table of contents - Maplebrook School

Transcription

table of contents - Maplebrook School
TABLE OF CONTENTS
THE MAPLEBROOK STUDENT������������������������������������������������������������������������������������������������������������������������1
MISSION AND GOALS���������������������������������������������������������������������������������������������������������������������������������������1
THE ACADEMIC PROGRAM����������������������������������������������������������������������������������������������������������������������������2
Maplebrook School Diploma�������������������������������������������������������������������������������������������������������������2
Individual Education Plan Diploma������������������������������������������������������������������������������������������������3
Certificate of Attendance�������������������������������������������������������������������������������������������������������������������3
GRADES�����������������������������������������������������������������������������������������������������������������������������������������������������������������3
REPORTS����������������������������������������������������������������������������������������������������������������������������������������������������������������3
ATTENDANCE�����������������������������������������������������������������������������������������������������������������������������������������������������4
TUTORIALS�����������������������������������������������������������������������������������������������������������������������������������������������������������4
STUDY HALL��������������������������������������������������������������������������������������������������������������������������������������������������������4
ACCREDITATIONS����������������������������������������������������������������������������������������������������������������������������������������������4
ADMISSIONS��������������������������������������������������������������������������������������������������������������������������������������������������������5
FINANCIAL AID��������������������������������������������������������������������������������������������������������������������������������������������������5
I-PAD PROGRAM�������������������������������������������������������������������������������������������������������������������������������������������������5
ACADEMIC PROGRAM COURSE DESCRIPTIONS�������������������������������������������������������������������������������������6
COMPUTER SKILLS��������������������������������������������������������������������������������������������������������������������������6
ENGLISH���������������������������������������������������������������������������������������������������������������������������������������������6
HEALTH�����������������������������������������������������������������������������������������������������������������������������������������������7
HOME ECONOMICS – FOODS�������������������������������������������������������������������������������������������������������7
MATHEMATICS���������������������������������������������������������������������������������������������������������������������������������7
CAREER DEVELOPMENT AND OCCUPATIONAL STUDIES��������������������������������������������������9
READING��������������������������������������������������������������������������������������������������������������������������������������������9
SCIENCES��������������������������������������������������������������������������������������������������������������������������������������������9
SOCIAL STUDIES�����������������������������������������������������������������������������������������������������������������������������11
TUTORING����������������������������������������������������������������������������������������������������������������������������������������11
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ELECTIVE COURSES�����������������������������������������������������������������������������������������������������������������������������������������12
HISTORY OF ART�����������������������������������������������������������������������������������������������������������������������������12
MUSIC APPRECIATION�����������������������������������������������������������������������������������������������������������������12
INTERPERSONAL RELATIONSHIPS�������������������������������������������������������������������������������������������12
JOURNALISM�����������������������������������������������������������������������������������������������������������������������������������12
ART�����������������������������������������������������������������������������������������������������������������������������������������������������12
PERFORMING ARTS�����������������������������������������������������������������������������������������������������������������������13
THEATER ARTS��������������������������������������������������������������������������������������������������������������������������������13
YEARBOOK���������������������������������������������������������������������������������������������������������������������������������������13
TWO-DIMENSIONAL ART������������������������������������������������������������������������������������������������������������13
SCHOOL SERVICES�������������������������������������������������������������������������������������������������������������������������������������������13
ENRICHMENT ACTIVITIES����������������������������������������������������������������������������������������������������������������������������13
R.I.S.E. PROGRAM���������������������������������������������������������������������������������������������������������������������������������������������14
NORTHEAST COLLEGIATE INSTITUTE (NCI)�������������������������������������������������������������������������������������������14
MAPLEBROOK SCHOOL PROFESSIONAL STAFF�������������������������������������������������������������������������������������15
HEAD OF SCHOOL / CEO������������������������������������������������������������������������������������������������������������15
ADMINISTRATION�������������������������������������������������������������������������������������������������������������������������15
ACADEMIC / RESIDENTIAL LIFE����������������������������������������������������������������������������������������������16
FACULTY / STAFF���������������������������������������������������������������������������������������������������������������������������16
MAINTENANCE STAFF�����������������������������������������������������������������������������������������������������������������18
NURSING STAFF������������������������������������������������������������������������������������������������������������������������������18
OFFICE STAFF����������������������������������������������������������������������������������������������������������������������������������18
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THE MAPLEBROOK STUDENT
Each student is a unique individual, with patterns of strengths and weaknesses combining to
form an individual learning style. Many students arrive at Maplebrook with skills too weak to allow
success in high school or post-secondary education. Others are ready for high school level academics,
but learn best in a setting recognizing their particular learning styles and strengthening their specific
academic skills.
Some students have particular difficulty with mathematics, while others find written composition
extremely challenging. Some find organizational skills confusing, while others may have difficulty in
reading. Some are proficient in oral expression, but experience a lack of success in putting their thoughts
into writing.
