1.12.15 Weekly Bulletin

LaGuardia Arts
Weekly Bulletin
January 12 - 16, 2015
Dr. Mars, Principal
College & Career Readiness Benchmark:
Academic & Personal Behaviors
ACADEMIC & PERSONAL BEHAVIORS
This domain includes the learning habits and skills that support academic readiness
and includes non-cognitive, socio-emotional qualities that support resiliency, and
college/career persistence.
Persistence
Persistence is needed to support long-term
commitment to educational goals through a
positive mindset and self-efficacy.
Engagement
Engagement supports achievement in school by
increasing students' social-emotional connection
to the environment and their social confidence.
Work Habits/
Organizational Skills
Strong work habits and organizational skills
support successful navigation of college and
careers.
Communication/
Collaboration Skills
Communication and collaboration are essential
skills in successful college and career transitions.
Self-Regulation
Self-regulation is key to resiliency. Students must
develop coping skills, self-control, and confidence
to work through challenges as well as
metacognitive skills.
For examples of practice in action, tools, and research about academic and personal behaviors, visit:
http://schools.nyc.gov/Academics/CommonCoreLibrary/About/CCR/AcademicPersonalBehaviors.htm
January Final
Exams
Final Exams are single period exams. So as not
New
to interfere with students’ study time, teachers
should be cognizant of homework assignments
during these days. Students should continue to
use the extended time arrangements that are
in place with each teacher. Below are the days
scheduled for Final Exams:
Tuesday
Wednesday
Thursday
Friday
January 20
January 21
January 22
January 23
Social Studies
Health
Math
English
Science
Studios
LOTE
Make-up
(Last Day)
This year, we have been focusing on College and
Career Readiness Benchmarks. These benchmarks
define the qualities and achievements that students
need to complete in order to be ready to enroll,
persist, and succeed in college, postsecondary
training opportunities, and gain entry into meaningful
careers. To galvanize our collective efforts toward a
shared goal, the DOE has identified four domains
of student development that are essential to
success after graduation: Common Core Learning
Standards, Academic and Personal Behaviors,
Academic Programming, and College and
Career Access. Students need support to master
each of these domains.
La! has been providing communication in 3
of these domains — Common Core Learning
1
Standards,
Academic Programming, and College
and Career Access — we would like to introduce
you to the 4th domain: Academic and Personal
Behaviors. Academic & Personal Behaviors define
a set of learning habits and skills that support
academic readiness and includes non-cognitive,
socio-emotional indicators that support resiliency
and college/career persistence, specifically: work
habits and organizational skills, collaboration and
communication skills, persistence, self-regulation,
and social engagement. In the chart on the left you
will see examples of the necessary learning habits
and skills.
continued on page 6
January
Drama Sophomore 2; Blackout Period 1
12
January Regents Exams
January Regents Exams are held from the 26th through
the 29th. Students registered for the exam were given
invitations on January 6. On exam day, students should
arrive at the assigned classroom at 8:15 AM for the 8:45
AM exam, and arrive at 12:15 PM for the 1:00 PM exam.
13
14
M
T
Musicale #2: Junior Band, Intermediate
Orchestra, Junior Orchestra, Mixed
Chorus; 6:00 PM; Concert Hall;
Tickets: $10/Advance; $15/Box Office.
W
Musicale #3: Brass, Elementary
Chorus, Women’s Chorus, Opera;
6:00 PM; Concert Hall; Tickets: $10/
Advance; $15/Box Office.
A student who is not scheduled for a January Exam does not
attend classes between Monday, January 26, and Tuesday,
February 3. For additional information, please speak with
your Guidance Counselor. Please see the Regents Exam
schedule on Page 5.
TOC
Schedule
Newsworthy
1
12
M
Regular
Building Community
2
Administrative
4
13
T
Regular
14
W
Regular
Instructional
5
15
Th
Regular
College & Careers
9
16
F
Regular
Semi-Annual Art Exhibit
12
www.LaGuardiaHS.org
Musicale #1: Percussion, Elementary
Orchestra, Girls Chorus, Jazz; 6:00 PM;
Concert Hall; Tickets: $10/Advance;
$15/Box Office.
Music Performing Groups YB Photos;
Concert Hall
Attendance Committee Meeting; Period
5; Principal’s Conference Room
15
Th
Safety Committee Meeting; Period 6;
Principal’s Conference Room
La! Lecture Series: Grethe Barret
Holby, producer of The Three
Astronauts opera; 5:00 PM - 7:00 PM;
Library.
16
F
Music Performing Groups YB Photos;
Concert Hall
End of Marking Period
19
M
Dr. Martin Luther King, Jr. Holiday;
School Closed
Building Community
La! Welcomes Choreographer Grethe Barrett Holby to
Speak at our Next Seminar
On January 15, 2015, from 5:00 PM - 7:00 PM, our LaGuardia
Arts Seminars continue with Grethe Barrett Holby. Ms. Holby
is a choreographer, producer, director, founder of Ardea Arts/
Family Opera Initiative and American Opera Projects, and former
LaGuardia parent. In the 2014-2015 season, Holby’s focus is on
the development of two major projects. One of those projects is
The Three Astronauts, an opera based on a children’s book by
Umberto Eco with music by a trio of international composers.
Box Office
Tickets available through our website or
the school store.
Children under the age of 5
are not permitted.
Happy Holidays on the Web
If you noticed over vacation the
holiday GIF in the main slide
show on the website, we have
Karen Au to thank for that.
The Symphony Orchestra and
Choral Semi-Annual Concert
January 9 & 10, 2015
7:30 PM
2015 SPARK Peer Leader
Applications Available
Peer Leaders are an integral
component of the SPARK
PROGRAM @ La!. They serve
as academic and social role models for new and prospective
students. They exert a powerful influence on the development
and behaviors of their peers. Students in this role will plan
and carry out large and small group facilitations, school events
and awareness campaigns with an emphasis on the prevention
of risky behavior. PL’s will learn and implement leadership and
communication skills, while motivating those around them. PL’s
work to develop good rapport with new students, and they are
often the first member of a support team to whom new and
prospective students confide their fears and uncertainties.
Musicale #1
January 12, 2015
6:00 PM
Percussion
Elementary Orchestra
Girls Chorus
Jazz
Peer Leaders are students who give evidence of interpersonal
and intellectual skills, as well as have the ability to communicate
effectively to large and small groups of people, can motivate
others, and exhibit appropriate dedication to academic and drug
free life. For additional information, please contact Ms. Carela,
SAPIS, in Room 323C. To download the application, please visit:
http://laguardiahs.org/?p=5414
Musicale #2
January 13, 2015
6:00 PM
Junior Band
Intermediate Orchestra
Junior Orchestra
Mixed Chorus
A&F Scholarships for Summer Study, Classes, and Lessons
A&F knows that many of you are considering summer programs,
classes, and lessons in your studio area and may need financial
assistance in order to attend. Apply for an A&F Summer Study
Scholarship. Deadline is January 23. You do not need to be
enrolled in a Summer Program now; you may wait until you know
whether or not you receive the scholarship before enrolling in the
summer program. So start looking into summer programs. If you
receive a scholarship, you will need to submit proof of admission
and a bill for tuition as all scholarships are paid directly to the
school or instructor. For more information, please stop by the A&F
Office in Room 853. http://laguardiahs.org/?p=5413
Musicale #3
January 14, 2015
6:00 PM
Brass
Elementary Chorus
Women’s Chorus
Opera
Girls Who Code
Girls Who Code is a national nonprofit organization with a mission
to inspire, educate, and equip girls with the computing skills
to pursue 21st century opportunities. In a room of 25 software
engineers, only 3 are women. Join the movement to close this
gender gap and prove that women are powerful and innovative in
technology. Science, technology, engineering, and math (STEM)
are ever expanding fields that need more creative thinkers. In
the seven week intensive Girls Who Code Summer Immersion
Program, students don’t just learn computer science, but build
confidence and make connections with successful mentors. A
college graduate with a degree in Computer Science has a starting
salary twice as high as the average college graduate. Girls Who
Code is a good step to see if Computer Science is right for you. $10/Advance; $15/Box Office
Just
added
Senior Dance Showcase
January 23, 2015
4:30 PM & 7:30 PM
January 24, 2015
2:00 PM
$10/Advance; $15/Box Office
Little Flower Theater
Sophomore and Junior girls are encouraged to attend the
information session Monday, January 12, in Room 661. For more
information, please visit www.girlswhocode.com.
