking lot during this time. Parents are encouraged to access Division Street via Grand or Marsden Street. This will enable parents to make a right hand turn into the parking lot. 

Please do not hesitate to contact administration should you have any questions.

Attendance Regular attendance in all classes is an important element of middle school success. Students who are absent are responsible for missed work and should check their teachers’ websites for an explanation of what they may have missed. It is also a good idea for all students to get the phone number of a “homework buddy” in each class. For serious illnesses or periods of convalescence that will require extended absence, please contact the assistant principal to make arrangements to continue education in the meantime.

There is no real way to make up for missed classroom instruction. While we encourage all families to plan vacations during school recesses, we realize that special opportunities may arise during the school year that require students to miss many days of class work. While teachers will make every effort to help students catch up on missed work, extended absences do tend to negatively affect grades.

What if my child is absent? Students who miss school because of illness must bring a dated note signed by a parent or guardian, or a medical note from a doctor with the specific reason for the student’s absence. Without a note, the absence will be recorded as “unexcused”.

What if my child is excused early from school? A parent or guardian must come to the Main Office to sign out a middle school student. We cannot release a child to friends or other family members without the specific written permission of a parent or guardian. It will save parents time and inconvenience to keep the emergency contact list current and complete.

What if my child arrives late to school? Students who arrive late to school must report to the Main Office and sign in. Students are assigned a lunch detention following three incidences of lateness. At the beginning of the year and the beginning of the second semester, a student’s accumulated incidences of late arrival are cleared and we begin counting from one again.

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Bus Schedule Bus routes and schedules are mailed to families during the summer. Additional copies are available in the Main Office throughout the year.

Dances We have a few dances at Pierson during the school year. Only students who are enrolled at Pierson Middle School, are permitted to attend dances. Students must receive prior permission from an administrator to bring a guest.

E-Mail and Communication All teachers and staff have personal e-mail accounts at school. Teacher e-mail may be accessed through middle school teacher websites at www.sagharborschools.org. E-mail is the most effective way to initiate contact with a teacher with questions or concerns about their class. While teachers also have voicemail accounts for phone messages, they do not have phones in their classrooms and must rely on the availability of the phones in the faculty rooms to access their voicemail accounts and to respond to calls.

Pierson Middle School and the district distributes and makes available information through communication outlets such as Parent and Student Portal on eSchool, teacher websites found on the district website, and the SchoolMessenger service that uses text, e-mail, and phone calls.

Emergency Contact Information It is imperative that all students have up-to-date emergency contacts on file with the school. Student information sheets are given out at the beginning of the school year. Please make sure that we have current information and are informed of any changes or additions to emergency information, either phone numbers or names of allowable emergency contacts. Occasionally, an accident or extreme illness makes it necessary for school personnel to contact a parent or guardian. A student cannot be released to any individual who is not listed as an emergency contact.

In most cases when parents are divorced, both the mother and father continue to have equal rights of access to their children. If there are legal papers that limit the rights of one parent, this information must be provided to the school. It is the parents’ responsibility to update emergency contact information when moving and/or changing any of the telephone numbers listed in our records.

FundraisingStudents raise money for their class trips during the school year. Each class has an advisor to lend support and guidance through each of the events that are scheduled during the year. The advisor is responsible for overseeing a minimum of two fundraisers. The money raised is used to defray some of the

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cost of the trip. Information regarding each of these trips and the fundraisers will be distributed by the class advisor.

Lockers All students are provided with a locker in which they can store their belongings during the school day. Lockers are school property and thus must be kept clean and can be inspected at any time. For security reasons, the combination should be kept private and not shared with any other student in the school. We strongly recommend that all students take advantage of their locker space to reduce the strain on their back that carrying books around all day would cause. The ideal times for locker use are first thing in the morning, right before lunch, and at the end of the day. A separate gym locker will be issued to each student during the first week of classes.