The student body at Maplebrook reflects this diversity. They arrive with a wide variety of learning
differences and leave with a defined set of skills enabling them to better participate within our complex modern society. In recent years, graduates have attended colleges such as Beacon College, Lesley
College, Dutchess Community College, and Mitchell College. Others have attended post-secondary
training programs to further their knowledge and skills in various areas of career education. Still others
have entered the world of work in occupations related to construction, food services, health care, office
services, and retailing.
Maplebrook students are diverse in other respects as well. They range in age from 11 to 19 and
come from all over the United States and several foreign countries. They possess talents in drama, music, and sports; and interests ranging from chess to environmental issues. Our student body consists of
approximately the same number of boys and girls, reflecting society as a whole.
Students at Maplebrook are diverse, but within a short period of time they share a common goal:
to overcome their difficulties. Our carefully crafted academic and social programs are designed to enable
each individual student’s success.
MISSION AND GOALS
The mission of Maplebrook School is to provide quality academic programs for youngsters with
learning differences, and/or who may exhibit a learning disorder. Through small-group and individualized instruction, the student will be assisted in reaching his/her academic, social, vocational, and
physical potential. In addition, the caring, supportive and home-like environment provides the necessary experiences to allow youngsters the opportunity to assume a more independent role in society.
More specifically, the goals of Maplebrook School are to:
1. Provide an academic curriculum designed to enhance strengths and remediate
academic weaknesses.
2. Provide an environment where the student develops self-awareness and social skills to
participate appropriately in the community.
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3. Provide a setting where the student develops a peer-support system consisting of
companionship, friendship, and support.
4. Offer a wide variety of structured and non-structured physical activities designed to assist
the student in the areas of health care, physical fitness, and sportsmanship.
5. Offer career education in occupational and vocational fields designed to provide job training
for immediate or future entry into more advanced career training programs
and/or employment.
6. Provide life-skills education to assist the student in acquiring independent living skills.
7. Facilitate the acquisition and understanding of universally accepted moral principles.
8. Provide direction to parents to assist them in planning future opportunities for their children.
THE ACADEMIC PROGRAM
Since Maplebrook students enter with diverse academic backgrounds and skills, the school offers
several levels of academic achievement towards which each student may strive.
MAPLEBROOK SCHOOL HIGH SCHOOL DIPLOMA REQUIREMENTS
The Academic Dean of Maplebrook School may award a Maplebrook School High School Diploma
in recognition and in honor of a student’s outstanding scholastic achievement, as demonstrated by the
successful completion of the requirements outlined below.
1. The student must have attended Maplebrook School for a minimum of 2 full years.
2. The student has achieved the educational goals specified in his/her Individual
Educational Plan in effect during the school year in which such diploma is awarded.
3. The student has attended school for at least 13 years.
4. Students are required to obtain 22 credits as follows:
English 4 Units
Science* 3 Units
Social Studies 4 Units
Health Education ½ Unit
Mathematics 3 Units
Physical Education/Sports 2 Units
Arts 1 Unit
Electives 4 ½ Units
*One unit of Science must include Technology
5. Students will have to achieve a minimum Grade Equivalent Total Score of 8 g.e. on the
Terra Nova Standardized testing, which is administered each year in April.
6. Students must pass the Maplebrook School comprehensive cumulative exams (MCE)
for the following subjects: Math, Reading, and Writing.
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MAPLEBROOK SCHOOL IEP DIPLOMA REQUIREMENTS
1. The student must have attended Maplebrook School for a minimum of 2 full years.
2. The student has achieved the educational goals specified in his/her Individual Education
Plan in effect during the school year in which such diploma is awarded.
3. The student has attended school for at least 13 years.
4. Students are required to obtain 22 credits as follows:
English 4 Units
Science* 3 Units
Social Studies 4 Units
Health Education ½ Unit
Mathematics 3 Units
Physical Education/Sports 2 Units
Arts 1 Unit
Electives 4 ½ Units
*One unit of Science must include Technology
GUIDELINES FOR GRANTING THE CERTIFICATE OF ATTENDANCE
In some cases a student may be recommended for “graduation” because they need a different
program and not because of any listed criteria. In this case a Certificate of Attendance is awarded.
GRADES
Maplebrook School uses a numerical grading system in order to assess the academic progress
of students in various coursework. The grades and descriptions are as follows:
90 – 100 Excellent
80 – 89 Good / Above Average
70 – 79 Average
60 – 69 Satisfactory, but below average
59 and Under Unsatisfactory / does not earn credits
P Pass
F Fail
REPORTS
All students attending Maplebrook School have an Individualized Education Plan (IEP) developed to assist in their academic growth. The IEP’s, grades, and other reports are distributed eight
times over the course of the school year following the schedule listed:
August - Summer Program Report November - Report Card
April - Report Card
September - IEP’s developed
December - 1st Progress Report
October - IEP’s distributed
January - Report Card
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April - 2nd Progress Report
and Standardized Tests
June - Report Card
ATTENDANCE
Research shows that the three building blocks for school success are attendance, attachment, and
achievement (National Center for School Engagement). Students should want to come to school, and
they are more likely to become engaged when: 1) they have positive relationships with school personnel;
2) welcoming school climates exist; 3) school-based supports and resources are available; and 4) they
feel safe because issues of bullying and student harassment are effectively addressed. Strong attendance
and attachment are essential prerequisites for achievement.