2
Updated
Link
Respect For All Liaison: Mr. Brummell, located in the Deans Office
$20/Adults; $15/Students & Children
All Seats are Reserved
Building Community
Senior YB News
Rising Stars:
Senior Quotes
The Pursuit of Happiness
Pre-Sale Tickets Now
A LaGuardia yearbook tradition, Senior Quotes are,
once again, being placed in the book. The deadline is
11:59 PM January 26. You enter your quote in
Daedalus.
Due to popular demand, we have decided to include
quotes underneath the senior portraits. Because of
this, quotes can be no longer than 123 characters
INCLUDING spaces AND quotation marks (about 2
sentences).
• Please remember, no obscenity, vulgarity, or
lewdness (no curse words, innuendos, etc.)
• Quotes may be edited, included, or eliminated at
the discretion of the Yearbook staff.
• Place the quote in quotation marks, followed by
the person who said it.
• You do not need to include your name. Daedalus
automatically adds it.
• ex. “Fifty percent of a woman’s charm is illusion.”
Blanche DuBois
• Be sure you SUBMIT your quote by the deadline
Superlatives
Additionally, this year, we are introducing
superlatives to the LaGuardia Yearbook! Seniors
may nominate fellow classmates or themselves.
Everyone nominated will appear on the ballot with
the top five contenders moving on to the final round.
Among the superlative options are:
-
Most
Most
Most
Most
Most
Most
Most
Most
Most
Most
Most
Most
Most
Most
Most
likely to make the cover of Rolling Stone
likely to make a million before he’s/she’s 30
likely to cure a disease
likely to become a politician
likely to sleep through an earthquake
likely to be late to graduation
likely to #Occupy (something)
likely to take over the world
likely to save the world
likely to star in a reality T.V. show
Unforgettable
likely to be on SNL
dedicated anime fan
likely to brighten someone’s day
likely to become a teacher
It’s time for
“RISING STARS”
the annual LaGuardia
all-school talent show!
To purchase tickets,
CLICK HERE
enter the pre-sale code:
happiness15
and get your pick of the best seats
before the general public!
All Tickets: $20. Reserved seating.
Voting for round one is now open in Daedalus and
will end on January 16.
‘Rising Stars’ is a fundraiser for the
PA, so there are no reduced price seats.
A very limited number of tickets will be held for
sale at school in the main lobby starting January
21. Cash, credit and debit cards, and checks (from
LaGuardia families) will be accepted. However, the
best seats will be available online beginning NOW!
3
Administrative
The DOE’s Cell Phone Policy
As many of you have read in the DOE press
release dated January 7, 2015, the cell phone
ban is likely to be lifted in March. Chancellor
Farina and Mayor De Blasio stated, “The reform
announced today lifts the ban, and, if approved
by the Panel for Educational Policy in February,
will take effect in all schools on March 2.”
Keep your kids safe. Get their seasonal flu vaccines every year.
Seasonal Flu: A Guide for Parents
Is seasonal flu more serious
for kids?
Infants and young children are at a greater risk for getting seriously ill from the flu. That’s why the New York State
Department of Health recommends that all children 6 months and older get the seasonal flu vaccine.
Flu vaccine may save your
child’s life.
Most people with seasonal flu are sick for about a week, and then they feel better. But, some
people, especially young children, pregnant women, older people, and people with chronic health
problems can get very sick. Some can even die.
A flu vaccine is the best way to protect your child from seasonal flu. It is recommended for
everyone 6 months and older.
What is seasonal flu?
The flu, or influenza, is an infection of the nose, throat, and lungs. The flu can spread from person
to person.
Flu shot or nasal-spray
vaccine?
•Flushotscanbegiventochildren6monthsandolder.
•Anasal-sprayvaccinecanbegiventohealthychildren2yearsandolder.
•Childrenyoungerthan5yearswhohaveexperiencedwheezinginthepastyear–oranychildwithchronichealth
problems–shouldgettheflushot,notthenasal-sprayvaccine.
•Childrenyoungerthan9yearsoldwhogetavaccineforthefirsttimeneedtwodoses.
How else can I protect
my child?
•Gettheseasonalfluvaccineforyourself.
•Encourageyourchild’sclosecontactstogetseasonalfluvaccine,too.Thisisveryimportantifyourchildisyoungerthan
5orifheorshehasachronichealthproblemsuchasasthma(breathingdisease)ordiabetes(highbloodsugarlevels).
Because children under 6 months can’t be vaccinated, they rely on those around them to get vaccinated.
•Washyourhandsoftenandcoveryourcoughsandsneezes.It’sbesttouseatissueandquicklythrowitaway.Ifyoudon’t
have a tissue, cough or sneeze into your upper sleeve, not your hands. This will prevent the spread of germs.
•Tellyourchildrento:
•Stayawayfrompeoplewhoaresick;
•Cleantheirhandsoften;
•Keeptheirhandsawayfromtheirface,and
•Covercoughsandsneezestoprotectothers.
What are signs of the flu?
The flu comes on suddenly. Most people with the flu feel very tired and have a high fever,
headache, dry cough, sore throat, runny or stuffy nose, and sore muscles. Some people, especially
children, may also have stomach problems and diarrhea. The cough can last two or more weeks.
How does the flu spread?
People who have the flu usually cough, sneeze, and have a runny nose. The droplets in a cough,
sneeze or runny nose contain the flu virus. Other people can get the flu by breathing in these
droplets or by getting them in their nose or mouth.
Last year, teachers, parents, and students
held detailed discussions with Dr. Mars, and
a school-wide Bring Your Own Device (BYOD)
policy was created in anticipation of the cell
phone ban being lifted. (This policy is on page
39 of the Student Handbook.)
We will review our BYOD policy when new
regulations are passed to ensure that we are in
compliance. The deadline for implementation
is October 31, 2016.
January Regents Examinations
January Regents Exam Invitations were
distributed to students this week. An additional
way to check is that Pupil Path will show a
Regents Exam schedule for Period 13.
Not showing up to take your scheduled Regents
exam will result in an ABS on your transcript.
This mark cannot be removed. Please speak
with your guidance counselor if you have a
question or concern.
Identifying Symptoms on Excuse Notes
We ask that each parent be as specific as
possible when listing the reason for the
student’s absence.
Attendance and College Visits
If you have visited colleges this semester,
please fill out and submit the School Audition/
Visit Form at LaGuardiaHS.org. We will send
home “jeopardy to graduation” letters to the
parent or guardian of any student with less
than 90% attendance. (At this point, that
would mean nine days or more of absence.)
College visits do not count toward this number.
There’s a Ticket for That!
In order to receive helpful technical support as
quickly as possible, please visit LaProgram.org
How long can a sick person
spread the flu to others?
Mosthealthyadultsmaybeabletospreadtheflufromonedaybeforegettingsicktoupto5
daysaftergettingsick.Thiscanbelongerinchildrenandinpeoplewhodon’tfightdiseaseaswell
(peoplewithweakerimmunesystems).
What should I use to clean
hands?
Washyourchildren’shandswithsoapandwater.Washthemforaslongasittakestosingthe
“Happy Birthday” song twice. If soap and water are not handy, use wipes or gels with alcohol in
them unless they are visibly soiled. The gels should be rubbed into hands until the hands are dry.
What can I do if my child
gets sick?
Makesureyourchildgetsplentyofrestanddrinkslotsoffluids.Talkwithyourchild’sdoctor
beforegivingyourchildover-the-countermedicine.Ifyourchildrenorteenagersmayhavethe
flu, never give them aspirin or medicine that has aspirin in it. It could cause serious problems.
Can my child go to school/
day care with the flu?
No. If your child has the flu, he or she should stay home to rest. This helps avoid giving the flu to
other children.
When can my child go back
Childrenwiththeflushouldbeisolatedinthehome,awayfromotherpeople.Theyshouldalso
stayhomeuntiltheyaresymptom-freefor24hours(thatis,untiltheyhavenofeverwithoutthe
useoffever-controlmedicinesandtheyfeelwellfor24hours.)Remindyourchildtoprotect
others by covering his or her mouth when coughing or sneezing. You may want to send your child
to school with some tissues, wipes or gels with alcohol in them if the school allows gels.
to school/day care after
having the flu?