Lost and Found We have a lost and found which, after only a few short weeks of school, is filled with misplaced belongings. The lost and found is located near the auditorium at the base of the central stairway. When purses, glasses, jewelry, or other small, valuable items are found, they are generally kept in the office rather than in the lost and found.

Lunch Middle school students are not allowed to leave the school grounds for lunch unless they

have been signed out by a parent. They may bring lunch to school or purchase it in the school cafeteria. Student lunches cost $3.75; students may also buy a la carte items. The lunch program can be accessed through the district website for more detailed and current information. Free and reduced price lunches are available to those who qualify. Applications for free and reduced lunch are available in the district office. The cafeteria maintains a prepaid PIN system that can be programmed with limitations on the items that may be purchased. Breakfast is also available to students who arrive at school between 7:10 and 7:30am. Available for purchase are fresh baked muffins, bagels, fruit, yogurt, cereal, oatmeal, and juice.

It is important that middle school students have some unstructured time in their day. During lunch, students have the opportunity to relax and play outside or in a gymnasium, depending on the weather conditions and gymnasium availability.

Medications Students may not have any medications, even over-the-counter medications, in their possession at school. All medications need to be kept in the nurse’s office and must be administered by the nurse. If a child requires over-the-counter medications, they must have a note indicating dosage and frequency of dosage along with the medications. The child must know to bring the medication to the nurse’s office first thing in the morning. If prescription medication is required, the medication in its original container must also be kept in the nurse's office.

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Parent-Teacher Conferences Parent-Teacher Conferences are held in the late fall and early spring of each year. The specific dates and times are published in the district calendar. Teachers are available in the gymnasium during conference times and report cards will be available online or distributed in the lobby outside the gymnasium.

Parking Parking space is at a premium at Pierson. A small number of visitor spaces are available. All remaining spaces are needed for staff. There is parking available on the street. There is no visitor parking available in the faculty lot on the east side of the building (Jermain lot). Please respect the designated handicapped parking spaces. On-campus parking is monitored by the Sag Harbor Village Police Department. Parking outside designated spaces can inhibit the ability of other cars to enter or exit the lots and may put vehicle safety at risk.

Personal Property Students are responsible for the safety and security of their personal property. While we are proud of the safe environment we enjoy at Pierson, we cannot guarantee the security of personal items brought to school.

Registration Students entering Pierson Middle School for the first time must register in the Pupil Personnel Services (PPS) office. Please contact Kristen Doerr for more information.

Report Cards/Progress Reports Progress Reports will be issued midway through each ten-week marking period. The exact dates for the reporting periods will be found in the district calendar. All progress reports and report cards are made available electronically on the Parent Portal.

Student Planners All students are issued a planner at the beginning of the school year. Replacement planners are available in the Main Office at a cost of $7. The planner is designed to help students develop effective study habits and accept accountability for their own responsibilities and should be carried at all times.

Tardiness We have developed practices to help students understand the importance of punctuality. According the U.S. Department of Labor, lack of punctuality is the most common reason why employees are dismissed from their first jobs. Our goal is to make punctuality a habit.

Telephone Messages to Students and the Use of Telephones Students may use the telephone in the Main Office to make necessary phone calls. Generally, a staff member will ask a student to explain why he/she needs to use the phone. Students are not allowed to use the office phone to make social arrangements for after school or for personal calls.

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Of course, we will always assist parents who need to leave important messages for their children. However, courtesy and understanding for our office staff is appreciated in this regard. The beginning and end of each day are especially busy in the Main Office, with announcements regarding daily business, sports, and clubs that students and staff must hear.

Textbooks Textbooks will be assigned by the content area teachers. A record is kept of each book that is assigned. Students must return the same textbook at the end of the year. If the book is damaged or not returned, parents will be notified of the cost to replace the textbook.