Excused Absence
An excused absence is based on a serious illness (Doctor’s note required), death in the immediate
family, recognized religious holiday, doctor/dentist appointments that are approved by the Academic
Dean, Principal, or Dean of Students. Faculty/staff will provide information and time to complete work
missed because of an excused absence.
Unexcused Absence
An unexcused absence is when the absence does not meet the conditions for an excused absence.
Examples of unexcused absences include family vacations, weddings, graduations, and the like. A student is obligated to contact other students to ascertain what work was missed because of an unexcused
absence. It is the student’s responsibility to complete missed classwork and homework.
Doctor/Dentist and other appointments should be scheduled by parents during the vacations
breaks when the child is at home.
TUTORIALS
Individual and small group tutorials are a major feature of the academic program at Maplebrook
School. The purpose of the tutorial is to give individualized assistance to each student. All tutorials are
conducted by trained faculty members who understand the student’s individual learning style. Tutorials are considered a course and attendance is mandatory.
STUDY HALL
Developing good organizational skills and study habits is a primary teaching goal at Maplebrook
School. Study hall is considered a course and is vital to a student’s progress. Study hall is supervised
by trained faculty members who are available to assist students requiring additional help.
ACCREDITATIONS
Maplebrook is a New York State registered high school. It is accredited by the New York State Association of Independent Schools and Middle States Association of Colleges and Schools.
Maplebrook belongs to the following Professional Organizations:
• American Society for Curriculum and Supervision
• Middle States Association of Colleges and Schools
• Council of Religion in Independent Schools
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• National Learning Disability Association
• New York State Association of Independent Schools
• Independent School Health Association
• Children and Adults with Attention Deficits
• Association for the Advancement of International Education
In addition, the school obtains journals and shares membership benefits through individual
memberships in the following organizations that do not have institutional members:
• American Psychological Association
• Council on Exceptional Children
• New York State School Psychological Association
ADMISSIONS
TO APPLY: Candidates wishing to apply for admission to Maplebrook School should complete
the following steps:
1. Request an application form by contacting the Admissions Office at (845) 373-8191.
2. Complete the application and submit copies of a current (within the last three years)
psycho-educational evaluation documenting a learning difference and/or records from
other professionals that help clarify present learning challanges. This data should include:
a. Current assessment of intelligence preferably the Wechsler Intelligence Scale for
Children or Wechsler Adult Intelligence Scale, complete with sub scores.
b. Academic achievement data, preferably the Woodcock-Johnson Test of
Educational Achievement.
3. Any medical/social report containing information necessary for the student’s well-being.
4. All transcripts from previous schools.
Upon receipt of the above, the candidate’s records will be reviewed and appropriate candidates
will be invited for a personal interview and tour of the school. The Admissions Committee then reviews
the application and makes recommendations to the Head of School / CEO.
FINANCIAL AID
Maplebrook School determines financial aid based on the information provided by the School
and Student Scholarship Service. All financial aid awards are based on the financial needs of the family.
Interested parties should contact the Admissions office for an application. All requests must be submitted prior to March 1.
I-PAD PROGRAM
In order to enhance academic learning, students will have iPads provided by Maplebrook School
for use in their academic classes and study halls. The iPads may not be taken out of the school building,
and will be used only for academics.
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ACADEMIC PROGRAM
COURSE DESCRIPTIONS
COMPUTER Skills
The Computer Skills Curriculum is designed to instruct students in basic computer applications that
can be applied to their current and future academic/vocational goals. The following classes are offered:
Word Processing/Keyboarding – The student gains a general knowledge of the computer and
Internet, develops the ability to use word processing and masters keyboarding skills.
Computers and You – The student gains a general knowledge of how to use the computer for
day-to-day applications in areas such as: Internet, spreadsheets, data bases, online shopping,
and banking.
Desktop Publishing – The student gains knowledge in the desktop publishing and
digital camera techniques.
Multimedia Presentations – The student gains knowledge of multimedia software to create
multimedia presentations.
Web Site Authoring – The student gains knowledge of Web sites and Hyper Text Markup
Language code by creating his/her own Web site and Web pages.
