Board of Education Study Session
Overview of Specials K-12 Art, Music, Technology and
Physical Education
January 9, 2012
Prepared by:
Mr. Peter Giarrizzo
Assistant Superintendent for Curriculum, Instruction and Personnel
Mr. Richard P. Limato, Director of Elementary Education
Mr. Michael Tromblee, Director of Technology
Ms. Maria Abeshouse, K-12 Music Coordinator
Mr. Mark Finegan, K-12 Physical Education Coordinator
Ms. Rebecca Schwarz, K-12 Art Coordinator
Ms. Nancy Baird, K-12 Art Curriculum Coach
Ms. Marcia Bean, Music Curriculum Coach
Mr. Keith Maley, K-12 Physical Education Coach
K-12 Technology Department
Throughout the district, the Instructional Technology Department is providing students
an opportunity to gain valuable skills and knowledge that will prepare them for the everchanging 21st Century workplace. On any given school day an observer of our
instructional technology program would see students not just using technology as a
peripheral but as a vital part of their educational program.
The purpose of this report is not to focus on the advancements in the infrastructure, use of
technology equipment, or how technology is used throughout all subject and discipline
areas; but rather to provide an overview of technology specific courses offered here in
Pelham. The majority of technology courses are found a the secondary level; however,
due to a commitment to skill development at the elementary level, students are able to
fully engage in technology based courses that ask them to demonstrate not only basic
operational skills, but also the ability to integrate technology applications and equipment
when they create, publish, research, and communicate throughout their elementary school
journey. The specific outcomes that students are expected to know and be able to
demonstrate are found below.
K-5 Technology Benchmarks
Kindergarten
Students work with a partner or individually in computer centers
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They utilize a broad range of software that reinforces all curricular areas
They demonstrate basic do's and don'ts like only using computers with clean
hands, not having food or drinks in the computer center, not touching the monitor
screen, and other class procedures
Basic Computer Skills
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Log on and log off of the network using their unique username and password
Know the basic parts of the computer by name
Use the mouse to open programs from desktop icons
Students are introduced to age-appropriate online safety skills
Publish
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Students can publish a written document with text and an original illustration
using appropriate software (i.e.: Kidpix, MaxWrite, MaxShow, Storybook
weaver)
Students use proper spacing between words
Can save and retrieve publications
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First Grade
Students work with a partner or individually in computer centers
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They utilize a broad range of software that reinforces all curricular areas including
Wiggleworks and Woods Visit.
They demonstrate basic do's and don'ts such as only using computers with clean
hands, not having food or drinks in the computer center, not touching the monitor
screen, and other class procedures
Basic Computer Skills
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Log on and log off of the network using their unique username and password
Know the basic parts of the computer by name
Use the mouse to open programs from desktop icons and navigate a webpage
from a teacher reviewed bookmark
Complete a simple web search (using Nettrekker or other search engine) to find a
picture
Students are introduced to age-appropriate online safety skills
Publish
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Students can publish a written document with text and an original illustration
using appropriate software (i.e.: Kidpix, MaxWrite, MaxShow, Storybook
weaver)
Students use proper spacing between words, capitalization, and punctuation
Use Delete, Backspace, Enter, Shift, and Spacebar keys when writing
Can change the size of a graphic
Can save, retrieve, and print publications
Second Grade
Students work independently in computer centers
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They utilize a broad range of software that reinforces all curricular areas
Demonstrates appropriate behavior for technology use
Basic Computer Skills
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Log on and log off of the network using their unique username and password
Knows the basic parts of the computer by name
Use the mouse to open programs from desktop icons and navigate a webpage
from a teacher reviewed bookmark
Complete a simple web search (using Nettrekker or other search engine) to find
information or pictures
Can bookmark (add to Favorites) a webpage from an Internet web search
Students are introduced to age-appropriate online safety skills
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Publish
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Students can publish written documents and slides with text and an original
illustration using appropriate software (Kidpix, MaxWrite, MaxShow)
Students use proper capitalization, punctuation and spacing between words and
sentences
Use Delete, Backspace, Enter, Shift, and Spacebar keys when writing
Center a title
Change font styles, sizes, and colors
Insert graphics from clipart/WordArt and from a webpage using Copy and Paste
tools
Can change the size or shape of a graphic using edge tools
Introduced to Spell Check
Can save, retrieve, and print publications
Present
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Students can plan, design and create a multimedia project using text and graphics
using a linear sequence on a specific subject area topic
Students can present their multimedia project to an audience (with assistance)
Third Grade
Students work independently in computer centers
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They utilize a broad range of software and websites that reinforces all curricular
areas
Demonstrates appropriate behavior for technology use
Basic Computer Skills