Visitors on Campus We encourage parents to visit our school. For the safety of the students, all parents and other visitors must sign in and wear a “Visitor” badge while in the school. If parents intend to visit a particular teacher, they should come to the office so that we may call that classroom to assure that the teacher is available. Students from other districts may not visit classrooms as companions of students unless specifically approved by an administrator in advance.

Enter www.sagharborschools.org into the address bar of your browser.

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Move your mouse over the “Family Resources” tab and click on “eSchool Parent Portal (MS/HS)” on the drop-down menu.

If you’re a first-time user, click on the “Online Registration” link to create a new account (you’ll need your child’s student ID number) and follow the on-screen prompts from there.

Once your account has been activated, you’ll be able to log in with your created user name and password to view your child’s attendance record, report card, progress report, and schedule, among other information.

Questions on all portal content should be directed to the appropriate teacher. If you’re having trouble creating an account and/or are unable to log in, please contact Kristen Doerr.

Enter www.sagharborschools.org into the address bar of your browser.

Move your mouse over the “Family Resources” tab and click on “Middle School Faculty Websites” on the drop-down menu.

Click on the teacher’s name whose site you would like to view.

Once you’re on the site, you can check the day’s homework assignment, read about the class grading policy, or learn how to contact the teacher directly via e-mail. Questions on all website content should be directed to the appropriate teacher.

For children going into middle school, there are many anxieties, apprehensions, and fears to deal with and overcome. Middle school is the start of your child’s independence. The schoolwork is harder, there are more classes and more teachers, all with different

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Accessing Pierson Middle School Parent Portal

Accessing Pierson Middle School Faculty Websites

expectations and personalities. If you have a child who is entering middle school for the first time, know that it is normal for your child to express concern.

• Don’t be too anxious about your child going to middle school. Talk about the middle school experience in a positive way. Your enthusiasm and support can help make this big change in your child’s school life a positive one.

• Help your child develop an organizational strategy. Designate a study space and set a consistent study time. Buy your child the necessary folders and binders to stay organized. Conduct a weekly clean-up. Keep a master calendar and prepare for the day and week ahead. Provide help and support while your child is learning to become more organized.

• Utilize Pierson Middle School’s resources. Explore the Pierson Middle School website with your child - www.sagharborschools.org. Information for the Middle School is updated regularly. Our website is the best resource for all Pierson information. Homework is updated on each teacher’s website. You can access the Parent Portal to check grades and progress. For school updates, look for information distributed by e-mail and posted on the school’s website.

• Practice a combination lock with your child to become familiar with using a locker.

• Talk about social skills. Talk about traits that make a good friend. Discuss how words and actions can impact other people. Practice skills needed for difficult social situations.

• Openly communicate with your child. Keep the lines of communication open between your child and school staff. Be informed, listen, and talk to your child.

• Get involved as a parent. Attend parent-teacher nights, open houses, PTSA meetings, and/or other events where you can connect with your child’s teachers and the school.

• Encourage your child to get involved in school activities. Have your child join a team, club, or other extra-curricular activity and attend after school events.

• Help your child to be his or her own advocate. Encourage your child to discuss problems and solutions with teachers on their own, but be ready to help as needed.

• Encourage your child to have fun and enjoy school.

English Language Arts (ELA) 6 Required Course

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Parent Survival Tips for Middle School Transition

New York State adopted the Common Core Learning Standards to provide students with the necessary fluency, comprehension, analytic, and communication skills required for college and career readiness. In sixth grade, students build on the skills learned in earlier grades to comprehend longer, more challenging books and other forms of writing. Focusing on how authors make their points and support their arguments with evidence and reasoning helps sixth grade students sharpen their ability to write and speak with more clarity and coherence. Students also will expand their vocabularies and employ new words in their stories, reports, and essays. Skills are taught as mini-lessons or within the context of the reading and writing assignments. Grammar, spelling, and writing are taught throughout the year. To meet these literacy goals, students must devote significant attention to precise details in their reading and writing. Students will read fiction and nonfiction texts, short stories, dramatic pieces, folktales, and poetry. As part of a an interdisciplinary approach there is alignment between Social Studies and ELA reading content and writing texts.