(All Classes 1 Unit)
ENGLISH
The English curriculum is designed to teach the student how to develop skills in listening and speaking, writing, penmanship, and spelling. A variety of multi-sensory techniques are utilized based on the
student’s learning style. Students write sentences, paragraphs, compositions and essays using their own
ideas and personal experiences. The English curriculum consists of four levels as outlined:
English I: is designed to instruct the student in the fundamental concepts of listening and speaking
skills using correct grammar in building sentences. An intensive focus is placed on vowel sounds, initial
and final blends, digraphs, and essential spelling rules. Emphasis is on handwriting skills to improve
legibility, formation, and spacing. Writing skills are developed by personal feedback and experiences as
well as informal letters. In addition, students are instructed to write fictional stories, poetry, and directions. (1 Unit)
English II: expands the student’s listening and speaking skills with group discussion, critical thinking,
problem-solving skills, interpretation of non-verbal cues, and various forms of evaluation techniques.
The correct use of grammar in sentences and paragraphs in composition is introduced. Students are
instructed to write letters, words, and sentences from dictation. Composition writing includes narratives, critical essays, business letters, book reports, advertisements news articles, and poetry. (1 Unit)
English III: includes maintenance and practice of skills learned at Level I and II with the addition
of deductive essay writing, character studies based on literature, research reports, book reviews, and
editorials. (1 Unit)
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English IV: is structured to reinforce and refine mastered achievements learned in previous levels.
New composition skills are blank verse poetry and sonnets. Also introduced are: scripts adapted from
literature, the use of humor in writing, term papers using research, speech writing, literary analysis,
book reviews, and argumentative essays. (1 Unit)
HEALTH
The health educational curriculum exposes students to a variety of topics which include basic principles of human growth and development, emotional health, nutrition, environmental health, family
life education, diseases and disorders, consumer health, and healthful life styles. These topics are taught
within a framework that focuses on skills and competencies that are necessary throughout life for health
maintenance and promotion. (.50 Unit)
HOME ECONOMICS - FOODS
Nutrition: The areas covered include the specific nutrients found in each food group and their function in the body; calories and their relation to weight gain, loss, and maintenance; and the interpretation
of nutritional labeling. The student learns to prepare nutritious snacks and methods of food preparation
that should be used to ensure retention of the nutrients in specific foods. (.50 Unit)
MATHEMATICS
Math I: is designed to teach fundamental mathematic skills in numbers and numeration, addition,
subtraction, multiplication, and division of whole numbers; introduction to fractions, decimals and
percents; money, time, and measurement skills; and problem solving. The course provides the student
with a solid mathematical foundation from which to pursue an academic or functional mathematical
tract. (1 Unit)
Math II: reinforces the fundamental mathematical skills of Math I in addition to graphs, charts,
tables, and maps. The course provides the student with a solid foundation from which to pursue an
academic or functional mathematical tract. (1 Unit)
Math III: is a survey course of functional math skills to maintain and use fundamental mathematical
skills, particularly fractions, decimals, percents, and pre-algebra. Emphasis is placed on the relevancy of
math to occupations and independent living skills. The student builds a solid foundation from which
to pursue an academic or functional mathematical tract. (1 Unit)
Math IV: is a survey course of functional math skills building on the knowledge and skill in Math
II. The course continuing to maintain and use fundamental mathematical skills, particularly fractions,
decimals, percents, ratios, proportions, pre-algebra, and geometry. Emphasis is placed on the relevancy
of math to occupations and independent living skills. The student builds a solid foundation from which
to pursue an academic or functional mathematical tract. (1 Unit)
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Math V: Algebra. Coursework prepares the student for pursuing further academic education, vocational training, and/or test-taking skills that require algebra. The student is taught fundamental algebra
and learns to apply algebraic skills to real life situations. (1 Unit)
Math VI: Geometry - The study of measurement (distance, area, and volume) and the relationships
of lines, angles, plane figures, and solid figures. The student learns the relevancy of geometric skills
used in many occupations today and how to apply them to real life situations. (1 Unit)
Math Transactions 1: is designed to teach functional mathematical skills in numbers and numerations of whole numbers, fractions, and decimals; addition, subtraction, multiplication, and division of
whole numbers, fractions and decimals; concepts of percents, computation involving percents, and the
functional application of percents; opportunities to develop problem-solving strength; use manipulatives to work towards a greater level of abstraction; opportunities for students to become a community
of active learners; proficiency with English mathematical language by providing opportunity to listen,
speak, read, and write. The consumer mathematical topics will be; income, saving accounts, checking
accounts, planning a budget, consumer credit, purchasing a car, taxes, and investments. (1 Unit)
Math Transactions 2: is a functional math course designed to teach, review, and add to the skills and
concepts taught in Math Transactions 1. Math Transactions 1 is not to be a prerequisite to Math Transactions
2. The topics to be studied are earning money, take-home pay, budgeting, personal banking, becoming an
informed shopper, making a purchase, buying food, transportation, and housing. (1 Unit)
Financial Skills: is a comprehensive review and study of computer and consumer math skills that