For more information about the flu, visit
http://www.health.ny.gov/diseases/communicable/influenza/seasonal/
Or, www.cdc.gov/flu
Centers for Disease Control and Prevention
2430
Follow us on:
Facebook/NYSDOH
Twitter/HealthNYgov
7/12
Submitting End of Term Grades
All second marking period
grades will be submitted
through Skedula.
Due Date: All grades are due at 9 a.m.
on Wednesday, January 28. PADS will
then be closed for a few hours for grade
processing. Revisions are due by 12 p.m.
on Thursday, January 29.
Support: Teachers seeking support
should see Mr. Moore in room 201 during
period 3, 5, 6, 7, or 8. No appointment is
necessary.
Acceptable Grades: Class grades are
calculated according to departmental
grading policies.
Passing: 65-100 in increments of 1
Failing: 55
If you are unsure about what grade
to give a student, please speak with
the student’s Guidance Counselor, Dr.
Stricklin-Witherspoon, or Ms. van Keulen.
Procedure For Entering Grades:
1) Go to skedula.com. Log in using your
DOE user name and your password.
2) On the bottom-left side, click on
“Portals.”
3) Click on “PADS.”
4) Click on “Click here to enter HSST
grades.”
5) Click on “Click here to enter MP 2
grades.”
TIP: Teachers who do not see this
option will need to create a second
marking period. Please see Mr.
Moore in Room 201 if you would like
assistance.
6) Enter grades and comments. They
will be saved automatically.
TIP: Skedula can mass-assign certain
comments for you automatically for
each student who meets a specific
criteria. For help with this timesaving
feature, see Mr. Moore in Room 201.
7) Click on “Logout” in the upper-right
corner of the screen.
Finding Comment Codes in Skedula:
1) Skedula offers assistance in finding
correct comment codes.
2) Click on the cell to the right of the
grade category.
3) You will be able to select the
appropriate comment.
4
Submitting Revised Grades:
After grades are received and
processed in Skedula, PADS will
be reopened until 12 p.m. on Thursday,
January 29, so that teachers can submit
revised grades. Review the Subject Class
List with Grades that will be placed in
your mailbox by the end of the day on
Wednesday. If you would like to submit
a grade change before the revision
deadline, enter Skedula again, and
change grades as necessary.
Skedula Help Is Available
Teachers who would like assistance
before grades are due should
meet with Mr. Moore in Room 201
during period 3, 5, 6, 7, or 8. No
appointment is necessary.
Instructional
Part 4 in a series of 9
Universal Design of Learning
We are continuing to explore ways to address different learners and to reduce barriers to learning by
talking about the UDL practice of Provide Options for Physical Action (part of Principle 2: Providing Multiple
Means of Action and Expression). It is important to offer materials with which all learners can interact in
an engaging way, like offering alternatives to marking answers with pen and pencil.
How will this look in the classroom?
Teachers can use clickers or Classroom Response Systems. Teachers can evaluate class comprehension or
retention of complex material much more effective by engaging the whole class in an interactive learning
experience that involve polling students using a student response clicker system. This instant feedback
enables instructors to tailor lectures to their students’ needs by indicating whether to move forward or
review material. It is used as follows:
1. The teacher poses a multiple-choice question
2. Each student submits an answer to the question using a handheld transmitter (a “clicker”) that beams
a radio-frequency signal to a receiver attached to the teacher’s computer.
3. Software on the teacher’s computer collects the students’ answers and produces a bar chart showing
how many students chose each of the answer choices.
4. The teacher makes “on the fly” instructional choices in response to the bar chart by, for example,
leading students in a discussion of the merits of each answer choice or asking students to discuss the
question in small groups.
Mainly any kind of questions can be asked
when working with clickers. The most
popular are Recall Questions although
they rarely generate discussion and
don’t require higher-order thinking skills.
Conceptual Understanding Questions
can be used with clickers as well,
if they involve answers based on
common student misconceptions.
Questions asking students to classify
examples, match characteristics with
concepts, select the best explanation for
a concept, or translate among different
ways of representing an idea can help the
teacher identify and address students’
misconceptions. Application Questions:
These questions require students to
apply their knowledge and understanding
to particular situations and contexts.
Application questions often ask students
to make a decision or choice in a given
scenario, connect course content to “realworld” situations, implement procedures
or techniques, or predict the outcome of
experiments or even their peers’ response
to a subsequent question. Critical
Thinking Questions: These questions
operate at the higher levels of Bloom’s
Taxonomy, requiring students to analyze
relationships among multiple concepts
or make evaluations based on particular
criteria. Often these questions are “onebest-answer questions,” questions that
include multiple answer choices that have
merit. Students are asked to select the
one best answer from these choices. Onebest-answer questions aren’t appropriate
for exams, but they can be very effective
in preparing students to engage in class
discussions about the reasons behind
their choice. (read more at: http://
cft.vanderbilt.edu/guides-sub-pages/
clickers/)
Our school has a great track in receiving
technology through donorschoose.org.
If you need help in writing a grant
please see Ms. McGoey, in the science
department or Ms. Van Keulen. http://
www.donorschoose.org/
Below is an example of using clickers in a
math class (from Teaching Mathematics
with Classroom Voting: With and Without
Clickers, Kelly Cline and Holly Zullo,
2011).
have been able to gain some valuable discussion
when asking students why they may have
voted for one of the other four solutions.
Based on homework problems students may
have done, they may become locked in to
thinking that all trigonometric questions focus
on the domain [0, ∏]. At the same time, a
student that might have answered that there
is only one angle that makes this equation
true, may have their eyes opened to the fact
that not everything is restricted to simply the
first quadrant. This allows for some good
discussion of thinking about the trigonometric
situation strictly in terms of right triangles, or
if students should expand their thinking into a
unit circle convention. It is interesting to find
that some students thinking about the unit
circle convention might believe that if an answer
is possible, it should be an even number of
solutions, since cosine and sine are equal to one
another at exactly two points on the unit circle.
Thus it is important to facilitate conversation
where students will come to a conclusion that
the domain could be limited to simply half of a
revolution around the unit circle.
The question asks the students when two
trigonometric functions are equal to one
another. What the question does not provide is
a specified domain. The specified domain plays
an important role with trigonometric equations
due to their periodic nature. This is done
intentionally so we are able to gain a sense
of how students are able to handle a situation
which could present them with a different
number of potential solutions, based on the
modification of the domain.
This is a clicker question where each answer
gets a share of the students’ votes. It is
important to point out to students that their
answer cold be correct, based on how we define
the domain of the problem. This reinforces the
importance of communication to the student,
and how defining a problem for someone
to solve is important. Without the correct
parameters of the problem, it is easy to answer
a different question than the one posing the
question may have intended.
Clicker Question #3
For how many angles of x, does cos x = sin x
a) 1
b) 2
c) 3
d) 4
e) Not enough information is provided
Because no domain is specified, the best answer
would probably be that there are an infinite
number of angles for which these functions
are equal. Of the answers provided, the best
answer is e. However, the purpose of the
question is to provoke thought and dialogue,
and by using the question as structured we
5
Please Note Earlier Test Start Times
Instructional
January Regents Tutoring
Subject
Chemistry
Topic
Room
Moles and stoichiometry
511
Date
Mon., January 12
Chemistry
Acids and bases
511
Tue., January 13
Chemistry
Solutions
511
Wed., January 14
Chemistry
Kinetics and Equilibrium
511
Thu., January 15
Chemistry
Electrochem/redox
511
Wed., January 21
Chemistry
Organic/nuclear chemistry
511
Thu., January 22
English
Test taking and test preparation
659
Wed., January 14
Alg 2/Trig
Focus on Multiple Choice questions
415
Tues, January 13
Alg 2/Trig
Focus on June 2013 open ended questions
415
Thursday, January 15
January Regents Exams
JANUARY 26
MONDAY
JANUARY 27
TUESDAY
JANUARY 28
WEDNESDAY
JANUARY 29
THURSDAY
Report: 8:15 AM
Report: 8:15 AM
Report: 8:15 AM
Report: 8:15 AM
Living Environment
English Language Arts Common Core
Global
U.S. History
Geometry
Algebra 2/Trig
Report: 12:15 PM
Report: 12:15 PM
Report: 12:15 PM
Comprehensive English
Algebra I - Common Core
Physics
Integrated Algebra
Earth Science*
Chemistry
Uniform Admission Deadlines
La! students will START their morning exams at 8:45. Students may not be admitted after 9:45 AM and may not be dismissed
before 10:00 AM.
