ROBERT CUSHMAN MURPHY

JUNIOR HIGH SCHOOL

2024-2025

PROGRAM OF STUDY

Recognized by the U.S. Department of

Education as a School of Excellence

R.C. Murphy Junior High School

351 Oxhead Road
Stony Brook, NY 11790
631-730-4800
 Vincent Cereola – Principal
Dr. Dawn Nachtigall – Assistant Principal
Chris Murphy – Dean of Students

Chairpersons/Directors

Arts Chairperson Jen Trettner

English Chairperson Jessica Metrio
Family & Consumer Science Lead Gianna Pomponio
Mathematics Chairperson Rocco Vetro
Music Director Anthony Pollera
Health & Physical Education Chairperson Christina Driscoll
Science Chairperson Christine DiFede
Social Studies Chairperson Tracy Beauchamp
Special Education Supervisor PPS Jim Geis
Technology Lead Dean Kostis
World Languages & ENL Director Kerri Golini

Pupil Personnel Services

Executive Director of Student and Community Services

Erin Connolly

Lead Counselor Amy Poulos

Guidance Counselor Sarah Abbate
Guidance Counselor Rebecca Keller
Guidance Counselor Brian Treder
Psychologist Lolita Portal-Pfeffer
Social Worker Kristine Sheiffele

Student Assistance Services Counselor

Alison Herrschaft, PhD

District ENL School Social Worker

Darislyna Villar-Sharma

Health Services

Nurse Christine Trentini, R.N.

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 AS OF THE PRINTING OF THIS CATALOG, ALL SECONDARY PROGRAMS AND COURSE LISTINGS ARE UNDER
REVIEW. STAFF AVAILABILITY, BUDGET REVISIONS, AND THE SCHEDULING OF STATE MANDATED CURRICULA
WOULD AFFECT WHETHER OR NOT SPECIFIC COURSES OR PROGRAMS WILL BE OFFERED.

TABLE OF CONTENTS
Administrator’s Message .………….…………………………..…………………………….……….……. 4
Grading and Weighting of Courses …….…………….………………………………….……………….. 5
Graduation Requirements ………………….………………………………...………………………..….. 6
NYS Diploma Requirements………………………………………………………………………………...8
Art Education….………..………………………..……………………………………………………..…….9
English Language Arts & Literacy Program………...……………..……………………………………... 11
Family and Consumer Sciences.………………………………………………………………………......14
Mathematics……………………………………………………………………………………………...…..15
Music………………………………………………..……………………………………….……………......20
Health Education …………………………………………………………………………….……………... 22
Physical Education.……………………………………………………………………………………….... 23
Science …….…………..………………………………………………………..………………………..…. 24
Social Studies…..…………………………….……………………………………………………...……....28
Special Education………………..…………………………….…………………………………………….31
Technology Education……………..…………………………………………………………….…………. 32
World Languages…………………………………………………………………………….......................33
Information Center ….……………………………………………………………………………................35
Pupil Personnel Services & Guidance………………...…………………………...................................36
Psychological Services………………………………………………………………………………….….. 36
Social Worker Services…………………………………………………..……………………………….… 36

BOARD OF EDUCATION

Susan E. Megroz Rosenzweig, President

Vincent Vizzo, Vice President
Dr. Jeffrey Kerman
Dr. Shaorui Li
Dr. David McKinnon
Karen Roughley
Inger Germano, District Clerk

ADMINISTRATIVE STAFF

Dr. Kevin Scanlon, Superintendent of Schools

Jeffrey Carlson, Deputy Superintendent
Dr. Gary Dabrusky, Assistant Superintendent, Human Resources
Dr. Brian Biscari, Assistant Superintendent, Educational Services

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Dear Students,

The selection of courses for your next school year is an important process. The Program
of Study is a tool to assist you in making important course decisions. Please read its
contents carefully to gain an enhanced understanding of the courses available to you for
the 2024-2025 school year.

Designing a program of study is an activity that should involve you, your parents, your
present teachers, and your guidance counselor. Final selections are based upon past
performance, personal interests, aptitude, and your ultimate educational and career
goals.

Consideration should be given to the following list of questions:

- What am I interested in studying?

- What courses do my parents think I should select?
- What courses does my guidance counselor recommend?
- What courses do my teachers recommend?
- What are my educational and career goals?

Recording answers to these questions provides you with a working draft for your
scheduling options. This resource should be reviewed when making your final course
selections.

We recommend you seek advice and ask questions of many people and take advantage
of the diverse selection of course offerings and other opportunities in our school district.

We wish all of you a productive, well-rounded experience throughout your years at R.C.
Murphy Junior High School.

Sincerely,

Vincent Cereola Dawn Nachtigall

Vincent Cereola Dawn Nachtigall, PhD
Principal Assistant Principal

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 GRADING AND WEIGHTING OF COURSES

At the junior high school level, we calculate averages using an unweighted numeric
grading system for all courses. At the senior high school level, a weighted numeric system
is employed in the determination of the grade point average (G.P.A.).

Courses completed in ninth grade represent approximately a quarter of the transcript of

cumulative senior high school coursework and grades. During the students’ final high
school year, transcripts are sent upon request to two and/or four-year colleges,
universities, specialized post-secondary schools, scholarship programs, the military,
and/or prospective employers.

Note: The junior high school courses listed below are designated at the honors, or *honors
theory levels, and a weighted calculation will be added to them for the purpose of
computing a high school G.P.A. and an internal class rank once the student is enrolled at
Ward Melville High School. Class rank is not posted to the official high school transcript,
and is only released upon request, or upon requirement from the receiving organization
or school. Please note New York State Education regulations do not permit public high
schools to award course credit for courses taken in 7th grade.

English 9 Honors
Public Speaking Honors
Algebra I Theory Honors*
Algebra I Honors
Algebra II Theory Honors*
Geometry Theory Honors*
Geometry Honors
Earth Science Honors
Living Environment Honors
Advanced World History Honors
News You Can Use Honors

Early and careful planning, good study habits and organization, hard work and
commitment to learning enhance achieving academic success in junior and senior high
school. Invest in yourself and in your future by building an academic record of which you
can be proud.

Should you have any questions regarding grading, weighting of courses, or grade point
average, please contact your child’s junior high school guidance counselor.

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 NEW YORK STATE
GRADUATION CREDIT REQUIREMENTS
In order to earn a diploma, every student must earn a minimum of 22 credits in addition to meeting specific NYS testing competencies.
REGENTS DIPLOMA WITH
LOCAL DIPLOMA REGENTS DIPLOMA ADVANCED DESIGNATION

Required Courses & Credits Required Courses & Credits Required Courses & Credits

English 4 English 4 English 4

Global Studies 2 Global Studies 2 Global Studies 2

U.S. History 1 U.S. History 1 U.S. History 1

Economics .5 Economics .5 Economics .5

Government .5 Government .5 Government .5

Math 3 Math 3 Math 3

Science (1 Life Science, 1 Physical Science (1 Life Science, 1 Physical Science (1 Life Science, 1 Physical
3 3 3
Science + 1 Life or Physical) Science + 1 Life or Physical) Science + 1 Life or Physical)

World Language 1 World Language 1 World Language 3

Art / Music 1 Art / Music 1 Art / Music 1

Health .5 Health .5 Health .5

Physical Education 2 Physical Education 2 Physical Education 2

Sequence/Electives 3.5 Electives 3.5 Electives 1.5

TOTAL CREDITS 22 TOTAL CREDITS 22 TOTAL CREDITS 22

REQUIRED
REQUIRED REQUIRED
REGENTS EXAMS FOR
REGENTS EXAMS REGENTS EXAMS FOR A
AN ADVANCED
Passing Score of 55 to 64 REGENTS DIPLOMA
REGENTS DIPLOMA
Special Education & ENL Students ONLY Passing Score of 65 and above
Passing Score of 65 and above

English Language Arts Exam English Language Arts Exam English Language Arts Exam

One (1) Math Exam: One (1) Math Exam: Three (3) Math Exams:
Algebra or Geometry, or Algebra II Algebra or Geometry, or Algebra II Algebra, Geometry, and Algebra II