apply to both personal and vocational business opportunities. This course is constructed around “real
life situations” of an adult in the world. Practical skills in on-line shopping, finances, taxes, budgeting,
and banking using the computer will be covered. Prerequisite: One year of Computer Class. (1 Unit)
Integrated Mathematics: Integrated Mathematics I, Integrated Mathematics II, and Integrated
Mathematics III are a part of a three year program that teaches the same mathematical topics such as
contemporary Algebra I / Geometry / Algebra II / sequence. The difference is in the organization of
the content. Algebra and Geometry are taught in each of the three years. In addition, topics such as
logical reasoning, measurement, probability, statistics, discrete mathematics, and functions are interwoven throughout the year. (1 Unit)
Pre-Algebra: Pre-Algebra I and Pre-Algebra II are designed to teach fundamental mathematical
skills in numbers and numerations of whole numbers, fractions, and decimals; addition, subtraction,
multiplication, and division of while numbers, rational numbers, decimals, and integers; ratios and
proportions; concepts of percents, computation involving percents, and the functional application of
percents; basic algebra and geometry; opportunities to develop problem-solving strengths; use of manipulatives of active learners; proficiency with English mathematical language by providing opportunities to listen, speak, read, and write. (1 Unit each)
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Career Developement and Occupational Studies
Occupational skills class focuses on teaching the student basic information in the areas of job search, job
application, job interview, job-related behavior, and workers’ pay and benefits. Activities such as using the
help wanted ads, completing various local application forms, role playing, interviews, and visiting the New
York State Department of Labor increase the student’s knowledge of necessary job skills, appropriate jobrelated behavior, and sources available for assistance. Oral reading exercises and group discussion of current
work experience vocabulary, listening, and language skills are also included. By following the job search
and job application procedure the student increases awareness of his/her current job skills, job interests, and
qualifications for certain job titles. (2 Units)
READING
Students are taught to improve word recognition, reading comprehension and fluency in oral /
silent reading, utilizing multi-sensory techniques. Students read selected novels, plays, and poems.
Written book reports and oral presentations are assigned throughout the year. Students are grouped in
accordance with their reading competencies. (1 Unit)
• Wilson Reading - Decoding
• Reading Plus - Comprehension
• Reinaissance Reading - Comprehension
• STAR - Assessment
SCIENCES
The Biology courses present fundamental functional concepts and skills of life science clearly and
logically. Students have numerous opportunities to discover how science relates to their everyday
lives by gaining information about micro-organisms, the human body, plants, animals, the environment, and ecology. Students develop and improve science vocabulary, content area reading skills, and
problem-solving skills. Thinking skills are developed and refined as students observe, compare, classify,
hypothesize, infer, and predict. The courses include many hands-on and laboratory experiences for the
students.
Biology I and Biology II
Biology I: consists of five major topics: The Cell and Its Properties, Biological Building Blocks,
Human Body Systems, Animal Life, and Ecology. (.50 Unit)
Biology II: consists of four major topics: Micro-organisms, the Human Body Physiology, Plant Life
and Environmental Conservation. (.50 Unit)
Earth Science I and II: present fundamental functional concepts and skills of earth science clearly and
logically. Students have numerous opportunities to develop critical thinking skills through activity-based
inquiry-oriented instruction. Students discover the relationship of science to everyday life as they gain
information about the earth and its relationship to the entire solar System. (.50 Unit)
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Students develop and improve vocabulary and reading skills. Problem-solving and critical thinking
skills are developed and refined as students predict, observe, compare, classify, measure, communicate,
and interpret science data. Students are encouraged to develop an inquiring mind, as they go beyond
impulsive conclusions. They learn to consider alternative solutions to problems; thereby gaining valuable skills that relate to other problem-solving situations in later life.
Physical Science I (A): involves three major topics:
(A) The Earth and the Solar System – The student studies the sun and other stars, planets,
the moon and other satellites, gravity, revolution, and rotation and space exploration.
(B Climate and Weather – The student gathers information about the atmosphere, seasons
and climate, the water cycle, clouds, precipitation, temperature, humidity, and storm types.
(C) The Earth’s Surface – Studies include the characteristics of the earth’s land and water,
weathering and erosion, earth movements, and changes in the earth’s surfaces. (.50)
Physical Science I (B): encompasses four major topics:
(A) Inside the Earth – The student learns about the composition of the earth, the earth’s layers,
mountain formation, earthquakes, volcanoes, and energy inside the earth.
(B) Materials of Earth – This area involves the study of minerals, igneous, sedimentary
and metamorphic rocks, ore, fossils, and fossil fuels.
(C) Regions of the Earth – Studies include climate, zones, deserts, forests, grasslands, mountains,
and the Arctic.
(D) Conservation - The student is taught the earth in balance, saving the soil, keeping the air
and water clean, and saving our resources. (.50 Unit)
Physical Science II:
These courses present important concepts and skills of physical science clearly and logically. Students
are presented with numerous opportunities to discover the relationship of science to their everyday lives
by gaining information about energy, machines, matter, chemical reactions, and conservation. Students
develop and improve science vocabulary, content area reading skills, critical thinking skills, mathematical applications and problem solving skills, as they observe, classify, predict, measure, and record data.