All afternoon exams will start at 1:00 PM. Students may not enter after 2:00 PM or be dismissed prior to 2:00 PM
* Earth Science Regents Practicum
Students who will take the Earth Science Regents on January 28, 2015, are required to take a practicum component. They are
required to sign up with Ms. Bodha in Room 513 to take the practicum on January 13, 14, or 15.
Click Grapic, then
hover mouse over the
stars or hearts for short
video
Dance & Drama: Performance on Demand Task (section I) will
be administered on Tuesday, January 27, from 1:15 - 4:15 PM.
Work Cited:
Liptak, Sandy. I Am a Digital Citizen. The Book Fairy Goddess:
A Year in the Life of an Elementary School Librarian. Web.
6 Jan. 2015
6
Instructional
Academic & Personal Behaviors, cont.
Academic and Personal Behaviors: Examples of Practice for Students, Teachers, and Schools
Persistence
Strong work habits
and organizational
skills support
successful navigation
of college and careers.
Communication/Collaboration
Skills
Engagement supports
achievement in school
by increasing
students' socialemotional connection
to the environment
and their social
confidence.
Communication and
collaboration are
essential skills in
successful education
and employment
transitions.
Self-Regulation
Persistence is needed
to support long-term
commitment to
educational goals
through a positive
mindset and selfefficacy.
Engagement
Students
Work
Habits/Organizational
Skills
ACADEMIC & PERSONAL
BEHAVIORS
Self-regulation is key
to resiliency. Students
must develop coping
skills, self-control, and
confidence to work
through challenges.
•
•
•
•
show commitment to school.
set and strive for appropriate goals.
persist through task completion despite setbacks.
know their personal strengths, are aware of and use
available supports, and are able to self-advocate.
•
•
demonstrate a feeling of connection to school.
are involved in school activities.
form healthy relationships with teachers/adults in the
school.
form healthy connections with peers.
•
•
•
•
•
•
•
•
are able to work independently.
acquire time-management skills.
organize their time and effort effectively.
attend to accuracy and precision in their work.
•
•
•
•
are able to work collaboratively.
are able to express and understand information and
ideas.
ask for help appropriately.
can communicate in multiple formats
(speaking/listening, writing, technology).
make strategic use of digital literacy skills.
understand the role of, and can effectively use, social
skills to develop connections to career and educational
pathways.
•
seek out appropriate challenges rather than avoid
them.
solve problems as needed while working.
demonstrate self-control when dealing with others.
develop self-reflection skills.
conduct themselves appropriately.
use metacognitive strategies to monitor and regulate
their own learning.
•
•
•
•
•
•
•
•
•
•
•
•
1
Teachers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Schools
establish a culture for learning that motivates students.
talk to students about growing their intellect through effort, help
from others, and improved learning strategies.
provide students with opportunities to set long- and short-term
goals, as appropriate to grade level.
create opportunities for students to take initiative and revise work.
•
demonstrate knowledge of their students.
are culturally competent and adept at communicating with families.
show that they value effort and academic engagement.
create opportunities to hear student voices, as appropriate to grade
level.
•
•
•
•
design assessments that value work habits.
explicitly teach time management by providing a daily and weekly
calendar of activities, instructions on use of planners, etc.
curriculum and instructional activities provide direction for notetaking from texts and instruction on how to organize important
information.
•
create opportunities for collaboration and communication; teach
techniques for success in these areas, as appropriate to grade level
and content.
provide opportunities for students to revise work and present it
with precision and polish, and include multiple formats for
presentation (such as: written, digital, oral, individual, group).
provide opportunities for 'office hours,' tutoring, or individual
consultation.
integrate digital media into instruction to optimize sharing of ideas
and information.
•
create an environment of respect and rapport .
manage student behavior effectively.
utilize a positive behavior reinforcement system and teach students
to manage feelings appropriately.
instill confidence and respect.
provide opportunities to teach/develop problem-solving skills.
are aware of students' IEPs and teach specific behaviors.
know ELL students' language proficiency levels and plan accordingly.
•
•
•
•
•
•
•
•
Component Alignment 1
make transparent a value system that supports students'
commitment to their educational goals.
provide regular opportunities to recognize students.
1b, 1f, 2b, 3c, 3e
provide a safe learning environment.
provide a robust and diverse array of activities.
offer opportunities for regular and meaningful family engagement.
have a support system in place for students experiencing social or
personal distress, interpersonal conflict, depression, or isolation.
provide professional development for teachers and staff to build
cultural competence.
1b, 1c, 1e, 2b, 3a, 3b, 3c,
3d, 4c
provide professional development for teachers in areas of classroom
organization and assessment, including instruction on paying close
attention to and building students’ work habits and organizational
skills.
provide a planner and calendar as appropriate to age levels;
communicate and support expectations for school-wide use.
1b, 1f, 2b, 2c, 3d, 4b
provide professional development for teachers in areas of classroom
organization and assessment that includes a focus on communication
and collaboration skills.
provide a school-wide learning management system and appropriate
access to digital resources for teacher teams and classes for
communication and production.
1a, 1b, 1c, 1d, 1e, 1f, 2a,
2b, 2c, 2e, 3a, 3b, 3c, 3d
provide opportunities for student voice.
have a school-wide reinforcement system for positive behavior.
have a strength-based youth development approach.
value professional conduct among students.
1b, 1e, 1f, 2a, 2b, 2c, 2d,
3b, 3c, 3d
Component alignment offers teachers the opportunity to self-assess and reflect by examining Effective and Highly Effective practices, as described by the 2013 Danielson Framework for Teaching, through connections to the
Academic and Personal Behaviors.
Component Alignment
Danielson’s 2013 Framework for Teaching (FfT) provides teachers and school leaders with a common
language to describe and discuss effective teaching in order to achieve continuous growth in teacher practice
and student learning. The FfT was created as an overarching framework that describes the commonalities
in every classroom — those aspects of teaching that are common across grades, disciplines, and students’
backgrounds. For more information, please visit: http://schools.nyc.gov/NR/rdonlyres/C74CD2AB-B7254CE9-B4ED-3F9EA71F6BDB/0/APBExamplesandDanielsonCrosswalkv4.pdf
Safe
Dates
Group
Learn important tips about dating for you &
friends
Peer Education, Leadership and Mentoring Program 2015
Are you a student who is interested in offering support, guidance
and encouragement to other students?
Wednesdays
Beginning
January 21 st , 2015
Time:4th , 5th , 6th,7th and 8th pd
Place: room 323c
Want to gain experience mentoring?
Love meeting new people?
APPLY NOW !!!
Host: Mrs. Carela
&
The Peer Leaders
Contact Mrs. Carela
Applications are available
in room 323C.
7
Instructional
Students focus on both content and skills
as outlined by the Social Studies Practices
and Common Core Learning Standards. By
grappling with complex content, students
can accomplish a higher level of literacy.
Being literate in Social Studies means
understanding the conventions by which
documents within the Social Studies
disciplines are written, including the
integration of primary sources, images,
maps, data, and artifacts.
Social Studies helps students understand,
respect and appreciate the commonalities
and differences that give the U.S.
character and identity. The complexities of
history can only be fully understood within
an appreciation and analysis of diversity,
multiple perspectives, interconnectedness,
interdependence, context and enduring
themes. The shifts to Common Core in
Social Studies include:
Focus on Conceptual Understandings
•
Increased emphasis on patterns, themes
and concepts that cut across place and time.
Decreased emphasis on rote memorization.
Evidence-based Argumentation
•
Students learn to utilize primary and secondary
sources by placing them in context, gathering
information and evidence in order to formulate a
coherent argument.
Dual Intensity
•
Students focus on both content and skills as
outlined by the Social Studies Practices and
Common Core Learning Standards.
A. Gathering, Interpreting, and Using Evidence
1. Define and frame questions about events and the world in which we live, form hypotheses as potential answers to these
questions, use evidence to answer these questions, and consider and analyze counter-hypotheses.
2. Identify, describe, and evaluate evidence about events from diverse sources (including written documents, works of art,
photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources).