Mathematics 6 Required Course The New York State Common Core Learning Standards define and guide the curriculum and instruction for math. Students will focus their time on fewer topics in order to develop deeper understandings, gain greater skill and fluency, and engage in rigorous application of the learned math concepts. The skills and understanding that your child will gain during sixth grade are among the most important foundations for college and career readiness. These include working with ratios and rates and working with variables and variable expressions — the building blocks of algebra. Many of this year’s topics will remain a major emphasis through the middle school years and into high school.Science 6 Required Course

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Sixth Grade

In this full year course aligned with New York State Common Core Learning Standards, students will increase their understanding of the basic characteristics of the Earth’s geologic history, its systems, and space. The students will explore the Earth’s structure and its dynamic, changing forces within the geosphere and atmosphere. Students will also explore the inhabitants of Earth’s biomes. Beyond earth, students will explore Earth’s place in the solar system and the technologies used to travel and learn in space. While working through science investigations, students will begin establishing a strong foundation in using the scientific methods.

Social Studies 6 Required Course The sixth grade social studies program emphasizes the interdependence of all people, keying on the Eastern Hemisphere. Many of the lessons and activities for this grade level draw

from the study of the ancient river valley civilizations of Mesopotamia, Egypt, India, China, and the classical civilizations of Greece and Rome. The Ancient peoples developed great civilizations and the study of the interaction of geography and economics are used to develop and draw relationships about social/cultural, political, and historic aspects of life in the Eastern Hemisphere. The class includes critical reading of relevant complex text and students are required to respond with citing evidence in numerous writing

assignments. Students also increase learning and understand of Ancient cultures through hands-on art/culture projects.

Spanish 1A Required Course Listening and speaking are primary communicative goals in modern language learning. Students will learn and comprehend simple vocabulary and the structure of Spanish in order to have face-to-face conversations with peers and familiar adults. They will understand the main idea and some details of simple informative materials written for native speakers and compose short notes and messages to exchange information with members of the target culture. These skills are used for the purpose of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action. The overarching goal is to ensure that our students develop a deep and enduring understanding of cultures, including their own, and to acquire functional proficiency in Spanish. Spanish 1A is half of one high school credit.

Art 6 Required Course Studio Art in the middle school is a process-oriented program that is based on a developmental model tracking the individual student’s understanding, facility, and fluency over a multi-year period. The program emphasizes the hands-on authentic art-making experiences where art history and cultural history are integrated using students’ own work as a catalyst for understanding. Students will be introduced to several essential understandings/concepts and skills that include, but are not limited to: drawing as note-taking, the importance of process in problem solving, critical thinking, and self-evaluation. Students will be introduced to the disciplines of drawing, painting, sculpture, and mixed media.

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Physical Education 6 Required Course Sixth grade students will participate and demonstrate competency in numerous games, sports, and exercises that provide conditioning for each fitness area. They will be expected to combine and integrate fundamental skills and adjust technique based on feedback, including self-assessment. The students will begin to learn the relationship between physical activity and the prevention of illness. Understanding the health benefits of regular participation in activity and developing a personal fitness plan is an integral part of the class. Additionally, students will learn cooperation and teamwork while developing problem solving and skills.

Band 6 Elective Band is a class offered to students interested in performing on traditional woodwind, brass, or percussion instruments. The instruments offered are flute, clarinet, saxophone, trumpet, trombone, baritone, and percussion. Classes meet for rehearsals daily, in addition to participation in small group lessons when students study tone production, note reading, rhythmic accuracy, and performance technique. The band performs at concerts throughout the school year. Students also have the opportunity and are highly encouraged to audition for the numerous local and county festivals.