Global History and U.S. History Regents

Global History or U.S. History Regents Exam ** Global History or U.S. History Regents Exam **
Exam **(Or 1 of them if using Pathway)

One (1) Regents Science Exam: One (1) Regents Science Exam: Two (2) Science Exams:
Earth Science or Living Environment (Biology) or Earth Science or Living Environment (Biology) or 1. Living Environment;
Chemistry or Physics Chemistry or Physics 2. Earth Science or Chemistry or Physics

**Any Additional Regents Exam **Any Additional Regents Exam Locally Developed Comprehensive Exam
Or NY State Approve Pathway Or NY State Approve Pathway (Checkpoint B)

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ART EDUCATION
7120 Art 7/8
Grade 7 or Grade 8 ▪ Alternate Days ▪ Year
Prerequisite: None
This course provides students a program that presents art as a tool for communication and understanding. The
concepts of space and structure, movement, color, and light are the focus of the program. The objectives provide an
arena in which the student must make decisions (problem solving) within the conceptual framework and through
two and three-dimensional activities in the areas of drawing, painting, sculpture, ceramics, and crafts. The course
will promote critical thinking skills, individual cognitive, affective, and aesthetic growth in the art classroom. Areas
of art history, art identification, critical judgment, and critical analysis will also be included. All students who defer
Art in grade 7 are required to take 7120 Art 7/8 in grade 8.

ART ELECTIVE COURSES

The following elective offerings are available at the junior high school level. Courses must have enrollment of twenty
students (20) or more to be offered. Therefore, the school reserves the right to schedule a student based on the
availability of sections.

1242 Creative Studio

Grade 8 ▪ Alternate Days ▪ Year
Prerequisite: Art 7/8
Students will explore their favorite art media, and will work with two-dimensional and three-dimensional art forms
such as drawing and painting, printmaking, photography, design and sculpture! Students will be introduced to the
types of art classes offered at the 9th grade level and begin to make career connections. Students will explore their
individual artistic style and become a part of an exciting creative team.
This course does not meet the middle school New York state requirement. If students do not take Art in 7 th grade,
when they enter 8th grade they may register for both the required 20-week art class and the Creative Studio
elective.

1205 Studio Art I

Grade 9 ▪ .5 Credit ▪ Semester
Prerequisite: None
This is an introductory course designed for all students to fulfill the Art/Music requirement for graduation. Art
mediums such as drawing, painting, and sculpture will be explored through hands-on projects. With a passing grade,
students are recommended to elect Studio Art II offered at Ward Melville High School to complete the one credit
required in Art/Music core requirement for graduation.

1208 Creative Crafts I

Grade 9 ▪ .5 Credit ▪ Semester
Prerequisite: None
This is a fundamental course providing an introduction to the world of crafts. Students explore a wide range of hands-
on craft activities. Basic techniques are taught and students will be able to create functional projects suitable for
their own use or as gifts. Drawing techniques, design concepts and aesthetic appreciation will be included for easy
application by students in the creation of their projects. When combined with Creative Crafts II, students will satisfy
the Art/Music core requirement for graduation.

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1239 Media Arts I
Grade 9 ▪ .5 Credit ▪ Semester
Prerequisite: None
Students learn about photography and two-dimensional design. They will learn how to incorporate composition and
design into their photographs and other 2D works. In addition, students will explore components of a digital
computer lab including but not limited to programs such as Photoshop. Emphasis will be placed on the Elements and
Principles of Design. Students will be introduced to career paths related to this medium. It is suggested that students
enrolled in Media Arts I take Media Arts II at Ward Melville High School to complete this one High School credit
requirement for a Regents Diploma.

1245 Art of Animation

Grade 9 ▪ .5 Credit ▪ Alternate Days ▪ Year
Prerequisite: None
Step into the world of today’s animators as you learn to tell stories with images. Build worlds, create characters and
tell your story while exploring the art of Pixar, Disney and Marvel comics. If you love to cartoon or draw characters,
like to tell stories and create worlds where your characters might live then this is the class for you.

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ENGLISH LANGUAGE ARTS
The Murphy JHS English curriculum is founded in fostering creativity and critical thinking through a collaborative
learning environment. Thematic units are designed to cultivate empathy, analyze author’s craft, develop vocabulary,
and engage with diverse literature and informational texts through critical lenses. Based on the New York State
Standards, all classes offer rich and varied experiences in English Language Arts including reading, writing, speaking
and listening, language, and media and technology. Our curriculum is aimed to nurture lifelong readers and writers.

7102 English 7
Grade 7 ▪ Year
Prerequisite: Placement Recommendation
The English 7 course follows a language arts based curriculum, which provides a strong foundation in preparation
for the New York State Standards. Literature is studied through readings in various genres, such as the novel, the
short story, poetry, drama, and non-fiction. The writing program is based on a process approach through pre-writing
activities, journaling, drafting, and revising. Other language skills, including vocabulary development, spelling,
grammar, punctuation, and usage are taught in context. Basic research skills are integrated into the curriculum and
opportunities for interdisciplinary experiences are pursued.

7103 English 7 H
Grade 7 ▪ Honors ▪ Year
Prerequisite: Placement Recommendation
The English 7 Honors is a rigorous course designed for those students who have demonstrated exceptional ability in
reading, vocabulary, grammar, writing, and listening skills. In addition to grade level expectations, students will
engage in challenging reading assignments and articulate their critical thinking in well-developed essays, research
assignments, and oral presentations.
Maintenance Criteria: Students must achieve a grade point average of 90 or above by the 15 th week and maintain
this average for the duration of the school year.

8102 English 8
Grade 8 ▪ Year
Prerequisite: English 7
English 8 continues the language arts based curriculum introduced in English 7 providing continued emphasis on
preparation for the 8th grade New York State Standards. The writing program continues with the process approach
and provides opportunities for students to write in the forms and modes required by each of the Standards, such as
narrative writing, creative writing, close-reading analysis, and argumentative writing. The study of literature is
founded in thematic connections and essential questions. Other language skills, including vocabulary development,
spelling, grammar, punctuation, and usage, are taught in context. Research skills are integrated into the curriculum
and opportunities for interdisciplinary experiences are pursued.

8103 English 8 H
Grade 8 ▪ Honors ▪ Year
Prerequisite: 90 average in English 7H or 95 average in English 7 ▪ Teacher Recommendation ▪ Superior performance
as indicated by the Aimsweb Plus Universal Screening tool
The English 8 Honors course is designed for those students who have demonstrated exceptional ability in reading,
vocabulary, grammar, research, writing, and listening skills. In addition to grade level expectations, students will be
expected to engage in challenging reading assignments and articulate their critical thinking in well-developed essays,
research assignments, and oral presentations.
Maintenance Criteria: Students must achieve a grade point average of 90 or above by the 15 th week and maintain
this average for the duration of the school year.

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0102 English 9
Grade 9 ▪ 1 Credit ▪ Year
Prerequisite: English 8
Students enrolling in English 9 will explore connections to the world through a series of readings, writings and public
speaking opportunities. Literature selections are drawn from various genres, such as the novel, short story, drama,
poetry, and non-fiction while being supplemented with several works geared toward creating a strong, interactive
classroom community. Writing assignments will include poetry, non-fiction, argument, research, speech, text
analysis and comprehensive revision for different purposes and audiences. Grammar and usage will be reinforced
through both individual writing assignments and large-group instruction. Public speaking opportunities may present
themselves during the year through seminars, formal persuasive speeches, poetry readings, formal debate or mock
trial competition.

0103 English 9 H
Grade 9 ▪ 1 Credit ▪ Honors ▪ Year
Prerequisite: 90 average in English 8H or 95 average in English 8 ▪ Teacher Recommendation ▪ Superior performance
as indicated by the Aimsweb Plus Universal Screening tool
The English 9 Honors course is designed for those students who have demonstrated exceptional ability in reading,
vocabulary, grammar, research, writing, and listening skills. In addition to grade level expectations, students will be
expected to engage in challenging reading assignments and articulate their critical thinking in well-developed essays,
research assignments, and oral presentations.
Maintenance Criteria: Students must achieve a grade point average of 90 or above by the 15th week and maintain
this average for the duration of the school year.