3. Analyze evidence in terms of content, authorship, point of view, bias, purpose, format, and audience.
4. Describe, analyze, and evaluate arguments of others.
5. Make inferences and draw conclusions from evidence.
6. Deconstruct and construct plausible and persuasive arguments, using evidence.
7. Create meaningful and persuasive understandings of the past by fusing disparate and relevant evidence from primary and
secondary sources and drawing connections to the present.
B. Chronological Reasoning and Causation
1. Articulate how events are related chronologically to one another in time and explain the ways in which earlier ideas and events
may influence subsequent ideas and events.
2. Identify causes and effects using examples from different time periods and courses of study across several grade levels.
3. Identify, analyze, and evaluate the relationship between multiple causes and effects
4. Distinguish between long-term and immediate causes and multiple effects (time, continuity, and change).
5. Recognize, analyze, and evaluate dynamics of historical continuity and change over periods of time and investigate factors
that caused those changes over time.
6. Recognize that choice of specific periodizations favors or advantages one narrative, region, or group over another narrative,
region, or group.
7. Relate patterns of continuity and change to larger historical processes and themes.
8. Describe, analyze, evaluate, and construct models of historical periodization that historians use to categorize events.
C. Comparison and Contextualization
1. Identify similarities and differences between geographic regions across historical time periods, and relate differences in
geography to different historical events and outcomes.
2. Identify, compare, and evaluate multiple perspectives on a given historical experience.
3. Identify and compare similarities and differences between historical developments over time and in different geographical and
cultural contexts.
4. Describe, compare, and evaluate multiple historical developments (within societies; across and between societies; in various
chronological and geographical contexts).
5. Recognize the relationship between geography, economics, and history as a context for events and movements and as a
matrix of time and place.
6. Connect historical developments to specific circumstances of time and place and to broader regional, national, or global
processes and draw connections to the present (where appropriate).
D. Geographic Reasoning
1. Ask geographic questions about where places are located, why their locations are important, and how their locations are
related to the locations of other places and people.
2. Identify, describe, and evaluate the relationships between people, places, regions, and environments by using geographic tools
to place them in a spatial context.
3. Identify, analyze, and evaluate the relationship between the environment and human activities, how the physical environment
is modified by human activities, and how human activities are also influenced by Earth’s physical features and processes.
4. Recognize and interpret (at different scales) the relationships between patterns and processes.
5. Recognize and analyze how place and region influence the social, cultural, and economic characteristics of civilizations.
6. Characterize and analyze changing connections between places and regions.
E. Economics and Economics Systems
1. Use marginal benefits and marginal costs to construct an argument for or against an approach or solution to an economic
issue.
2. Analyze the ways in which incentives influence what is produced and distributed in a market system.
3. Evaluate the extent to which competition between sellers and between buyers exists in specific markets.
4. Describe concepts of property rights and rule of law as they apply to a market economy.
5. Use economic indicators to analyze the current and future state of the economy.
6. Analyze government economic policies and the effects on the national and global economy.
F. Civic Participation
1. Demonstrate respect for the rights of others in discussions and classroom debates; respectfully disagree with other viewpoints
and provide evidence for a counter-argument.
2. Participate in activities that focus on a classroom, school, community, state, or national issue or problem.
3. Explain differing philosophies of social and political participation and the role of the individual leading to group-driven
philosophies.
4. Identify, describe, and contrast the roles of the individual in opportunities for social and political participation in different
societies.
5. Participate in persuading, debating, negotiating, and compromising in the resolution of conflicts and differences.
6. Identify situations in which social actions are required and determine an appropriate course of action.
7. Work to influence those in positions of power to strive for extensions of freedom, social justice, and human rights.
8. Fulfill social and political responsibilities associated with citizenship in a democratic society and interdependent global
community by developing awareness of and/or engaging in the political process.
8
Adapted from: http://schools.
nyc.gov/NR/rdonlyres/7884B7460D0E-4CCF-8747-F495904E1A52/0/
SchoolFacingIntroductiontotheSSFramework.pdf
Social Study Common Core Shifts
Remember to record your College Acceptance Decisions in Naviance. Click the
pencil to the right of the Results column, next to “Unknown”.
College & Careers
Reflection after the Financial Aid
Night Presentation
The IRS Data Retrieval Tool
The IRS Data Retrieval Tool allows students and
parents to access the IRS tax return information
needed to complete the Free Application for
Federal Student Aid (FAFSA), and transfer the
data directly into their FAFSA from the IRS Web
site.
We are thankful to Ms. Evertt from John Jay College
of Criminal Justice for presenting at our December
17 Financial Aid Night.
fafsa.gov
FAFSA = Free Application for Federal Student Aid
Financial Aid
If you are eligible to use the IRS Data Retrieval
Tool, we highly recommend using the tool for
several reasons:
You should never have to pay to complete the
application so do not use fafsa.com — use www.
fafsa.gov
• It’s the easiest way to provide your tax data.
• It’s the best way of ensuring that your FAFSA
has accurate tax information.
• You won’t need to provide a copy of your or
your parents’ tax returns to your college.
• Students or parents who are married and filed
as Married Filing Separately, are married and
filed as Head of Household, filed an amended
tax return, or filed a Puerto Rican or foreign
tax return are not eligible to use the IRS Data
Retrieval Tool, and will need to enter their tax
return information manually.
You must file the FAFSA every year while you are in
college.
Check your College’s Financial Aid Deadlines
To be considered for some aid, many schools will
have February Deadlines (so they can send out
award letters in March.) You cannot be late on the
deadlines.
View Filing the 2015 - 2016 FAFSA as Two Steps
Assuming you will not have filed your taxes in
January...
Additionally, students or parents who filed their
tax returns electronically within the last three
weeks, or through the mail within the last eleven
weeks, might need to either enter their tax return
information manually or return at a later date
to transfer their tax return information into the
FAFSA, as their tax return information might not
be available for transfer from the IRS.
Step 1: Estimate using 2013 taxes and any financial
documents you have. You want your estimate to be
realistic, but it is an estimate.
Step 1A:
Seriously.
Do your taxes as soon as you can.
Step 2: Correct (Revise) your FAFSA. Your goal is to
use FAFSA’s IRS Data Retrieval Tool. This is the most
accurate way to complete the FAFSA, and it is less
likely you will have to provide proof to your attending
college of what you filed.
Extenuating Circumstances
The FAFSA does not take
extenuating circumstances.
into
If you are eligible to use the IRS Data Retrieval
Tool, then click Link To IRS to transfer your tax
return information from the IRS Web site into
your FAFSA. (Note: If you previously transferred
your tax return information from the IRS, or you
indicate that you filed your tax return electronically
within the last three weeks or through the mail
within the last eleven weeks, then the Link To IRS
button displays once you click the “View option to
link to the IRS” hyperlink.)
consideration
But What if there are Extenuating
Circumstances?
You would need to write to the Financial Aid Office of
each school explaining your situation.
If you are ineligible or otherwise choose not to
use the IRS Data Retrieval Tool to retrieve tax
information, your college may require a copy of
your IRS Tax Return Transcript (or your parents’
IRS Tax Return Transcript, if you are a dependent
student).
What is the CSS Profile?
The CSS Profile (or Profile) is administered through
the College Board (https://student.collegeboard.org/
css-financial-aid-profile) and is required by many
schools for non-Federal Aid. Unlike the free FAFSA,
you must pay to have it sent to each college.
To find out whether or not your school requires the
CSS Profile, you must check the college’s Financial
Aid website.
Watch Videos!
Before beginning the FAFSA or the CSS Profile, take
the time to watch whatever videos they suggest,
which are accessible from their home pages. It will
save you time in the long run.
More Financial Aid Information on next Page
9
College & Careers
of the colleges listed on your
FAFSA, add the additional
school codes, and submit the
corrections for processing.
FAFSA
Your Free Application for Federal
Student Aid (FAFSA) can list up
to ten colleges. Once you receive
your Student Aid Report (SAR),
you can make the information
available to more than ten
colleges through one of the
following options. Each option will
allow the college to receive an
electronic copy of your SAR, and
you will also receive an updated
SAR:
• Give the additional colleges
your Social Security Number,
name, and the Data Release
Number (DRN) from your SAR
so that they can add their
school code to your FAFSA
and receive an electronic copy
of your SAR.