Chorus 6 Elective The chorus sings a variety of styles in unison, and two- and three-part harmonies. Training in vocal technique and music reading is emphasized. Students perform in winter and spring concerts. Additional performance opportunities include the NYSSMA Solo Festival, HMEA Middle School Chorus Festival, and the SCMEA Middle School Chorus Festival. Orchestra 6 Elective As the students advance through middle and high schools, the musical demands for orchestra participation increase. Since long-term success is predicated on mastering fundamentals instilled at each grade level, the music program is sequentially structured. Students will receive individualized and small group instruction. The students perform exciting and diverse music in concerts that are the culmination of their hard work and effort.

English Language Arts 7 Required Course

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In seventh grade, your child will analyze, define, compare, and evaluate ideas when reading, writing, speaking, and listening. He or she will continue to analyze how themes in fiction and nonfiction develop over the course of a book or article. Readings will include classic and contemporary pieces that represent diverse perspectives. In particular, seventh grade students develop their ability to cite specific evidence when interpretating a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to readers or listeners or constructively evaluating others’ use of evidence. This ability will help your child in every facet of his or her studies. Mathematics 7 Required Course This course is preparation for Integrated Algebra in the eighth grade. It consists of the

traditional topics of both seventh and eighth grade math, aligned with the New York State Common Core Learning Standards. Topics include ratios and proportional relationships, the number system and operations, expressions and equations, functions, geometry, statistics and probability. Real-life problem solving, proof and reasoning, communicating mathematical ideas, representing mathematical concepts in multiple ways, making connections among mathematical ideas, and understanding relationships among various operations and procedures are strands of the course. In seventh grade, your child will grow in skill and understanding as he or she continues the previous grade’s work in proportional relationships, equations, and positive and negative numbers. These topics will remain a major emphasis throughout the middle school years and into high school. A good command of rates and proportional relationships, including percentages, is an important life skill.

Science 7 Required Course Students learn basic scientific principles and theories as they pertain to the physical environment, including chemistry, physics, and earth sciences. Building from sixth grade science studies, we begin to prepare students for the New York State Eighth Grade Science Assessment. Students apply scientific concepts, formulate and test their own hypotheses, and use scientific inquiry techniques to explain real-world situations.

Social Studies 7 Required Course

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Seventh Grade

Students begin a two-year study of our nation’s history to learn about the causes and results of major events that have shaped our country. This course weaves critical reading and writing activities together to create a chronological study of the political, social, and cultural development of the United States of America with special attention given to the importance of New York State in the nation’s development. The seventh grade program focuses on the following units: First Americans, Exploration, British Colonization, Revolutionary America, U.S. Government, Westward Expansion, and the Civil War Era.

French 1A Required Course Listening and speaking are primary communicative goals in modern language learning. The

students will learn and comprehend simple vocabulary and the structure of French in order to have face-to-face conversations with peers and familiar adults. Students will learn greetings, personal identifications, family themes, foods, restaurant, travel, and informal conversation vocabulary, grammar, and verb conjugation. Students will also understand the main idea and some details of simple informative materials written for native speakers and compose short notes and messages to exchange information with members of the target culture. These skills are used for the purpose of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action. The overarching goal is to ensure that our students begin to develop a deep and enduring understanding of cultures, including their own, and to acquire functional proficiency in French.

Spanish 1B Required Course Seventh grade students embark on the second half of high school Spanish 1A. Students will learn about the Spanish-speaking world; its people, customs, regions, and traditions. The introduction of grammar common to this level, combined with the continued development of all four language skills; listening, speaking, reading, and writing enables students to expand their knowledge of Spanish based on four units of study. The year begins with the study of health and welfare and continues with earning a living and leisure activities, travel, private and public services, and the physical environment. Spanish 1B culminates with the completion of the local assessment mandated by New York State, the FLACS Checkpoint A exam. Health 7 Required Course Middle school Health begins with an overview of health and wellness and the factors that influence a person’s health and well-being. Students learn that wellness is a balance of physical, social, and emotional/spiritual health. The Mental and Emotional Health unit covers stress reduction, time management, and self-concept. The Growth and Development unit focuses on puberty, life stages and reproduction. The Disease unit compares communicable and non-communicable diseases. During the Safety and Injury Prevention unit, students are trained in basic first aid procedures and the American Heart Association