ENGLISH LANGUAGE ARTS ELECTIVE COURSES

0130 Public Speaking
Grade 9 ▪ .5 Credit ▪ Semester
Prerequisite: None
This half-year elective course is for students who wish to develop and improve their speaking and listening skills, and
introduces students to the tools of effective speech making, including vocal skills, body language, and conquering
“stage fright.” Among the types of speeches that students may write and deliver are demonstration speeches,
famous speeches, and persuasive speeches and debates. They may also present scenes from published plays. In
addition, students may also present oral interpretations of poems and other literature. The final exam consists of
delivering a speech.

0140 Public Speaking Honors

Grade 9 ▪ .5 Credit ▪ Honors ▪ Semester
Prerequisite: None
In addition to the above description, this honors level course is designed for the student looking for a greater in-
depth knowledge of Public Speaking through writing well-developed speeches and delivering highly articulated oral
presentations while working to meet their Regents graduation requirement.

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LITERACY PROGRAM
7231 Literacy 7
Grade 7 ▪ Alternate Days ▪ Year
Prerequisite: Teacher Recommendation
This program serves as an academic intervention support service for students needing additional assistance in the
development of their language arts skills. Students are placed in a Literacy class if they have demonstrated a need
for reinforcement in reading comprehension, reading fluency, and/or silent reading fluency. This is determined by
performance on the AIMSweb Plus Universal Screening tool, quarterly grades in the core academic courses, and
other performance indicators. The support is provided in small group settings to improve the students’ basic reading
and writing skills.

8231 Literacy 8
Grade 8 ▪ Alternate Days ▪ Year
Prerequisite: Teacher Recommendation
This program serves as an academic intervention support service for students needing additional assistance in the
development of their language arts skills. Students are placed in a Literacy class if they have demonstrated a need
for reinforcement in reading comprehension, reading fluency, and/or silent reading fluency. This is determined by
performance on the AIMSweb Plus Universal Screening tool, quarterly grades in the core academic courses, and
other performance indicators. The support is provided in small group settings to improve the students’ basic reading
and writing skills.

9231 Literacy 9
Grade 9 ▪ Alternate Days ▪ Year
Prerequisite: Teacher Recommendation
This program serves as an academic intervention support service for students needing additional assistance in the
development of their language arts skills. Students are placed in a Literacy class if they have demonstrated a need
for reinforcement in reading comprehension, reading fluency, and/or silent reading fluency. This is determined by
performance on the AIMSweb Plus Universal Screening tool, quarterly grades in the core academic courses, and
other performance indicators. The support is provided in small group settings to improve the students’ basic reading
and writing skills.

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FAMILY AND CONSUMER SCIENCE
The Family and Consumer Science curriculum is designed to prepare students to meet their personal
responsibilities and understand their roles as members of families, communities and a variety of work
environments in the continually changing technological world. Instruction is accomplished by emphasizing
hands on, applied activities. This course is a NYS required curriculum intended for all 7th and 8th graders
in the Three Village Central School District.

7141 Home and Careers 7

Grade 7 ▪ Semester
Prerequisite: None
The 7th Grade Home and Careers course is an introductory Family and Consumer Science course that teaches
students thinking skills that are related to decision making, problem solving, goal setting and time management. It
emphasizes the importance of these skills in all aspects of daily living. Personal and human development, nutrition,
consumerism, food preparation, basic sewing skills, introduction to career awareness and more are some of the
areas of instruction that will be part of the student’s participation. The introduction to our new career program
Schoolinks, which is an electronic portfolio, will be presented to all 7th graders. See the description of Schoolinks
under Home and Careers 8.

8141 Home and Careers 8

Grade 8 ▪ Semester
Prerequisite: Home and Careers 7
Home and Careers 8 is a continuation of the seventh grade program and relates the thinking skills in the introductory
course to developing communication skills, peer/family relationships, hand sewing skills, food preparation, personal
environment, understanding entrepreneurship and career awareness. The units are interrelated and
interdependent by “dovetailing” curriculum concepts. Hands-on activities give the student the opportunity to apply
learning concepts to actual life situations and develop soft skills in the areas of life and career.

Schoolinks is an electronic portfolio system, and will be used by students, teachers, parents, and guidance
counselors. This program links student activities, goals, plans, potential jobs, collage information, and experiences
into one comprehensive package. This portfolio starts in junior high school and will continue when the student
enters high school. It keeps track of their accomplishments, goals, coursework, academic, and career goals. On the
junior high school level, it will be coordinated in Family and Consumer Science (Home and Careers 7 and 8). Entries
will continue to be made throughout high school.

FAMILY AND CONSUMER SCIENCE ELECTIVE COURSES

1420 International Foods
Grade 9 ▪ .5 Credit ▪ Semester
Prerequisite: None
International Foods is designed for students who wish to develop an understanding of how culture and culinary skills
are related to the preparation of international foods. Each unit involves the study of the country and how this
influences the preparation of authentic cuisine. Food categories include entrees, appetizers, soups, breads, and
desserts using various food techniques. Culinary skills learned in this course are on an advanced level. Career
awareness related to the food industry will be presented.

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MATHEMATICS
7402 Mathematics 7
Grade 7 ▪ Year
Prerequisite: Placement Recommendation
This course of study includes topics in number systems, expressions & equations, ratios & proportions, percent,
geometry, probability, and statistics. Students successfully completing this course will take Math 8 with or without
a Lab Component the next year.
Recommended Calculator: TI 30XS Multiview

7403 Mathematics 7 with a Lab Component

Grade 7 ▪ Year
Prerequisite: Placement Recommendation
This course of study includes topics in number systems, expressions & equations, ratios & proportions, percent,
geometry, probability, and statistics. This class is accompanied by an alternating day lab period to allow for additional
reinforcement, practice, and review. Students successfully completing this course will take Math 8 with or without
a Lab Component the next year.
Recommended Calculator: TI 30XS Multiview

7404 Mathematics 7 H
Grade 7 ▪ Honors ▪ Year
Prerequisite: Placement Recommendation
This is an enriched course of study that includes topics in exponents, number theory, rational numbers, integers,
polynomials, factoring, proportional relationships, percent, unit rates, proportionality, linear equations &
inequalities, probability, statistics, and geometry. All content will incorporate a variety of challenging problem
solving applications. Students must maintain a grade of 90 or higher to be considered for Algebra I H.
Recommended Calculator: TI 30XS Multiview
Maintenance Criteria: Students must achieve a grade point average of 90 or above by the 15 th week and maintain
this average for the duration of the school year.

8402 Mathematics 8
Grade 8 ▪ Year
Prerequisite: 80 average or above in Math 7
This pre-algebra course of study includes topics in number sense and operations, algebra, linear equations,
inequalities, proportional relationships, functions, transformational geometry, Pythagorean Theorem, plane
geometry, and statistics with an emphasis on algebraic problem solving applications. Students successfully
completing this course will take Algebra I or Algebra I with a Lab Component the next year.
Recommended Calculator: TI 30XS Multiview

8403 Mathematics 8 with a Lab Component

Grade 8 ▪ Year
Prerequisite: 79 average or below in math 7 or completion of Math 7 with Lab ▪ Teacher Recommendation
This pre-algebra course of study includes topics in number sense and operations, algebra, linear equations,
inequalities, proportional relationships, functions, transformational geometry, Pythagorean Theorem, plane
geometry, and statistics. This class is accompanied by an alternating day lab period to allow for additional
reinforcement, practice, and review. Students successfully completing this course will typically take Algebra I or
Algebra I with Lab the next year.
Recommended Calculator: TI 30XS Multiview

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0427 Algebra I H
Grade 8 ▪ Honors ▪ 1 Credit ▪ Year
Prerequisite: 90 average in Math 7 H or 95 average in Math 7 ▪ Teacher Recommendation
▪ Teacher Recommendation
This accelerated course of study in Algebra includes topics in real number sets, polynomials, linear equations and
inequalities, graphing, systems of equations, factoring, quadratic equations, exponential equations, functions, and
statistics. This course will assist students in developing skills and processes to be applied using diverse techniques
to successfully solve problems in a variety of settings. Students enrolled in this course will take the Algebra I Regents
examination in June.
Recommended Calculator: TI 84 Plus CE
Maintenance Criteria: Students must achieve a grade point average of 90 or above by the 15 th week and maintain
this average for the duration of the school year.