• Call the Federal Student Aid
Information Center and have
them add the colleges for
you. When you call, you must
provide the DRN from your
• Click Login on the home
page and log in to FAFSA on
the Web. You will be given
the option to Make FAFSA
Corrections. Remove some
• If you have a paper SAR,
you can replace the colleges
listed on the SAR with other
colleges, and mail the SAR
back to Federal Student Aid.
Note that the paper SAR only
allows you to change up to
four colleges.
Note: If there are ten colleges
on your FAFSA, any new school
codes that you add will replace
one or more of the school codes
already listed.
SUNY Financial Aid Day -English Presentation
Saturday, January 24, 2015
SUNY Financial Aid Day -Spanish Presentation
Saturday, January 24, 2015
The program for parents and Seniors is designed
to answer questions and provide assistance
regarding the financial aid application, types of aid
available, the award process, and completing the
FAFSA (Free Application for Federal Student Aid.)
The program for parents and Seniors is designed
to answer questions and provide assistance
regarding the financial aid application, types of
aid available, the award process, and completing
the FAFSA (Free Application for Federal Student
Aid.)
Please pre-register. You will be sent a confirmation
letter or email message with program details
including program start time, parking information,
and schedule.
Please pre-register.
You will be sent a
confirmation letter or email message with
program details including program start time,
parking information, and schedule.
SUNY Center for Student Recruitment (CSR) (College of Optometry, Schwarz Theater)
33 West 42nd Street, Manhattan
To find the locations and register for English
language presentations, please visit:
http://
www.suny.edu/attend/events/event_detail.cfm?eid=1
42&etyp = ST U DE N T E VE N TS&mi nd t = 2015- 01- 24% 20
00:00:00.0&maxdt=2015-02-28%2000:00:00.0&etypid=1
To register:
http://www.suny.edu/attend/events/event_
registration.cfm?elid=890&etyp=Student&etypid=1
Opportunities
SAR or confirmation page.
Refer to the Help page for
contact information.
¡ GR A DÚAT E!
The Weekly Bulletin is a
collection of original material
and collected/adapted
information intended to keep
the LaGuardia Community
informed.
Una guía de ayuda financiera para el éxito
Dr. Mars, Principal
Mr. Moore, Teacher
Mr. Sommers, AP
Dr. Stricklin-Witherspoon, AP
Ms. van Keulen, AP
click here
M A Y O D E 2 0 14
Applies to Many La! Seniors
If I want to apply to more than ten
colleges, what should I do?
10
College & Careers
African American Heritage Committee 2015 Scholarship
Application Deadline: January 13, 2015
Each year the Queens Borough President’s African American
Heritage Committee awards scholarships to graduating high school
seniors pursuing a post-secondary education. Recipients receive
a monetary award for academic expenses. Applicants must be
Queens’ residents. Interested high school seniors should submit a
completed application with an official transcript of their grades by
5:00 p.m. on January 13, 2015. Transcripts must be submitted
separately via email to mmiller@queensbp.org or fax at: 718-2863134. Scholarship recipients will be notified by February 3, 2015.
http://www.queensbp.org/AAHCScholarshipApp
Bank of America Charitable Foundation’s Student Leaders®
Program
Application Deadline: January 31, 2015
BOA Charitable Foundation’s Student Leaders® Program is
accepting applications for the 2015 Student Leaders® program.
Since its inception in 2004, the Bank of America Student Leaders
Program has recognized more than 2,000 exemplary high
school juniors and seniors who have a passion for improving
their communities. The program helps students gain a greater
understanding of how nonprofits create impact in the community
and helps develop them as the next generation of community
leaders through two components: 1) An eight-week paid internship
in the summer of 2015 with a nonprofit organization selected by
the bank. This internship is designed to provide opportunities for
the students to develop and apply leadership skills through handson work experience, while raising their awareness of community
issues addressed by their Host Organization. 2) The week-long,
all-expense paid Student Leadership Summit in Washington,
D.C. from July 12-17, 2015. Conducted in partnership with the
Close Up Foundation, the Summit introduces students to aspects
of civic, social and business leadership and provides them with
knowledge and skills they will use throughout their life to create
positive community change. The application is open now through
January 31, 2015. Please click here.
College Scholarships for Italian Americans
Application Deadline: January 31, 2015
The Columbus Citizens Foundation’s College Scholarship Program
recipients receive a four-year scholarship to help underwrite the
cost of their college tuition. Students who are of Italian descent,
have a GPA of 85.0 or higher, and from households with financial
need where the total gross income does not exceed $25,000 per
capita are eligible. This opportunity is only for high school seniors
who will enter college as freshmen in the fall. The Columbus
Citizens Foundation Scholarship online application can be found
by clicking here.
NYU School of Engineering ARISE Program
The Center for K12 STEM Education at NYU School of Engineering is
now accepting applications for our third cohort of rising junior and
senior NYC high school students to participate in Applied Research
Innovations in Science and Engineering (ARISE), a free summer
research program in STEM disciplines. In addition to performing
authentic research while being mentored by a graduate student
and/or faculty member in an engineering, science or technology
lab on NYU’s campus, students are taught public speaking skills,
complete a presentation on their work, and learn about the history
and ethics of science and research. Some of the 53 students who
have completed the program continued their research into the
school year, co-authored scientific papers, attended professional
conferences, or entered STEM contests based on their work.
We are looking for:
•
•
•
•
•
New York City residents who are completing 10th or 11th
grade in June 2015.
Academically prepared, motivated students.
Applicants with a passion for science, technology, engineering
and math.
Students who will attend the entire program, full time, from
July 6, 2015 to August 21, 2015, and an orientation on June
29, 2015.
Responsible students who have demonstrated: an ability to
make and fulfill commitments, timeliness and persistence.
For more information: http://arise.poly.edu
11
The Harlem Youth Court Applications Available
The Harlem Youth Court is now accepting applications for our next
cohort. Youth ages 14-18 years old who reside in New York City
can apply to become Youth Court Members. Youth Court members
participate in an informative and fun eight week summer training
program where they learn about restorative justice and how the
justice system in NYC works. Teens learn to perform the functions
of the Youth Court by practicing the roles of judges, jurors,
community advocate, and youth advocate. Once trained, Youth
Court members will hear actual low-level juvenile delinquency
matters referred from courts, prosecutors, and schools. Members
earn a stipend during their term of service. The priority application
deadline is March 31, 2015. Don’t wait as these paid positions are
highly competitive! http://www.courtinnovation.org/how-join
Yale Young African Scholars Program
The 2015 Yale Young African Scholars programs will be hosted
by Yale University in two locations:
Rwanda: August 11 – 16
Zimbabwe: August 20 – 25
The Yale Young African Scholars Program is a high-intensity sixday program designed for African students who will graduate from
secondary school in 2017 or 2018, are 18 years or younger at the
time of the program, and have the talent, drive, energy, and ideas
to make meaningful impacts as young leaders, even before they
begin their university studies. The Yale Young African Scholars
Program is an official program of Yale University. Application
deadline is February 26, 2015. CLICK HERE for more information.
Yale Global Scholars Program
Session dates for summer 2015 are:
Politics, Law, and Economics (PLE)
June 23 - July 6
International Affairs and Security (IAS)
July 9 - July 22
(formerly known as Studies in Grand Strategy)
Science, Policy, and Innovation (SPI)
July 25 - August 7
An official Yale University program, participants in the Yale Young
Global Scholars Program for Outstanding High School Students
can expect an amazing summer experience studying in beautiful
campus lecture halls and classrooms, living in Yale’s historic
residential colleges, eating in award-winning dining halls, meeting
a talented community of fellow students, engaging with worldrenowned professors, and interacting with extraordinary visiting
practitioners. Don’t forget that the application for YYGS is
available online now! Please remember to complete and submit
your summer 2015 application to the program by February 26. All
materials, including letters of recommendation and school reports
(transcripts), must be submitted by the deadline. For program
information, visit http://globalscholars.yale.edu
Summer Arts Institute
Summer Arts Institute is a free, four-week arts program for New
York City Department of Education students. Held at Frank Sinatra
School of the Arts in Astoria, Queens, the SAI is administered by
the NYCDOE’s Office of Arts and Special Projects.