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Heartsaver CPR course. Social Health topics include communication skills, peer pressure, and relationships with family and friends. The Nutrition unit focuses on healthy eating, label reading, and media awareness. Students are given knowledge on drugs and alcohol, and skills are developed to address the social pressures of risky behavior. Finally, the Environment unit examines the fragile state of our surroundings, both locally and globally. Home and Careers 7 Required Course Home and Careers in seventh grade focuses on topics including relationships; children and parenting; personal development; and, clothing and textiles. Students will learn: how to be an effective member of their family and peer group, and how to make and keep friends; understand the stages of child development and becoming aware of how to care for a child; build a positive self-concept and value differences in people; and, build a wardrobe and repair and sew clothing.

Physical Education 7 Required Course The curriculum is designed to promote physical activity, attaining and maintaining physical fitness throughout a student’s lifetime. Physical Education exposes students to the good feelings that result from regular participation in physical activity, develops an understanding of the role activities play in the pursuit of health and well-being, and provides opportunities for students to learn accountability, and responsibility, as well as demonstrate leadership. Technology 7 Required Course Pierson Middle School schedules technology over twenty weeks in seventh grade and twenty weeks in eighth grade. Middle school technology education offers students an opportunity to learn about how things work and the processes and systems of technology. Technological literacy is no longer the language of only engineers and architects but a necessary ingredient for all aspects of life. Topics in seventh grade include: Technology and Society, Problem Solving Using Technology, Resources for Technology, Systems and Sub-systems of Technology, and Technology’s Effects on People and the Environment.

Band 7 Elective Band is a class offered to students interested in performing on traditional woodwind, brass, or percussion instruments. The instruments offered are flute, clarinet, saxophone, trumpet, trombone, baritone, and percussion. Classes meet for rehearsals daily, in addition to participation in small group lessons where students study tone production, note reading, rhythmic accuracy, and performance technique. The band performs at concerts throughout the school year. Students also have the opportunity and are highly encouraged to audition for the numerous local and county festivals. Chorus 7 Elective Seventh grade Chorus continues to emphasize the development of good vocal technique and musical skills that enable the students to learn and perform a variety of musical selections. Music literacy, ear training, and sight singing are instructed at a more advanced level than prior years. Voice lessons are given on a rotating basis. Performance opportunities include the NYSSMA Solo Festival, the SCMEA All-County Chorus, and the HMEA Festival.

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Orchestra 7 Elective As the students advance through middle and high schools, the musical demands for orchestra participation increase. Since long-term success is predicated on mastering fundamentals instilled at each grade level, the music program is sequentially structured. Students will receive individualized and small group instruction. The students perform exciting and diverse music in concerts that are the culmination of their hard work and effort.

Algebra Required Course

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In eighth grade, your child will learn a number of skills and concepts that he or she must know and understand to attain college and career readiness. Your child will continue to learn how to write and reason with algebraic expressions. Your child also will make a thorough study of linear equations with one and two variables. Building on previous work with relationships between quantities, your child will be introduced to the idea of a mathematical function. Systems of equations will be addressed as well as alternative methods to solve them. Trigonometry will also be introduced. The course concludes with data analysis that includes measures of central tendency and visual representation of data. Students will study the New York State Common Core Algebra curriculum and take the Regents examination in June. Students must pass the course and the Regents exam in order to earn one high school credit.

Math 8 Required Course This course provides students another year to develop and practice fundamental concepts and skills for New York State Common Core Algebra curriculum. The instruction will concentrate on the following common core domains: the number system, expressions and equations, functions, geometry principles as applied in Algebra and an introduction to bi-variate statistics.