The backbone of these courses is the numerous hands-on and laboratory exercises that allow the student
to begin to assimilate abstract information through concrete and functional scientific experiences.
The curriculum is divided into:
Physical Science A – involves the study of matter and measurement, elements, compounds,
mixtures, and chemical reactions. (.50 Unit)
Physical Science B – is designed to teach types of energy, conservation, and the usefulness of
machines. This unit also includes a section on Robotics. (.50)
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SOCIAL STUDIES
The Social Studies courses present fundamental functional concepts and skills clearly and logically.
Students gain information about significant historical events as they are presented in a chronological
sequence. Students develop an increased global awareness as they analyze the relationship of the United
States to other countries and cultures and develop a functional use of geography skills. Students discover
the political, social, and personal impact of current social and political world events. Students develop
and improve content area reading skills, such as vocabulary development determining the main idea,
identifying cause and effect relationships, discriminating facts and opinions, and reading charts and
graphs. Students have opportunities to organize and prepare notes, paragraphs, and reports, and gain
fundamental geography skills needed to read maps and understand globes.
American History I: encompasses units on the first Americans through the early Americans.
(.50 Unit)
American History II: involves units of study on the Civil War era through modern American
leadership. (.50 Unit)
World Geography
This course is designed to enable the student to identify and locate the fifty states in the United States,
geographic features, the seven continents and countries in each continent. Students also learn to read
various maps and use a globe. (1 Unit)
Global Studies
This course covers the cultures of Asia, Africa, and the Middle East. Contemporary crises and global
concerns are examined in the context of each region’s location, history, and culture. The course incorporates the historical era’s framework of the New York State scope and sequence for global history.
(1 Unit)
Government and Economics
Students are exposed to different types of governments including Monarchy, Democracy, Communism, and Totalitarian. Democracy is emphasized. Flowcharts are created to explain federal, state, and
local governments in the United States. The students explore the relationship between Government
and Economics. Students study the basic ideas and values of the United States economic system such
as private ownership, free enterprise, laissez-faire, monopolies, and government regulation. Economic
data is studied and evaluated. (1 Unit)
TUTORING CLASS
Tutoring provides intensive instructional support to those students who are having specific difficulty in content areas. Materials taught in class are tutored on an individual basis. Additional resource
materials are used to supplement classroom activities.
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ELECTIVE COURSE DESCRIPTIONS
History of Art
Students will explore the background, artwork, and architecture of different historical periods. Stu-
dents will have the opportunity to work on an art project from selected historical periods. They may
create their own Egyptian relief, a Byzantine mosaic, or a Gothic stained glass window. This course
combines lecture, research, and hands-on learning to help the student get an understanding of art history. (1 Unit)
MUSIC APPRECIATION
Music Appreciation will enable students to pursue a better understanding of how we listen to music,
how it is made, and how it enriches our lives. This course will cover a wide range of topics such as: the
construction on songwriting, technological advancements, music in visual media, industry terminology,
careers in music, the basics in music recording, significant musical eras, and defining genre qualities.
Throughout the course, students will develop a greater musical vocabulary to express opinions and to
aid in the creation of their own musical pieces. Classwork will consist of individual assignments, group
projects, journal entries, and class discussions. Music Appreciation challenges students to listen to different music and to hear music differently.
INTERPERSONAL PSYCHOLOGY
Two Interpersonal Psychology courses present important concepts and skills of social interaction.
By working through both courses, students may significantly improve their effectiveness in a variety of
social situations. The courses are a comprehensive program of thirty different skills such as conversation
and friendship skills, skills for getting along with others, and problem-solving skills. Students develop
skills by reading, writing, memorizing, and a great deal of role playing. (.50 Unit)
JOURNALISM
Students are taught the practical use of writing and reporting skills. They are exposed to a variety of
learning opportunities, such as small and large group instruction, cooperative learning, and independent
exploration which can facilitate development of communication skills, social skills, and the ability to
follow directions. Students learn to prepare a newspaper from start to finish. (.50 Unit)
ART
Students are made aware of the materials and processes used in art. Interesting problems enhance
each student’s creativity. They receive problems to improve their skills of observing, drawing, and creative vocabulary. Each student is given the freedom of expression within a particular subject matter to
learn to work in an experimental, creative way. (.50 Unit)
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Performing Arts
Students learn the basics of directing plays. This includes blocking, working with actors, script analyzing, and more. The students direct small scenes and present them during lyceum. They act in each
other’s scenes. Students are required to either participate in a drama production or in a stage class.
Theater Arts
This course is an introduction to the technical areas of live theater. Students explore elements of theatrical lighting, stage make-up, drafting, set design, and scenic art. Students learn and practice actual
techniques used by theater technicians. Students get an opportunity to learn how it feels to work as a
team behind the scenes to create a live theater production.
Yearbook
This creative expression class encourages the students to utilize their artistic talents in putting together the school yearbook. In this class, the students also build social and teamwork skills, ownership
in planning layout, writing pieces, and taking pictures.