Students can major in dance, theater, instrumental music,
orchestral strings, vocal music, film, or visual arts. The program
is designed for students at an intermediate or advanced level of
study in their discipline. Summer Arts Institute offers a unique
opportunity for students to work with DOE arts specialists,
cultural organizations, and guest artists.
The daily schedule includes studio work and experiences with
professional artists. In the studios, students develop and improve
their technical skills and creative expression in their art form. Time
is dedicated to rehearsals, attending professional performances,
visiting arts venues and exploring careers. The Institute culminates
with an exhibition and performance showcasing the students’
work. Program Dates: July 6 – July 31, 2015. Applications due:
January 30, 2015. Student Auditions: Saturday, February 28 &
Sunday, March 01, 2015, at Frank Sinatra School of the Arts. For
more information, CLICK HERE
Semi-Annual Art Exhibit
Congratulations to the following students whose work was selected to appear in the Fall Semi-Annual Art Exhibit.
The exhibit appears both on the Mezzanine and in the Art Gallery.
SIENA ABAYAN
TESS ABBOT
LEILANI ABDUR RAZZAQ
MEAGHAN ACCARINO
AYDEN ACKERMAN
INGYIN AEIN
AMINA AKHMADEEVA
JASMIN ALI
KIARA ALMONTE
ALANE ALUNAN
VICTORIA ALVA
ARLY AMAYA
LUZ AMAYA
CHLOE AN
ALINA ANANYEVA
ZAIRE ANDERSON
AMANDA APONTE
JACQUELYN APOSTOLO
KELLY ARANGO
ASRA ASHAI
ANGIE ATTARD
ROSEANNE ATTIA
KAREN AU
EVELYN BAEZ
MAITREE BAIN
EPIFANIA BAJEMA
LILLIAN BAKER
SAYA BAKER
ALEKSANDRA BALYKOVA
GABRIELA BANDA
MOLLY BAUM
MUSAMMATH BEGUM
ILAN BELOKON
TAMAR BEN AMI
AMIT BEN BARUCH
KENNDRA BENOIT
EMRE BENOIT SAVCI
FAITH MARIE BERNARDO
MICHELLE BERNSTEIN
CHARLOTTE BESHERS
JULIA BIANCHI
THEODORA BICHI
ALIXE BIDDLE
ESME BLEECKER ADAMS
CYDNEY BLITZER
MIA BODAY
ALBERTO BONILLA
MIA BOULUKOS
URSULA BOWLING
ADELAIDE BOYD
MEGAN BOYLE
ADAM BROWN
ANNIE BURCEA
OCTAVIA BURGEL
SCYLER BYRNE
ALEXANDRA CABREJOS
DELIA CADMAN
KIANA CAINES
DENISE CALUNGSOD
NICOLE CALERO
MAY CALLIS
OONAGH CARROLL WARHOLA
ROBERT CARTER
ASHLEY CHAN
KIMBERLY CHAN
SHARIS CHAN
SHARON CHAN
CLAIRE CHANDLER BLOMST
ALEXANDRA CHANG
RACHEL CHEANG
LILLIAN CHEEVER
GRACE CHEN
LE YI CHEN
SALLY CHEN
SHAN CHEN
SHIRLEY CHEN
CINDY CHEUNG
EMILY CHIN
ERICA CHOW
ALEXIA CHRISTOU
MATTHEW CHU
VICTORIA CID
VICTORIA CLARKE
HAILEY COFFEY
TAYLOR COLWELL
SANDRA COHEN ALPERT
NINA COLETTA
LAUREN COLLINS
MAYTE CONLAGO PAEZ
DIANE CONTRERAS
CHOLENA COOK
SKAIE COOPER
AMARA COPELAND
MATILDA COPPENGER
HEIDY CORDERO
IVETTE CORTEZ
HARRISON COURTNEY
KRISTIE-ANNA COVACI
ISABELLA CRAFT
CAROLINE CRAIG
CLARA CREAVIN
MATTHEW CRISSON
SHANNON CRUTCHFIELD
ESME CUOCO
AIDEN CURTISS
LAURA DABALSA
EMILIA DABROWSKA
SIMOII DALGETTY DOUGLAS
KHALIA DANGLAR
ELIZABETH DANNA
JUAN PAOLO DEBORJA
COLLIN DELOACH
AMOS DEMARTINO
SOLOMIYA DEMBITSKA
AVA DENNIS
MAXINE DERRICK
ZOE DESCOTEAUX
ARIEL DEUTSCH
RACHEL DITOMMASO
ALEXANDRA DUDKIN
TANDRILA DUTTA
JAHVAUGHN DYER
LIA EISENSTADT
CHRISTIAN ELDRIDGE
ALIKA FELDMAN
HUI LIN FENG
PAMELA FERMIN
CIDNEY FERNANDEZ
JOLENE FERNANDEZ
JULIA FERNANDEZ
SKYLAR FERNANDEZ
VICTORIA FERNANDEZ
CHRISTINA FIDLER
OLIVIA FIELDS
RUBY FINE
STEPHANIE FINTZ
NATASHA FISHELSON
OMAR FLORES
FLORENCE FONG
CHARLOTTE FORCE
SABRINA FRAIDENRAICH
ANNA FRANTS
SYLVIE FREEDMAN
LUCY FUNG
VLADEMIR GADIR
SAMANTHA GALLAGHER
RILEY GALLEGOS
PILAR GARCIA
SILVIA GARCIA NEVADO
GABRIELA GARCIA VALLEJO
ALBAN GASSER
LAUREN GATTA
CAROLINA GAZAL
SERENA GEZMER
ROWAN GHANEM
NAHALL GHODSI
MAYA GHORPADE
TAISS GHULIANI
ATHENA GIL
CLARA GILLIGAN
SAMUEL GLASS
MARIA GLAZOMITSKAYA
OLIVE GODLEE
ISABELLA GOMEZ
AFILANDRA GONCALVES
ELIZABETH GONCHAROVA
JULIA GORLOVETSKAYA
ANOUK GRANDITS
NICHOLAS GRAZIOLO
MAYA GREENBERG
VICTOR GROSSMAN
AMY GUAN
VINCY GUAN
YUVAL GUETTA
JERICK JOHN GUIMALAN
KAIYING GUO
NICOLE GURELI
NAOMY GUZMAN
SERENA HALE
MIKAYLA HALPERN
NATALIE HALPIN
ERICA HAN
RESHMA HAQUE
NAOMI HASAN
ALICE HENNESSY
SARA HILANY
AVA HILL
ALAYNA HO
SEBASTIAN HODGE
RICHARD HOOD
AZARIA HORTON
NATALIYA HRYTSIV
BRIAN HSIEH
MADISON HU
AMELIA HUANG
HEATHER HUANG
HUI YING HUANG
IRIS HUANG
KAITLYN HUI
GEORGIA HUMPHRIES
ADRIANA HUNG QIN
MAX HUSTEN
CHLOE IFILL
SHEYLA INTRIAGO
KIE JACOBSON
DAZNE JAMES
CALISE JIN
SHIYONG JIN
CYDNII JONES
RYAN JONES
JANET JUAREZ
MAYA JUDOVITS
LAUREN JUNIO
FATIME KABAKCI
TUNAZZINA KAIJAR
MAGGIE KAM
MAI KAMIO
KIT YEE KAN
DAHAN KANG
CHRISTIN KARAM
DAHEE KEUM
EMIN KHANANAYEV
MIRA KHEYMAN
SHANJIDA KIBRIA
CLARA KIM
MINNA KIM
YEON SU KIM
AYA KNEITNER
EMMA KOELLN
CATRINA KOKKORIS
ALEXANDRIA KOLTUNOV
XIAO TONG KONG
YI KONG