0428 Algebra I Theory H

Grade 8 ▪ 1 Credit ▪ Theory Weighting ▪ Year
Prerequisite: 95 test average in Math 7 H ▪ Teacher Recommendation
This accelerated course of study in Algebra I includes topics in real number sets, polynomials, linear equations and
inequalities, graphing, systems of equations, factoring, quadratic equations, exponential equations, functions, and
statistics with an emphasis on mathematical connections. This course will assist students to develop higher order
thinking skills and processes to be applied mathematically. Students of this course should enjoy and want to explore
mathematics. Students enrolled in this course will take the Algebra I Regents examination in June. Students must
achieve a minimum test average of 95 in order to be recommended for Geometry Theory.
Recommended calculator: TI 84 Plus CE
Maintenance Criteria: Students must achieve a minimum test average of 90 or above by the 15 th week and maintain
this average for the duration of the school year.

0429 Algebra I Theory 7 H

Grade 7 ▪ 1 Credit ▪ Theory Weighting ▪ Year
Prerequisite: Placement Recommendation
This accelerated course of study in Algebra I includes topics in real number sets, polynomials, linear equations and
inequalities, graphing, systems of equations, factoring, quadratic equations, exponential equations, functions, and
statistics with an emphasis on mathematical connections. This course will assist students to develop higher order
thinking skills and processes to be applied mathematically. Students of this course should enjoy and want to explore
mathematics. Students enrolled in this course will take the Algebra I Regents examination in June. 7 th grade students
enrolled in this course will receive Algebra I Regents exam credit, however, the course will be posted to their high
school transcript with no weight or credit, as 7th grade students cannot receive NYS high school transcript credit.
Students must achieve a minimum test average of 95 in order to be recommended for Geometry Theory.
Recommended calculator: TI 84 Plus CE
Maintenance Criteria: Students must achieve a minimum test average of 90 or above by the 15 th week and maintain
this average for the duration of the school year.

0411 Algebra I
Grade 9 ▪ 1 Credit ▪ Year
Prerequisite: 80 average or above in Math 8
This Algebra course includes topics in real number sets, polynomials, linear equations and inequalities, graphing,
systems of equations, factoring, quadratic equations, exponential equations, functions, and statistics. This course
will assist students in developing skills and processes to be applied using diverse techniques to successfully solve
problems in a variety of settings. Students enrolled in this course will take the Algebra I Regents examination in June.
Recommended Calculator: TI 84 Plus CE

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0425 Algebra I with a Lab Component
Grade 9 ▪ 1 Credit ▪ Year
Prerequisite: Average of 70-79 in Math 8 or Average of 80 or above in Math 8 with a Lab Component ▪ Teacher
Recommendation
This Algebra course includes topics in real number sets, polynomials, linear equations and inequalities, graphing,
systems of equations, factoring, quadratic equations, exponential equations, functions, and statistics. This course
will assist students in developing skills and processes to be applied using diverse techniques to successfully solve
problems in a variety of settings. This class is accompanied by an alternating day lab period to allow for additional
reinforcement, practice, and review. Students enrolled in this course will take the Algebra I Regents examination in
June.
Recommended Calculator: TI 84 Plus CE

0426 Algebra A
Grade 9 ▪ 1 Credit ▪ Year
Prerequisite: Average below 70 in Math 8 OR Average of 79 or below in Math 8 with a Lab Component ▪ Teacher
Recommendation
This course of study is the first year in a two-year Algebra I curriculum. Topics will include polynomials, linear and
quadratic equations, factoring, and coordinate geometry. This course places an emphasis on basic computational
and foundational algebra skills. Students will take the Algebra I Regents examination after successful completion of
the two-year program in June of 10th grade.
Recommended calculator: TI 84 Plus CE

0456 Geometry H
Grade 9 ▪ 1 Credit ▪ Honors ▪ Year
Prerequisite: 90 average in Algebra I H ▪Teacher Recommendation
This accelerated course of study follows the New York State Geometry curriculum. Topics will include
transformational geometry, geometric constructions, proof, triangles, quadrilaterals, similarity, trigonometry,
circles, parabolas and three-dimensional figures. Students enrolled in this course will take the Geometry Regents
examination in June.
Recommended calculator: TI 84 Plus CE
Maintenance Criteria: Students must achieve a grade point average of 90 or above by the 15 th week and maintain
this average for the duration of the school year.

0490 Geometry Theory H

Grade 8 or Grade 9 ▪ 1 Credit ▪ Theory Weighting ▪ Year
Prerequisite: Test average of 97 or above in Algebra IH or 95 in Algebra I Theory. ▪ Teacher Recommendation
This accelerated course of study follows the New York State Geometry curriculum. Topics will include
transformational geometry, geometric constructions, proof, triangles, quadrilaterals, similarity, trigonometry,
circles, parabolas and three-dimensional figures. This course will assist students to develop higher order thinking
skills and processes to be applied mathematically. Students enrolled in this course will take the Geometry Regents
examination in June. Students must achieve a minimum test average of 95 in order to be recommended for Algebra
II Theory.
Recommended calculator: TI 84 Plus CE
Maintenance Criteria: Students must achieve a minimum test average of 90 by the 15 th week and maintain this
average for the duration of the school year.

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0463 Algebra II Theory H
Grade 9 ▪ 1 Credit ▪ Theory Weighting ▪ Year
Prerequisite: Test average of 95 or above in Geometry Theory
This is a course in Algebra II with a focus on derivations and challenging extensions of topics in the state Standards.
Students enrolled in this course will take the Algebra II Regents examination in June.
Recommended calculator: TI 84 Plus CE
Maintenance Criteria: Students must achieve a minimum test average of 90 in order to be recommended for AP
Calculus BC with a lab.

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MATHEMATICS ELECTIVE COURSES
0488-Y Intro to Computer Programming
This course will focus on core computer science concepts, problem-solving, design and programming.
Regardless of your goals, introduction to coding will help you gain a better understanding of the
computerized world around you. Topics in the course may include the following programming languages:
Scratch, TI-Basic, Python, and HTML.

0489 Computer Programming I (20 Week ½ High School Credit Open to Grade 9)
Students will gain proficiency in the following contemporary programming languages: Python, TI-Basic, and Java.
This coding experience will help introduce students to robotics and other STEAM disciplines.

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MUSIC
The main objective of the music program is to give each student the opportunity to have a successful and rewarding
experience in music, culminating in both the winter and spring concerts. Full attendance for these concerts is
mandatory as part of the music grading policy. Students will not be scheduled into a performing group unless they
meet course requirements and have the recommendation of their music teacher. Grading for performance groups is
determined by participation in all rehearsals and attendance at all concerts and events. In addition, instrumental
groups and 9th grade chorus groups, will be graded on lesson attendance and achievement.

Instrumental Lesson Policy – Grades 7, 8 and 9

Music lessons are part of the curriculum and a student’s academic program. Students are given small group lessons
once during the six-day cycle on a rotating basis. Missing lessons should be the exception, not the rule.

7133 Music I
Grade 7 or Grade 8 ▪ Alternate Days ▪ Year
Prerequisite: None
Music I is a general music class that will include but not be limited to the following: keyboarding, composition in
various forms (including electronic composition), aural/written theory, history of Rock and Roll, musical
classifications, and exposure to music of different genres and cultures.

7132 Band 7
Grade 7 ▪ Alternate Days ▪ Year
Prerequisite: Teacher Recommendation
The seventh grade band is open to all students who play a band instrument. The prerequisite for this ensemble is
the student’s performance in the sixth grade band and the recommendation of the elementary band teacher.
Students will have the opportunity to audition for Wind Ensemble.

7131 Orchestra 7
Grade 7 ▪ Alternate Days ▪ Year
Prerequisite: Teacher Recommendation
The seventh grade orchestra is open to all seventh grade students who play a string instrument. The prerequisite
for this ensemble is the student’s performance in the 6th grade orchestra and the recommendation of the elementary
orchestra teacher. Students will have the opportunity to audition for Chamber Orchestra

7130 Chorus 7
Grade 7 ▪ Alternate Days ▪ Year
Prerequisite: Teacher Recommendation
The seventh grade chorus is open to all dedicated choral students who have had previous choral experience. A
recommendation from the elementary choral teacher is a prerequisite. Exploring vocal technique will be a focus,
along with basic sight-reading skills, pitch recognition, and an introduction to music notation.