English Language Arts 8 Required Course

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Eighth Grade

ELA 8 provides a rich learning environment encompassing many genres: novels, nonfiction, poetry, and drama. To prepare for bigger challenges in high school, eighth grade students must grapple with major works of fiction and nonfiction that extend across cultures and centuries. As they work diligently to understand precisely what an author or speaker is saying, students also must learn to question an author’s or speaker’s assumptions and assess the accuracy of his or her claims. They also must be able to report findings from their own research and analysis of sources in a clear manner. This course is designed to sharpen and strengthen both reading and writing skills. Encouraging students’ lifelong love of literature and fostering individual growth are significant characteristics of this class. Living Environment 8 Accelerated Course This course is designed to follow the New York State Regents curriculum for Biology: The Living Environment. There are six major themes covered: matter and energy organization; maintaining a dynamic equilibrium; reproduction, growth and development; genetics and molecular biology; and evolution and the interaction and interdependencies of organisms. The course consists of both lectures and labs, requiring students to complete 1,200 minutes of lab experience with successful completion of lab reports. Students take the New York State Living Environment Regents in June. Science 8 Required Course This course reviews, reinforces, and extends the science skills developed in sixth and seventh grade. The primary emphasis will be on life science topics. Topics include ecology, evolution, and body systems. Science 8 is taught in a fully equipped laboratory classroom. All Science 8 students must take the New York State Intermediate Level Science assessment in June. French 1B Required Course Listening and speaking are primary communicative goals in modern language learning. The student will learn and comprehend simple vocabulary and the structure of French in order to have face-to-face conversations with peers and familiar adults. Students will gain knowledge of adjectives, adverbs, irregular verbs, contractions, and possessive adjectives. Vocabular y related to transportation, community, sports, music, and family will be introduced. They will understand the main idea and some details of simple informative materials written for native speakers and compose short notes and messages to exchange information with members of the target culture. These skills are used for purpose of social izing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action. The overarching goal continues to ensure that our students begin to develop a deep and enduring

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understanding of cultures, including their own, and to acquire functional proficiency in French. All French 1B Students must take the Checkpoint A Exam in June. Spanish II Required Course The goals of Spanish II are for students to engage in conversation and exchange ideas, opinions, and feelings using Spanish language. They should be able to demonstrate understanding of the relationship between their own culture and the cultures of Spanish-speaking countries. Students begin to understand the nature of language by comparing the mechanics of Spanish to English. Many instructional approaches are used to help the various types of learners and participation is critical. An important aspect of learning Spanish is not just its use in the classroom, but application beyond the school setting.

Art 8 Required Course Students have the opportunity to explore their own personal and creative expression in eighth grade art. Students learn to appreciate and understand the arts by examining a number of artistic cultures and discover art within their community. Studio Art in the middle school is a process-oriented program that is based on a developmental model tracking the individual student’s understanding, facility, and fluency over a multi-year period. The program emphasizes the hands-on authentic art-making experiences where art history and cultural history are integrated using students’ own work as a catalyst for

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understanding. Students will be introduced to several essential understandings, concepts, and skills that include but are not limited to: drawing as note-taking, the importance of process in problem solving, critical thinking, and self–evaluation. Students will be introduced to the disciplines of drawing, painting, sculpture, and mixed media, and will learn to appreciate and understand the arts. During the course, students will examine a number of artistic cultures and discover art within our own community.