Two Dimensional Art
The school offers a study of a variety of different art forms with concentration in two dimensional
art. Students look at fundamental drawing techniques such as perspective (1, 2, and 3 point), shading
(cross hatching, dotting, etc.), HSMF (horizon, sky, middle ground, foreground), and other drawing
techniques. Historic pieces of art are used in demonstration as often as possible. Students are encouraged to look at different cultural art forms and incorporate cultural symbols. (.50 Unit)
SCHOOL SERVICES
Maplebrook School offers a variety of support services including, but not limited to, counseling, health
services, religious instruction, and speech and language therapy. Please refer to the Parent/Student Handbook
for a complete listing.
ENRICHMENT ACTIVITIES
In addition to coursework, extensive non-credit enrichment activities are offered in the evenings and on
weekends. The activities are developed on a semester basis to enhance each student’s life. Great Books Club,
Driver’s Permit Training, Drama Club, Mural Design and Set Building, just to name a few, are very popular.
A complete list of activities may be requested from the Dean of Students.
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R.I.S.E. PROGRAM
The Responsibility Increases Self-Esteem (R.I.S.E.) Program is the hallmark of the Maplebrook
Experience. Dr. Fazzone’s detailed explanation of this system can be found in his R.I.S.E. publication. The
program recognizes the fact that youngsters who experience on-going difficulty in learning frequently
develop a chronic problem of poor self-concept.
Since environmental influences impact the development of self-esteem, a school has many oppor-
tunities to design programs that yield positive results for the student. In the R.I.S.E. Program, students
are tested for educational achievement, social adaptation, and self-esteem. Educational, social, and lifeskills goals are developed for each student.
There are a series of meetings between the student and his/her faculty advisor (mentor) to discuss
the student’s goals and objectives. The mentors, specially trained in ego-supportive counselling, meet
with each student once a week to review this progress. The student and mentor submit their weekly
progress reports to the R.I.S.E. Committee for review. The Committee makes recommendations for special
awards, commendations, and recognition. In addition, the Committee, based on the student’s progress,
assigns each student to an “independence level.”
NORTHEAST COLLEGIATE INSTITUTE
The Northeast Collegiate Institute (NCI) offers students with learning differences a unique collegiate
experience while developing the foundational skills necessary for independence and self-sufficiency.
NCI faculty and staff design and implement an individualized program that includes academic, social,
and independent living goals. With support and guidance, NCI students realize their potential and chart
a path to success.
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Maplebrook School Professional Staff
2014 – 2015
Head of School/CEO
Donna M. Konkolics, (1989) Head of School / CEO
B.P.S. Empire State College, New York; M.P.S. SUNY New Paltz; A.B.D. Nova Southeastern
University, Florida; Chairperson, Child Care and Family Services at Dutchess Community College
(1982-1989); Past Board Member of the Dutchess County Council on Alcohol and Chemical Dependency, Dutchess County Rehabilitation Programs, Dutchess County ARC, and Dutchess County Child
Development Council. Counseling experience with adolescents (1983 – Present). Developed and coordinated after-school programs and Kids College courses.
ADMINISTRATION
Roger A. Fazzone, Ed.D. (1980) President
New York State Certified School Psychologist
KENNETH M. HALE, (1991) Business Administrator
B.S. Tusculum College; Safety and Facilities Committee; Art Show Committee; Parents’
Weekend Committee, President of the Harlem Valley Chamber of Commerce.
Lori s. Hale, (1982) Director of Development & Alumni/Assistant Head of School
B.S. Suny Geneseo; M.S. SUNY Albany; Member of Speech and Language Association, Learn-
ing Disabilities Association,Children and Adults with Attention Deficit Disorder and the Small Boarding School Association.
JENNIFER SCuLLY, (1994) Assistant Head of School for Postsecondary Studies/Dean of
Admissions/ Director of Transition Services
B.A. SUNY Albany; M.A. Medieval Studies, Fordham University, NY
JOSEPH A. SELINO, (1991) Maintenance Supervisor
Oliver Wolcott Tech. Automotive (four years); Allen Automotive Course Certified;
New York State Boiler Course; Shop Safety Course (DuPont Safety Course); Safety and
Facilities Committee.
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ACADEMIC / RESIDENTIAL LIFE
Dominick L.J. Ferrusi, (2013) Principal
B.S. Business Administration, Sage College; Clinical M.Ed. Education Administration,
Westfield State University. Certified New York State Education Department, School
Building Leader. Licensed Massachusetts School Principal, Special Education Director.
Massachusetts School Business Administrator. Certified Member; Association of
Nutrition & Food Service Professionals. Certified SERVSAFE Instructor.
Certified Religious Education Instructor.
William Hale, (2009) Athletic Director
B.A. Sociology, Hiram College. Scout Leader
Drew Hopkins, (2014) Academic Dean
A.S. Biology, Columbia-Greene C.C., B.S. Ed., SUNY Cortland, M.S. Ed., Southern
Oregon University, M.A. Educational Leadership, Castleton State College. New York
State Department of Education Certified School Administrtor/Supervisor.