8133 Music II
Grade 8 ▪ Alternate Days ▪ Year
Prerequisite: Music I
Music II will build on the skills acquired in Music I and will take students to a further level of sophistication. The
course will include more developed projects in composition and electronic music.

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8132 Band 8
Grade 8 ▪ Alternate Days ▪ Year
Prerequisite: Band 7
The eighth grade band is open to all students in the eighth grade who play a band instrument. The pre-requisite
for this group is the student’s performance in the seventh grade instrumental program and/or the music teacher’s
recommendation. Students will have the opportunity to audition for Wind Ensemble.

8131 Orchestra 8
Grade 8 ▪ Alternate Days ▪ Year
Prerequisite: Orchestra 7
The eighth grade orchestra is open to all students in the eighth grade who play an orchestral string instrument. The
prerequisite for acceptance into this group is the student’s performance in the seventh grade orchestra program
and/or the music teacher’s recommendation. Students will have the opportunity to audition for Chamber Orchestra.

8130 Chorus 8
Grade 8 ▪ Alternate Days ▪ Year
Prerequisite: Chorus 7
The eighth grade chorus is open to all dedicated choral students who have had previous choral experience. The
prerequisite for acceptance into this group is the student’s performance in the seventh grade chorus and/or the
music teacher’s recommendation. Vocal production, diction, phrasing, and the ability to sing music written in part
harmony will be emphasized.

1332 Band 9
Grade 9 ▪ 1 Credit ▪ Year
Prerequisite: Band 8
The ninth grade band is open to all ninth grade students who play a band instrument. The prerequisite for this
ensemble is the student’s performance in the eighth grade instrumental program and/or the music teacher’s
recommendation. Students will have the opportunity to audition for Wind Ensemble. This course is also a
prerequisite for participation in the Band Program at Ward Melville High School.

1305 Orchestra 9
Grade 9 ▪ 1 Credit ▪ Year
Prerequisite: Orchestra 8
The ninth grade orchestra is open to all ninth grade students who play an orchestral string instrument. The
prerequisite for acceptance into this group is the student’s performance in the eighth grade orchestra and/or the
music teacher’s recommendation. Students will have the opportunity to audition for Chamber Orchestra. This
course is also a prerequisite for participation in the Orchestra Program at Ward Melville High School.

1320 Chamber Choir

Grade 9 ▪. 5 Credit ▪ Alternate Days ▪ Year
Prerequisite: Entrance by Audition and Teacher Recommendation
Chamber Chorus is offered by audition to students enrolled in grade 9 Chorus. The ninth grade Chamber Choir will
be a select mixed choral ensemble and will perform choral repertoire from a variety of musical styles. Proper
ensemble etiquette, vocal technique, ear training, and sight singing will be important components of the curriculum.
This course may be used to fulfill one-half of the one unit needed to meet the high school Music/Art requirement.

1330 Chorus 9
Grade 9 ▪ .5 Credit ▪ Alternate Days ▪ Year
Prerequisite: Chorus 8
The ninth grade chorus is open to all dedicated choral students who have had previous choral experience. The
prerequisite for acceptance into this group is the student’s performance in eighth grade chorus and/or the music
teacher’s recommendation. This course will fulfill one-half of the one unit needed to meet the high school Music/Art
requirement.

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HEALTH EDUCATION
1617 Health Education
Grade 7 ▪ Alternate Days ▪ Year
Prerequisite: None
Health Education is a New York State required course for all students in the seventh grade. The Health Education
course offers age-appropriate units of study including mental wellness and stress management, communication
and decision-making skills, self-esteem, and the use and effects of alcohol, tobacco and drugs. In addition, Health
Education includes a developmentally appropriate Human Sexuality component. Topics in this unit include a
review of puberty processes, reproductive anatomy and physiology, self-awareness, self-respect, perceptions and
interactions with family and friends, developing positive relationships, and sexually transmitted infection
information.

Health Education will help prepare the students to make appropriate decisions in the future, develop essential life
skills and foster optimal health and well-being. Students will participate in a variety of group activities, problem
solving scenarios, projects, class discussions and independent research, which will emphasize critical thinking skills,
and problem solving techniques. This course will focus on enhancing the student’s personal responsibility, respect,
self-confidence, dignity, and accountability for one’s personal health and behavior.

HEALTH ELECTIVE COURSES

1624 Hands on Health for Life (1/2 High School Credit)
Grade 9 ▪.5 Credit ▪ Alternate Days ▪ Year
(Credit will not count towards High School health requirement for graduation)
This course will provide a hands on, interactive approach to health and wellness. Students will engage in activities
that will promote lifelong skills related to their physical, mental, emotional and social health. It will expand on the
foundations that were established during elementary and 7th grade Health Education classes, offer the students
the opportunity to explore these topics to the fullest extent and provide them with the tools necessary to navigate
the challenges of today’s world. In addition, through community service learning and the exploration of the health
sciences, students will be provided with exposure to resources in the community and future opportunities within
this field. Topics will include, but are not limited to; Building confidence, effective communication, healthy
relationships, refusal and coping skills, dealing with loss and disappointment, conflict resolution, dealing with
change, stress reduction, mindfulness, exploring community health sciences, hands only CPR/AED, basic first aid
and allergy and epi-pen awareness.

22
PHYSICAL EDUCATION
Physical Education is a New York State requirement for all students in grades seven, eight, and nine. The Physical
Education program focuses on improving each student’s fitness level, cognitive understanding of team and individual
sports and activities, skill development, critical thinking skills, problem solving abilities and application of positive
sportsmanship behaviors. All students in the Physical Education program will participate biannually in fitness testing,
which assesses muscular strength, muscular endurance, flexibility, and aerobic capacity.

7174 Physical Education 7/8

Grade 7 or Grade 8 ▪ Alternate Days ▪ Year
Prerequisite: None
This New York State mandated seventh and eighth grade course will be will be co-educational and include
instruction, skill development and participation in a variety of traditional team and cooperative activities. The course
may include: flag football, soccer, tennis, ultimate disc, volleyball, team handball, basketball, softball, volleyball,
aerobics, weight training, and dance activities.

1704 Physical Education 9

Grade 9 ▪ .5 Credit ▪ Alternate Days ▪ Year
Prerequisite: None
This New York State mandated ninth grade course will be co-educational and include instruction, skill development
and participation opportunities in a variety of team, cooperative, and lifetime activities. This course may include;
soccer, flag football, ultimate disc, floor hockey, volleyball, dance, personal fitness, badminton, softball, basketball,
weight training, team handball, cooperative games, golf, tennis, and table tennis.

23
SCIENCE
7302 Science 7
Grade 7 ▪ Year
Prerequisite: Placement Recommendation
This course is the second component in the 6th through 8th grade Middle School Science Curriculum offered in Three
Village. The goal of the intermediate program is to introduce students to a variety of science topics in Living, Physical
& Earth Science, while helping students learn the skills used in science to solve real-world problems. Students will
use scientific inquiry to develop explanations of natural phenomena. During the year, students will learn the
intellectual skills and attitudes needed to successfully explore a variety of science related areas in future science
courses.
Topics of study include: Life Science (Organisms and Ecosystems); Physical Science (Chemical Reactions and Forces
& Interaction); and Earth Science (Space Systems and Weather & Climate). The focus of the program will be hands-
on experiences that help students understand important relationships, scientific processes, mechanisms, and
applications of concepts. Skills of analysis, inquiry, and design will be developed through active laboratory work,
exploring the different science and engineering practices.