MARIA KOROLKOVA
MARIA KOSENOK
LUKE KRATSIOS
JESSE KRIM
FIONA KRUGOLETS
RYO KUREBAYASHI
SOPHIA KWAN
MAGGIE KWONG
CATHERINE LABARCA
ANTHONY LAH
CHRIS LAH
BRANDON LAM
MELISSA LAMAR
BEATRICE LANDAU
NATALYA LANDGRAF
ARKEEM LAVILLE
LISBETH LAZALA
CHRISTIANNE LEE
SEONG EUN LEE
12
SUNGBIN LEE
NINA LEHRECKE
MOLLIE LEIBOWITZ RABIN
MATTHEW LESHCHINSKY
ALLISON LEUNG
WESTINE LEUNG
RIMMA LEVINA
LEAH LEVINE
CHANEL LEE
ISABEL LEVIT
ADINA LEVY
RUTH LEVY
ALLY LI
IVY LI
LUOYING LI
MICHELLE LI
JESSICA LIANG
CRYSTAL LIM
GAHUN LIM
ALICE LIU
SERINA LIU
ALICE LO
FLAVIA LOBATO
ASHLEY LOO
CRISTINA LOUKOPOULOS
ARDELIA LOVELACE
MICHELLE LOW
JOLENE LOWER
RUBY LOWERY
JAMES LU
KRISTINE LUI
CHRISTOPHER LUM
SELMA LUNDSTROM
BRIAN LUONG
SYDNEY LYTE
JIAYI MA
ZOE MACHE-ASHUAH
MARGARET MACHLAN
SARAH MACKEN
EMILY MAI
CARLA MAISONET
MAEVE MAJCHERHARTNETT
JESSICA MALLECK
MARIANNA MAMAK
SABINA MAMEDOVA
OLIVIA MANNA
NATHALIA MARIANO
CHRISTINA MARIN
KIMBERLY MARRERA
KEREN MARSHALL
MARIANNA MARTINEZ
JULIA MATSUMOTO
MAME DIARRA MBOUP
ALLISON MC FALL
ERICA MCGLOIN
MARCUS MCGUIRE
KIAN MCKEOWN
HALLE MCMAHON
ALEGRA MCSWEENY
MEI MEADOW
KAIRA MEDIRATTA
YAHILIN MEDRANO
ANGIE MEERZOUMEN
MANUELKIS MEJIA POCHE
ADELINA MEKULOVIC
MARIE MELENDEZ
JULIA MENDYK
LILE MERRELL
ROCCO MICHELUS
MORGAN MILLEN
SOBNOM MIMI
GABRIELLA MOCHENIAT
TERESA MOK
OLIVIA MOLE
SUMIYA MONAF
MARIANNE-DAINE MONTECILLO
ANEURIN MOODY
EROFILI MORAITI
BRENDA MORALES
NINA MORAN
ASHLEY MORENO
GRETA MORI
ALANA MOSESSON
ANNA MOURA
Semi-Annual Art Exhibit
KAHTIA MOYOTL
MARQUISE NAIPAUL
SOPHIE NAUMAN
SIMON NEGRAO
ANNABEL NEWMAN
HENRY NEWMAN
CARINA NG
EUNICE NG
LAUREN NG
MADELEINE NG
VICTORIA NG
NANYAMKA NOEL
EWA NOWOGORSKI
RAINIER NUNEZ
VICTORIA NYARKO
COLLETTE O BRIEN
JACK OCONNOR
NATALIA OLEDZKA
CLAUDETTE OLIVARES
SOPHIA OLSON
OLIVER ONSUM
OGDEN OPHEIM
RUBY OREILLY
ERIK ORTEGA
LUIS ORTIZ
MORIAH ORTIZ
MOMOKO OTANI HUDES
MARIA OVSEPIAN
LAUREN PAGANUCCI
MIKAELA PAIK
NADYA PALLAK
MARILIN PANTOJA
MADISON PAREDES
REBECCA PARK
EMMA PASSY
EMMA PATTERSON
KATHERINE PAUL
LEXI PAULINO
DAYANN PAZMINO
EMMA PELTZER
QIAO SHAN PENG
ALONDRA PEREZ
KELLY PEREZ
ROSAMOND PERRON KANIECKI
DANIELLA PERSAUD
BEATRICE PEVZNER
JENNI PIETROMONACO
HANNAH PINEDA
LILY PISANO
CHLOE PITKOFF
ANABEL POLIN
SARA PORE
NICHOLAS POTOSKIE
CHRISTIAN POWELL
EMMA POWELL
AUSRA PRANEVICIUS
DARYA PROSYANNIKOVA
ISABELLE PROTEASA
HECTOR PRUDHOMME
KYRA QIU
ISABELA QUIAMBAO
BRENDA QUINTUNA
HANNAH QUIRK
MIRZA RADONCIC
RADHIA RAHMAN
JULISSA RAMIREZ
KARLA RAMIREZ
ANN REGAN
TOMAS REIMER
MARIANA REISACHER
VALERIE REYNOSO
JOSHUA RICKMAN
DAVID ROBERTS
GABRIELLE ROBINSON
RIEKO ROBINSON
ALMA RODRIGUEZ
REMY RODRIGUEZ
AIDAN ROGERS
SASHA ROJAS
VALENTINA ROJAS
GABRIELLA ROSEN
DEIRDRE ROUSE
JETMIRA RRACI
AJANI RUSSELL
MIRIT RUTISHAUSER
KYMBERLIE SACHS
TANYA SADOWSKI
MAYO SAJI
NICOLE SAMBAT FRANCISC
EMILIANO SANCHEZ
KARLA SANLUIS
JOHN JAMES SANTIAGO
MARTINA SANTOS
ANDREW SAPINI
KIM SAIRA SARTE
RACHEL SASSONE
SIMONE SCHNEEBERG
LAUREN SCHREMPP
TALLULAH SCHWARTZ
TYLER SCOTT
MALIK SEALY
ALLISON SEAMAN
JOANNA SEIFTER
UGYEN SELDON
NAJAH SENIOR ANDERSON
MONICA SEROICZKOWSKI
TENGKU HANA SHAFIKAH
EMILY SHAPIRO
OLIVIA SHERMAN
ALISON SHERPA
CAMILLE SHIMSHAK
HARUKA SHIRAKI
DEBRA SHTEINBERG
YSABEL SIMON
LEA SIMONIELLO
ANNA SMETANA
MADELAINE SMITH
DONGJOON SO
ANNA SOKOLSKAYA
DIANE PATRICIA SONGCO
CHELSEY SOSA
TALIA SPIELHOLZ
ZOE STEINBERG
JODI STERLING
SHANE STOCK
OLIVIA STONE LEMBERG
SASCHA STRAKER
JEAN SUH
KEVIN SUKHER
TABINA
BREYONNA SYLVESTER-ROBIN
ADRIANA TABOADA
EVAN TAM
MAYUMI TAN
MELANIE TAN
AMY TANG
BRENDAN TANG
YOHANNA TAVARES
ANA TEJEDA
MARIEL TEPPER
JAYNE THOMPSON
CASEY TIN
MELODY TO
LILA TRIBE
STINA TROLLBACK
STEVEN TRUONG
MICHELLE TSANG
FLORA TSE
LAUREN TSE WALL
LE FAN TU
MICHELLE TU
REBECCA TURBEE
BRIGITTE UGARTE
ERIKA URGILES
THEODORE VAMOS
ALEJANDRO VARELA
JORGE VARGAS
ANNA SOFIA VASILENKO
MELISSA VASQUEZ
GABRIELLE VAZQUEZ
NIKOLA VENGLAROVA
JEREMY VERA
13
RALPH VIBAR
JENNIFER VILLA
CYNTHIA VILLAMIL
IVAN VUCKOVIC
VERA WAHLQUIST
MICOL WAJSKOL
STEPHANIE WAN
AUGUSTINA WANG
JENNIFER WANG
YIZHOU WANG
SPENCER WOLF
BONNIE WONG
ERICA WONG
MARCIA WONG
KATHY WU
CAROLINE XIA
LUCY XU
KARYNA YANOVSKA
DEBORAH YAU
MAGGIE YAU
LING YE
NICOLE YEE
CLARA YOON
HYUN JI YOON
NIKKI YU
SHIYI YU
STEPHANIE YU
WANLIN YU
JIAYAN YUAN
NANCY YUAN
ANJALI ZACHAROPOULOS
THEODORA ZAIMIS
MAFTUNA ZAKIROVA
ARMAN ZAMANZADEH
KEANNA ZELIKOVSKY
ANNA ZENG
JIAWEN ZENG
DONA ZHANG
JASON ZHANG
TING TING ZHANG
OLIVER ZHAO
SHUJUAN ZHAO
ALICE ZHENG
QUEENA ZHENG
TIFFANY ZHENG
YAN ZHENG
YIN ZHENG
SANDY ZHOU
EVA ZHU
LING ZHU
EMILY ZIMMERMAN
WENDY ZOU
MOHAMMED ZUBAIR