Kevin O’Connor, (1996) Director of Boarding School Life
B.A. General Studies, University of Connecticut; Level 1 Certified Wilson Language
jonathan scarinzi, (2012) Dean of Students
B.S. in Childhood Education 1-6, SUNY Plattsburgh; M.S. in Special Education 1-6,
SUNY Plattsburgh; NYS Certified in Childhood Educational Provisional; Biology, and
Special Education Certifications pending.
FACULTY/STAFF
GERARDO AMARILLAS, (2014) Math Teacher
M.B.A. Industrial Management Manuel Luis Quezon University, Philippines; B.S. Mechanical
Engineering Technological Institute of Philippines, B.S. Civil Engineering Manuel S. Enverga University Philippines.
LYNNE BONDI, (2011) History Teacher
M.S. in Education, SUNY New Paltz; New York State Certified Teacher, Students with
Disabilities; New York State Certified Professional Teacher, Social Studies.
JOANNE BOYD, (2010) Math Teacher
B.A. Special Education, Dowling College; M.S. in Education, Queens College
SUSAN M. BRIGGS-LOPANE, (1988) Department Head/Master Teacher/Health & Physical
Education Teacher
B.S. SUNY Brockport; M.S. Russell Sage College; New York State Federation of Professional
Health Educators; New York Association for Health, Physical Education, Recreation & Dance;
American Red Cross Lifeguard & Water Safety Instructor; Girl Scout Leader; Member of Webutuck
PTA; Webutuck Valley Soccer Coach; Boy Scout Pack 29 Treasurer.
Kristin Clark, (2013) Reading Teacher
B.S. Cornell University; M.S. Special Education Hunter College; M.A. Childhood
Education, Middle School English, NY University; New York State Certified Teacher;
TEFL Certified.
WENDY CONTI, (1992) Master Teacher/Reading and Science Teacher
B.A. Ithaca College; M.S. SUNY Brockport; M.S. SUNY, New Paltz; New York State Certified;
Special Education, Physical Education and Elementary Education; Coach, Alpine Skiing
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LINDA DONOVAN, (2007) Librarian / Certified Tutor
M.A. Cambridge State University, Hawaii; Member of the National Tutoring Association,
New York Library Association, School Library Media Specialists, Eleanor Roosevelt Institute and the
Center For Mark Twain Studies at Elmira College.
CARRIE DUCILLO, (2012) Coordinator of Special Events
B.A. in Merchandising Management, Fashion Institute of Technology.
Danielle Ferrusi, (2013) Music / Photography Teacher
A.S. Columbia Greene Community College
Andrea Jones, (2011) Reading Teacher
New york state reading teacher license; B.S. in Elementary Education, M.S. in Elementary
Education.
Theodore Jones, (2011) Arts Program Coordinator
BFA in Art Education K-12, Pratt Institute; M.S. in Educational Administration / Educational
Leadership K-12, Walden University.
Joseph Larocca, (1995) Department Head / Senior Teacher / Reading Teacher
B.A. Catholic University of America; M.A. Temple University; Level 1 Certified Wilson
Language. New York State Certified Teacher.
Doretta McGill, (2005) School Nurse, LPN
Barbara McKell, (2007) Computer Technology Teacher
Scott Miller, ( 2006) English
B.A., Bachelor of Science, Dean College; Volunteer Big Brother Program
Christine Place, (2012) Admissions Associate
New york State Certified Career Counselor. B.A. in Behavioral Science, Concordia College;
M.S. School Counseling, Mercy College; Member of the American Psychological Association and the
American School Counselor Association.
Stewart Sommerville, (1996) English/History Teacher, NCI Coordinator / Chaplain
B.A., Marist College; M.A. Lehigh University; member of Phi Alpha Theta, Franklin and
Eleanor Roosevelt Institute, Institute of Early American History and Culture, Society for the History
of Science and the John Burroughs Literary Association.
Ashley Treat, (2013) Social Studies Teacher
B.A. History and Anthropology, SUNY Geneseo; M.A.T. Secondary Social Studies, Union
Graduate College. New York State Certified Teacher
Cristina Viana, (2013) Math Teacher
B.S. Psychology LeMoyne College; M.S. Education, LeMoyne College. New York State
Certified Teacher.
Lyndsi Wickert, (2013) English / Reading Teacher
B.A. Inclusive Childhood/Middle Childhood Education, Political Science; M.S. Education,
Nazareth College. New York State Certified Teacher
Students are also in contact with other Maplebrook personnel as follows:
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Maintenance Staff
Gary Ackerman, Assistant Supervisor
John Macura
Chris Runge
Rich Howard
Nursing Staff
Joy Wood
Ann Matthews
Mary Bowen
Katherine Amarillas
Office Staff
Sarah Cahill
Toneisha Ramcharran
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