7303 Science 7 H
Grade 7 ▪ Honors ▪ Year
Prerequisite: Placement Recommendation
This honors level course goes beyond the scope of Science 7 through an enriched curriculum and honors projects.
Students will use scientific inquiry to develop explanations of natural phenomena. During the year, students will
learn the intellectual skills and attitudes needed to successfully explore a variety of science related areas in future
science courses.
Topics of study in the honors course include the Living, Physical & Earth Science units described in Science 7 as well
as enrichment in these topics. Activities and pacing of the course are intended to challenge and motivate advanced
students whose talents and interests lie within the realm of the sciences. The focus of the program will be hands-on
experiences that help students understand important relationships, scientific processes, mechanisms, and
applications of concepts. Skills of analysis, inquiry, and design will be developed through active laboratory work,
exploring the different science and engineering practices.
Maintenance Criteria: Students must achieve a grade point average of 90 or above by the 15th week and maintain
this average for the duration of the school year.

8302 Science 8
Grade 8 ▪ Year
Prerequisite: Science 7
This course is the final component in the 6th through 8th grade Middle School Science Curriculum offered in Three
Village. Building upon the knowledge and skills developed in 6th – 7th grade, students will explore several life,
physical and earth science topics, including the growth, development & reproduction of organisms, natural selection
& adaptations, energy, waves & electromagnetic radiation, the history of the Earth, and Earth’s systems. Students
will continue to use scientific inquiry to develop explanations of natural phenomena. The focus of the program will
be hands-on experiences that help students understand important relationships, scientific processes, mechanisms,
and applications of concepts. Skills of analysis, inquiry, and design will be developed through active laboratory work,
exploring the different science and engineering practices.

24
Note: The following information applies to all Earth Science and Living Environment courses. These courses conclude
with a Regents Exam. Successful completion of the Laboratory Program is a prerequisite for admission the Regents
Exam. Students must complete 1200 minutes of lab experience, write a satisfactory report for each lab exercise and
demonstrate lab proficiency.

0303 Earth Science

Grade 9 ▪ .5 Credit ▪ Year
Prerequisite: Science 8
This commencement level (high school) course explores the earth science content and process skills of the New York
State Learning Standards for Mathematics, Science, and Technology. Topics of study include rocks and minerals,
earthquakes and volcanoes, plate tectonics, weathering and erosion, geology history, earth motions, the Solar
System, deep space astronomy, weather systems, weather prediction, seasons and climate. Mathematical analysis,
scientific inquiry, and engineering design will be integrated throughout the content areas to emphasize the
relationship to real-world situations. Major emphasis is placed on problem solving and inquiry skills that help develop
an understanding of important relationships, processes, and applications of concepts. A variety of instructional and
assessment strategies will be used throughout the course and science projects and competitions will be encouraged.
This course meets for one period daily and two periods every other day.

0304 Earth Science H

Grade 8 ▪ .5 Credit ▪ Honors ▪ Year
Prerequisite: 90 average in Science 7H or 95 average in Science 7 ▪ Teacher Recommendation
This enriched commencement level (high school) course explores the earth science content and process skills in the
New York State Learning Standards for Mathematics, Science, and Technology. Topics include rocks and minerals,
earthquakes and volcanoes, plate tectonics, weathering and erosion, geology history, Earth motions, the Solar
System, deep space astronomy, weather systems, weather prediction, seasons and climate. Mathematical analysis,
scientific inquiry, and engineering design will be integrated throughout the content areas to emphasize the
relationship to real-world situations. Major emphasis is placed on problem solving and inquiry skills that help develop
an understanding of important relationships, processes, and applications of concepts. A variety of instructional and
assessment strategies will be used throughout the course and science projects / competitions will be encouraged.
This honors level course will require students to pursue concepts found in the Physical Setting/Earth Science
curriculum at greater depth than the Regents level 9th grade course. This course meets for one period daily and two
periods every other day.
Maintenance Criteria: Students must achieve a grade point average of 90 or above by the 15th week and maintain
this average for the duration of the school year.

0308 Living Environment

Grade 9 ▪ .5 Credit ▪ Year
Prerequisite: Earth Science
Instruction will focus on important relationships, processes, mechanisms and application of concepts in biology. The
core curriculum analyzes major concepts involving the unity and diversity in life, transmission of traits from
generation to generation, evolutionary theory, reproduction and development, the dynamic equilibrium that
sustains life, ecology and the impact human decisions and activities have on the physical and living environment.
This course meets for one period daily and two periods every other day.

25
0305 Living Environment H
Grade 9 ▪ .5 Credit ▪ Honors ▪ Year
Prerequisite: 90 average in Earth Science H ▪ Teacher Recommendation
This enriched commencement-level course explores the biology content and process skills of the New York State
Learning Standards for Mathematics, Science and Technology. The course includes topics in unity and diversity of
living things, transmission of traits from generation to generation, evolutionary theory, reproduction and
development, homeostasis, and ecology. Special emphasis is placed on new areas of scientific interest including
molecular biology and human ecology. Mathematical analysis, scientific inquiry, and engineering design will be
integrated to develop solutions to scientific problems. Focus will also be on application skills related to real-world
situations. Instruction will emphasize student understanding and demonstration of important relationships,
processes, mechanisms, and applications of concepts. A variety of assessment strategies will be used throughout the
course and science projects and competitions will be encouraged. This course meets for one period daily and two
periods every other day.
Maintenance Criteria: Students must achieve a grade point average of 90 or above by the 15th week and maintain
this average for the duration of the school year.
Chemistry 10 Honors Qualification: 90 test average in Living Environment H and their Math course ▪ Teacher
Recommendation

SCIENCE ELECTIVE COURSES

0316 Science Research I
Grade 7 or Grade 8 ▪ Alternate Days ▪ Year
Prerequisite: None
This course is an exploratory course designed to nurture students who are highly motivated and intellectually curious
about scientific processes and phenomena. Students will be introduced to the skills essential to science including
experimental design, effective use of technology, meeting of deadlines, ethics, data analysis, and communication
skills. Opportunities for students interested in Science Olympiad activities will be provided. Students will be
encouraged to explore topics and ideas that interest them and focus on taking one long-term project from inception
to presentation. The course will also provide opportunities for students to compete in local, regional, and national
competitions. Students are evaluated on both the process and results of their efforts.

0310 Science Research II

Grade 9 ▪ .5 Credit ▪ Alternate Days ▪ Year
Prerequisite: Science Research I
Science Research II is designed for highly motivated students who have had some experience in science research. A
major goal of the course is to continue to develop skills essential to successful research including experimental
design, effective use of technology, meeting of deadlines, ethics, data analysis, and communication skills.
Opportunities for students interested in Science Olympiad activities will be provided. Students will be encouraged
to explore topics and ideas that interest them and will focus on taking one long-term project from inception to
presentation. The course will also provide opportunities for students to compete in local, regional, and national
competitions. Students are evaluated on both the process and results of their efforts.

0370 Farm to School

Grade 8 ▪ Alternate Days ▪ Year
Prerequisite: None
This course is designed to introduce students to basic concepts related to maintaining and growing a garden for food
production. Through participation in garden based activities, students will learn about the agricultural science
concepts, as well as the care and management of a garden. Students will explore food production, gaining an
understanding as to the source of the products we consume. Students will apply the principles of sustainable organic
farming practices while taking advantage of our greenhouse and available resources off-campus. Connections will
be made with local farmers and industries that supply food to our community.

26
0374 Natural Disasters
Grade 8 ▪ Alternate Days ▪ Year
Prerequisite: None
Students will be introduced to the destructive forces of nature and the impact they have on humans. The focus of
this course will be to introduce students to the various geological, meteorological, and astronomical disasters that
mankind faces today. Topics will include, but are not limited to: earthquakes, volcanic eruptions, flooding,
avalanches, tornadoes, hurricanes, severe thunderstorms/lightning, meteor and asteroid impacts, mudslides,
droughts, and pollution.

27
SOCIAL STUDIES
The social studies program is based on the New York State Standards, which require students to use a variety of
intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments and turning points
in five areas: United States and New York history, world history, geography, economics, and civics / citizenship /
government.

7202 United States and New York State History 7R

Grade 7 ▪ Year
Prerequisite: None
The seventh grade course begins a two-year study of the history of our state and nation. Using a chronological
format, students will study six major topics, as follows:
1. The global heritage of the American people prior to 1500. Included in this unit will be the study of people,
how geography influences culture, Iroquoian and Algonquian civilizations, and European conceptions of the
world in 1500.
2. A study of European exploration and colonization of the Americas, including the influence of geographic
factors and the development of colonial culture.
3. The creation of the American nation as a result of the American Revolution and the changes it sparked.
4. Experiments in government: Articles of Confederation, New York State Constitution of 1777 and the United
States Constitution.
5. A study of the political, economic and social life of the American nation from the adoption of the United
States Constitution until the 1860’s.
6. Division and reunion of the United States. The causes and results of the Civil War.