Home and Careers 8 Required Course The New York State policy on middle-level education emphasizes the need for school districts to provide positive youth experiences to all students. These experiences may include, but are not limited to, clubs, sports, and service-learning activities. School and community organizations frequently focus on positive youth deve lopment . The Home and Career s curriculum is designed to pro v ide a wea l th o f experiences and resources to support school, community, and work-based learning. S tudents a re g i ven the opportunity to assimilate and apply what they learn both within and outside of the program. The eighth grade curriculum focuses on a Food and Nutrition unit and Living on Your Own – an independent living simulation. The classes and projects include selecting and preparing healthy food choices, and developing the skills and knowledge needed to become responsible citizens living independently. Physical Education 8 Required Course The middle school Physical Education program is designed to provide all students with opportunities for healthy mental, physical, and social growth through a variety of physical activities. The physical education curriculum also emphasizes physical wellness as a lifelong goal through team sports, games, yoga/Pilates, and the Project Adventure program to foster team building. Students are expected to participate to the best of their abilities and will be evaluated appropriately. Students will complete a fitness test two times during the school year.

Technology 8 Required Course Pierson Middle School schedules technology over twenty weeks in seventh grade and twenty weeks in eighth grade. Middle school technology education offers students an opportunity to learn about how things work and the processes and systems of technology. Technological literacy is no longer the language of only engineers and architects but a necessary ingredient

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for all aspects of life. Topics in eighth grade include: Choosing Resources, Processing Resources, Controlling Technological Systems, Emerging Technology, and Engineering Design Project.

Band 8 Elective Band is a class offered to students interested in performing on traditional woodwind, brass, or percussion instruments. The instruments offered are flute, clarinet, saxophone, trumpet, trombone, baritone, and percussion. Classes meet for rehearsals daily, in addition to participation in small group lessons where students study tone production, note reading, rhythmic accuracy, and performance technique. The band performs at concerts throughout the school year. Students also have the opportunity and are highly encouraged to audition for the numerous local and county festivals. Chorus 8 Elective Chorus in eighth grade will continue to reinforce many of the concepts practiced in seventh grade. Students will develop the ability to sing on pitch, develop vocal independence to enable harmonic singing, develop proper vocal technique and good musicianship skills, and gain a critical understanding and appreciation of musical notation, elements of rhythm, aural skills training, and the understanding of musical vocabulary. Students perform in winter and spring concerts. Additional performance opportunities include the NYSSMA Solo Festival, HMEA Middle School Chorus Festival, and the SCMEA Middle School Chorus Festival. Orchestra 8 Elective Students who enroll in seventh or eighth grade orchestra must have successfully participated in the sixth grade orchestra. Students will receive individualized and small group instruction on a pullout basis during the regular school day. Lessons rotate to minimize the impact on other classes. The students perform exciting and diverse music in concerts that are the culmination of their hard work and effort.

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Grade 6 Yanina Cuesta

Erinn Hennessey Shannon Judge

Nell Lowell Melissa Luppi

Elizabeth Marchisella Margery Masters Suzanne Nicoletti

Denise Read Austin Remson Eric Reynolds

Calvin Stewart Marianne Terrigno

Rich Terry Jonathan Tortorella

Special Programs Melissa Adolfsen Eileen Caulfield

Erinn Hennessey Nell Lowell

Juliette Rendon Linda Sendlenski

Kayla Yardley

Psychologist Christina Little

Grade 7 Doug Alnwick

Eileen Caulfield Yanina Cuesta

Kaitlin Daniels Sue Denis

Terri Federico Daniel Garvey

Nell Lowell Chase Mallia

Donna Mannino Suzanne Nicoletti

Austin Remson Kelly Shaffer

Jim Sloane Ewa Szychowska

Jonathan Tortorella Ruth White-Dunne

Librarian Kira McLaughlin

Nurse Margaret Comber

Grade 8 Doug Alnwick Kevin Barron

Joe Bartolotto Yanina Cuesta

Susan Duff Christine Farrell

Daniel Garvey Rocio Gutierrez

Caitlin King Donna Mannino

Suzanne Nicoletti Austin Remson

Kelly Shaffer Peter Solow

Jillian Stellato Jonathan Tortorella

Sharon Truland Emily Tyson Dan White

Kayla Yardley

Social Worker Lindsay Reilly

Guidance Counselor Amanda DiNapoli

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Pierson Middle School Faculty