Content, concepts and skills form the basis of the curriculum, as students learn how to gather, organize, use and
present information as well as problem solve. The principal methods of assessment will be through the use of
multiple choice, constructed response document based questions and thematic essays. Students will participate in
the Civic Seal of Readiness Research Project, designed to introduce them to research skills.

7203 United States and New York State History 7 Honors

Grade 7 ▪ Honors ▪ Year
Prerequisite: Students should have 4’s in all three quarters of elementary school social studies. The honors
curriculum will require students to have strong reading and writing skills that will assist them in beginning to
advance their ability to think critically about history and current events.
Following the United States and New York State History 7 curriculum noted above, this honors level course is
designed to prepare students for scholarship and research in history. Required readings, research assignments, oral
reports, and creative projects are used to enrich the program. Students at this level will participate in the Civic Seal
of Readiness Research Project.
Maintenance Criteria: Students must achieve a grade point average of 90 or above by the 15 th week and maintain
this average for the duration of the school year.

8202 United States and New York State History 8R

Grade 8 ▪ Year
Prerequisite: U.S. History 7
This course is the second part of a two-year sequence, which begins in grade 7. The curriculum for United States
and New York State History 8 is divided into six basic units of study, as follows:
1. The development of an industrial American society, including the impact of immigration and the Progressive
Movement.
2. The United States as an independent nation in an interdependent world, including Imperialism and
Nationalism.
3. The United States between the World Wars.
4. World War II and the broadening of post-war responsibilities.
5. The changing nature of the American people from the end of World War II to the present.
28
 6. Citizenship and responsibility – both locally and nationally.

Students at this level will participate in the Civic Seal of Readiness Middle School Capstone Project.

8203 United States and New York State History 8 Honors

Grade 8 ▪ Honors ▪ Year
Prerequisite: 90 average in History 7H or a 95 average in History 7 and Teacher Recommendation
Following the United States and New York History 8 curriculum noted above, this honors level course is designed to
prepare students for scholarship and research in history. Required readings, research assignments, oral reports, and
creative projects are used to enrich the program. Students at this level will participate in the Civic Seal of Readiness
Middle School Capstone Project.
Maintenance Criteria: Students must achieve a grade point average of 90 or above by the 15 th week and maintain
this average for the duration of the school year.

0202 Global History and Geography I Regents 9 (1 High School Credit)

Grade 9 ▪ 1 Credit ▪ Year
Prerequisite: US History 8
Global History and Geography begins with the Paleolithic Era and the development of the first civilizations, continues
with an examination of classical societies, and traces the expansion of trade networks and their global impact and
continues to a period of Global Interactions from approximately 1400 to 1750. The course emphasizes the key
themes of interactions over time, shifts in political power, and the role of belief systems. Students will develop critical
thinking historical skills through the analysis of primary and secondary source documents that include both past and
current events.

Students at this level will participate in the Civic Seal of Readiness High School Civics Project (1).

0204 Global History and Geography I Honors 9 (1 High School Credit)

Grade 9 ▪ 1 Credit ▪ Honors ▪ Year
Prerequisite: 90 or higher average in History 8 Honors or a 95 average in History 8R and Teacher Recommendation
(also based on attendance, work ethic, skill development, and writing).

The Global History and Geography I Honors course will be offered as a two-year sequential course beginning in the
ninth grade year. Student who complete this course are eligible to take AP World History Modern in Grade 10 or
remain at the honors level in Global History and Geography II Honors 10.

Global History and Geography I Honors will develop into an introductory college-level survey course, which follows
a national curriculum created by the College Board. It is a rigorous and challenging course with a strong emphasis
on the development of reading, writing and critical thinking skills. Students will study the development of the first
civilizations, continue with an in depth examination of classical societies, and trace the detailed and significance of
the expansion of trade networks focusing on their global impact. The course concludes with an analysis of a critical
period of Global Interactions. Students will also explore connections to current events. For the purposes of student
comprehension and growth, a consistent cutoff point for the ninth-grade curriculum has been established at the
year 1750 for both Global History and Geography I Regents and Honors.

At the conclusion of Grade 10, in addition to the Advanced Placement World History Modern exam in May, students
will be required to take the NYS Global History and Geography Regents II exam in June.

Students at this level will participate in the Civic of Readiness High School Civics Project (1).

Maintenance Criteria:
 Honors: Students must achieve a grade point average of 85 or above by the 15th week and maintain this
average for the duration of the school year to remain at the honors level.
 AP: Students who wish to take AP World History Modern should strive to have a course average of 95 or
higher by the end of the school year.
29
NYS Civic Seal of Readiness: Website: http://www.nysed.gov/curriculum-instruction/seal-civic-
readiness

The Seal of Civic Readiness is a formal recognition that a student has attained a high level of proficiency
in terms of civic knowledge, civic skills, civic mindset, and civic experiences. The Seal of Civic Readiness
distinction on a high school transcript and diploma:

 shows the student’s understanding of a commitment to participatory government; civic

responsibility and civic values;
 demonstrates to universities, colleges, and future employers that the student has completed an
action project in civics or social justice; and
 recognizes the value of civic engagement and scholarship.

In order to obtain the Seal of Civic Readiness, a student must complete all requirements for a New York
State local or Regents diploma and earn a total of six points with at least two points in Civic Knowledge
and at least two points in Civic Participation. Students may also earn points by completing a middle
school Capstone project or a high school Capstone project.

30
SPECIAL EDUCATION PROGRAMS
RESOURCE ROOM
The Committee on Special Education (CSE) determines placement in the program and an Individualized Education
Program (IEP) is developed. The resource room program provides supplemental instruction to identified students
individually or in a small group. Instruction is provided by a special education teacher and focuses on the IEP goals
of the students in the group. The instructional group in each resource room period may not exceed five students.

DIRECT TEACHER CONSULT (DTC) PROGRAM

The Committee on Special Education (CSE) determines placement in the program and an Individualized Education
Program (IEP) is developed. Direct consultant teacher services means specially designed individualized or group
instruction provided by a certified special education teacher to a student with a disability to aid such student to
benefit from the student's regular education classes. The special education teachers co-teach with general education
teachers in core subject classes.

ALTERNATE LEARNING CENTER (ALC)

The Committee on Special Education (CSE) determines placement in the program and an Individualized Education
Program (IEP) is developed. The ALC program offers self-contained classes for students whose educational needs
cannot be met in general education classes or with the support of resource room programs. The ALC teacher
focuses on enhancing academic, social, and behavioral strengths, while remediating deficit skill areas.

31
TECHNOLOGY EDUCATION
7151 Technology 7
Grade 7 ▪ Semester
Prerequisite: None
The Technology 7 course offer a comprehensive introduction to technological and engineering career paths through
the practical application of STEM concepts. The courses fulfill the New York State Technology Education. The entire
experience is designed to act as a bridge between academics and the real world. Through researching, designing,
building and testing, students model problems and develop solutions. Our hands-on intellectual courses allow
students to not only improve their fine motor skills, but also reinforce and apply knowledge from other subject areas
such as Science, Mathematics, Social Studies and Language Arts.

8151 Technology 8
Grade 8 ▪ Semester
Prerequisite: Technology 7
The Technology 8 course offer a comprehensive introduction to technological and engineering career paths through
the practical application of STEM concepts. The courses fulfill the New York State Technology Education. The entire
experience is designed to act as a bridge between academics and the real world. Through researching, designing,
building and testing, students model problems and develop solutions. Our hands-on intellectual courses allow
students to not only improve their fine motor skills, but also reinforce and apply knowledge from other subject areas
such as Science, Mathematics, Social Studies and Language Arts.

Topics Explored in Technology 7 & Technology 8:

● Measurement ● Robotics & Drones
● Technical Drawing ● Lab and Machine Safety
● 3D Drawing ● Hands-On Problem Solving Projects
● Introduction to 3D Printing ● Pre- Engineering Structures

TECHNOLOGY ELECTIVE COURSES

1501 Wood Systems
Grade 9 ▪ .5 Credit ▪ Semester
Prerequisite: None
Wood Systems introduces students to woodworking through hands-on projects with a focus on design and
craftsmanship. The curriculum is versed in proper woodworking techniques, machine use, power and hand tool use,
joinery concepts and history, with an exaggerated emphasis on lab safety. All topics will include problem solving
hands-on components with a focus on building fine motor skills.

1503 Computer Design

Grade 9 ▪ .5 Credit ▪ Semester
Prerequisite: None
Computer Design introduces students to the use of computers, technology, and software as a problem solving design
tool. The course curriculum explores 3D modeling software, 3D printing, robotics, drones, and basic electricity. All
topics are proportionately represented and include research, design, and problem solving by integrating Science,
Technology, Engineering and Mathematic concepts.

32
WORLD LANGUAGES
Students begin World Language education in seventh grade. They may select the study of French, Spanish, or Italian.
Introduction to language courses will only be offered if a minimum enrollment is maintained as established by
district administration and the Board of Education. Students will be asked to prioritize their language preferences,
and may not be enrolled in their first choice.

The sequence for the Junior High School language program is as follows: Intro, Level I and Level ll. Upon successful
completion of Level ll at the junior high school, students will continue in the Regents language level (III) or be
recommended for the honors program beginning in Grade 10.

Students who are new to the district with no prior World Language study or students unable to successfully complete
the New York State Language requirement in junior high school are required to complete Level I in tenth grade and
may continue through Level III in twelfth grade.

Note: Checkpoint A, B, and C is the terminology used by New York State to describe the progression of tasks and
expectations that the student will be able to perform at the completion of a particular course.

The World languages curricula for the Three Village Central School District are designed to reflect the New
York state mandated standards for World Languages education. These are:

Anchor Standard: Communication

Learners communicate effectively in the target language in order to function in a variety of contexts and for multiple
purposes.
Standard 1: Interpretive Communication
Standard 2: Interpersonal Communication
Standard 3: Presentational Communication

Anchor Standard: Cultures

Learners use the target language to identify, describe, compare, and explain the practices, products, and perspectives
of the cultures studied.
Standard 4: Relating Cultural Practices and Products to Perspectives
Standard 5: Cultural Comparisons

0501 Introduction to French

0701 Introduction to Spanish
0901 Introduction to Italian
Grade 7 ▪ Year
Prerequisite: None
These are language courses where the basic sounds and structures of the language are introduced. Emphasis is
placed on oral comprehension and speaking. Students learn to understand and participate in simple conversations
or question-answer situations on a few topics. Basic grammatical structures of the language are introduced. Writing
skills are based on previously learned conversational patterns. Students become acquainted with some basic facts
of history, geography, and customs. The course covers approximately one-half of the New York State Syllabus
(Checkpoint A). The second half is taught in level I. Students will take a district-level final exam at the end of this
course.

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0502 French Language I
0702 Spanish Language I
0902 Italian Language I
Grade 8 ▪ 1 Credit ▪ Year
Prerequisite: Successful completion of the introductory course of the same language
This course is the continuation of the Introduction course. Students improve their skills in understanding and
speaking and reading the language, using increased vocabulary, grammar and cultural topics. Students read passages
for understanding and content, or may write short compositions in the target language on topics already developed
through listening, speaking and reading. Students also continue to develop their knowledge of history, geography,
daily life and other relevant cultural topics (using the target language as appropriate). Students are encouraged to
develop individual interests through reports or projects. When appropriate, field trips are offered to enrich the
curriculum. Students will take a district-level final exam at the end of this course.

0506 French Language II

0706 Spanish Language II
0906 Italian Language II
Grade 9 ▪ 1 Credit ▪ Year
Prerequisite: Successful completion of the Level I course of the same language
Level II students increase their ability to understand and speak or comprehend through reading a wider range of
topics, in addition to acquiring new grammatical and syntactical structures and idioms. Depending on language,
emphasis is placed upon the acquisition of vocabulary needed for the functional completion of everyday topics
through readings in the target language. Vocabulary as well as cultural and daily life topics from previous levels are
reinforced and expanded upon. Students will take a district-level final exam at the end of this course.

1004 American Sign Language I

Grade 9 ▪ 1 Credit ▪ Year
Prerequisite: None
This course is designed to introduce the student to American Sign Language (ASL) which is the natural and visual-
gestural language used by deaf and hard of hearing people in the United States of America and Canada. ASL is a
language with grammar and syntax. Developing ASL skills can be very useful, especially when the student learns to
communicate, socialize and/or work with deaf and hard of hearing people. This course incorporates beginning levels
of communication techniques, basic signs and finger spelling, principles of grammar and sentence structure, non-
manual behaviors and development of conversational skills. Strong emphasis is placed on the value of receptive and
expressive language functions.

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INFORMATION CENTER
School Library
The Information Center is open to all students. Our print and digital collection is geared to meet the students’
education, informational and recreational needs. We have an extensive collection of subscription online resources
as well. Students are able to use the facilities during their study hall or lunch periods. Periodically, students come
to the library for digital citizenship instruction and other special lessons and to work together for various research
projects.
Every classroom and office is connected to the district’s network, as well as all Chromebooks. Each student has an
assigned Chromebook for their school work. While there are no WIFI printers, there are six workstations available in
the library for printing purposes.

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PUPIL PERSONNEL SERVICES &
GUIDANCE DEPARTMENT
School Counselor
Comprehensive Guidance and Counseling services are available to all students at RC Murphy Junior High School. In
addition, a specific program emphasis defines each academic year – orientation and successful adjustment in
seventh grade; increasing engagement in school activities and developing a four-year high school plan in eighth
grade; ninth grade guidance emphasizes maintaining a good work ethic while preparing for the transition to senior
high school. The comprehensive services provided by counselors include academic advisement, scheduling
modifications, personal, vocational, and social skills counseling, crisis intervention, parent and teacher consultation,
maintenance and interpretation of academic records, information services, and referral to in or out of school
resources for student support.

PSYCHOLOGICAL SERVICES
School Psychologist
School psychologists assist students academically, socially and emotionally through collaboration with educators,
parents and other professionals. Psychological counseling is provided for students who need assistance in resolving
social-emotional difficulties that interfere with school performance. When appropriate, Functional Behavioral
Assessments (FBA) are conducted and Behavior Intervention Plans (BIP) are developed to intervene with behaviors
that impede students’ academic functioning. Psychologists conduct psycho-educational evaluations to assess
students’ mental health status and aptitude for learning to determine eligibility for special education services. In
addition, school psychologists serve as integral members of the Committee on Special Education (CSE),
Subcommittee on Special Education (SCSE), 504 Committee, Instructional Support Team (IST) and Crisis Response
Team. The school psychologist strives to establish a safe and supportive learning environment for students while
strengthening connections between home and school.

SOCIAL WORKER SERVICES

School Social Worker
School social workers provide clinical assessment, crisis intervention, individual and small group counseling, and
referral services to outside agencies or therapists for students and/or their families. The social worker monitors
student attendance and intervenes when appropriate or necessary. In situations where a student is unable to attend
school on a regular basis, the social worker may make home visits. As a member of several committees, including
the Committee on Special Education (CSE), the Sub-Committee on Special Education (SCSE), and the Instructional
Support Team (IST), the school social worker helps to develop and/or implement programs and policies that enhance
a student’s wellbeing and academic success. The school social worker also provides education about important
mental health issues and provides healthy coping strategies for dealing with life stressors.

Student Assistance Services Counselor

The Student Assistance Service Counselor provides district wide drug prevention and intervention services. This may
include alcohol, tobacco, vaping, and other drug related concerns. The services are offered as individual counseling,
group counseling, and working with all students to build prevention skills and knowledge about concerning topics.
The Student Assistance Service Counselor coordinates parent and faculty presentations on prevention strategies and
connects students to larger community initiatives to build awareness.

To speak to or make an appointment with a counselor, psychologist or social worker, please contact the
Guidance Office at 631-730-4840.

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