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Knows the basic parts of the computer by name
Use the mouse to open programs from desktop icons, Start Menu, and navigate a
webpage from a teacher reviewed bookmark
Can bookmark (add to Favorites) a webpage from an Internet web search
Can use Right-Click to save a picture from the Internet
Multitasks (toggle between two or more applications)
Publish
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Students can publish written documents using Microsoft Word
Students practice and use formal keyboarding skills frequently and consistently
throughout the school year using Type To Learn 3
Students use proper capitalization, punctuation and spacing between words and
sentences
Can enter, delete, cut, copy and paste text
3
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Uses left, center and right justification modes (does not center using space bar or
tab)
Uses Tab to indent (not space bar)
Formats text (styles, colors, fonts, & size)
Insert graphics from a file, clipart/WordArt, and from a webpage
Can change the size or shape of a graphic using edge tools
Uses spell check correctly
Can apply a page border and set paragraph spacing
Can choose save locations and printers from a list
Present
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Students can plan, design and create a multimedia project using Microsoft
PowerPoint in accordance with a teacher created rubric on a specific subject area
topic
Students will use a range of visual options to enhance their presentation including
Slide Transitions, Custom Animation and Sound Effects (in accordance with
teacher rubric)
Students can present their multimedia project to an audience (with assistance)
Research
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Students display Internet skills through the navigation of a teacher-made World
Wide Web Treasure Hunt, Internet Hot List, or Web Quest
Complete research using web search (using Nettrekker or other search engine) to
find information and pictures for an assigned project with guidance from a teacher
Uses note-taking skills to obtain information from web resources using a teacher
created guide, such as a graphic organizer (rather than copy entire text directly
from resource)
Can discuss copyright issues of electronic media
Communicate
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Introduced to electronic community exchange using email, attachments, and a
teacher monitored Discussion Board (echalk)
Understands concepts of online safety, security, and personal password privacy
Students use proper English and keyboarding skills when using email and the
Discussion Board
Fourth Grade
Students work independently in computer centers
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They utilize a broad range of software and websites that reinforces all curricular
areas
Demonstrates appropriate behavior for technology use
Basic Computer Skills
4
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Knows the basic parts of the computer by name
Use the mouse to open programs from desktop icons, Start Menu, and navigate a
webpage from a teacher reviewed bookmark
Can bookmark (add to Favorites) a webpage from an Internet web search
Can use Right-Click to save a picture from the Internet
Multitasks (toggle between two or more applications)
Uses peripheral devices such as digital cameras and scanners (where available)
Publish
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Students can sequence historical dates using Timeliner and/or Inspiration
Students can create a table and simple chart/graph using Microsoft Excel
Students can publish written documents using Microsoft Word and Publisher
(brochure, newsletter, etc)
Practice formal keyboarding skills with home keys and correct posture
Uses left, center and right justification modes (does not center using space bar or
tab)
Uses Tab to indent (not space bar)
Formats text (styles, colors, fonts, & size)
Insert graphics from a file, clipart/WordArt, and from a webpage
Can change the size or shape of a graphic using edge tools
Uses spell check correctly
Can apply a page border and set paragraph spacing
Can choose save locations and printers from a list
Present
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Students can plan, design and create a multimedia project using Microsoft
PowerPoint in accordance with a teacher created rubric on a specific subject area
topic
Students will use a range of visual options to enhance their presentation including
Slide Transitions, Custom Animation and Sound Effects (in accordance with
teacher rubric)
Students can present their multimedia project to an audience (with assistance)
Research
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Students carry out Internet research through a WebQuest that requires the
acquisition and utilization of information through higher-level thinking skills
Complete research using web search (using Nettrekker or other search engine) to
find information and pictures for an assigned project with guidance from a teacher
Understands how to take notes from a webpage and put it in their own words
(rather than copy directly from the source)
Understands meaning of plagiarism and copyright infringement and understand its
consequences
Identifies and cites Internet and electronic references in a bibliography
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Communicate
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Students participate in a class-based electronic community exchange using email,
attachments, and a teacher monitored Discussion Board (echalk)
Understands concepts of online safety, security, and personal password privacy
Students use proper English and keyboarding skills when using email and the
Discussion Board
Fifth Grade
Students work with independently in computer centers
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They utilize a broad range of software and websites that reinforces all curricular
areas
Demonstrates appropriate behavior for technology use
Basic Computer Skills
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Knows the basic parts of the computer by name
Can bookmark (add to Favorites) a webpage from an Internet web search
Can use Right-Click to save a picture from the Internet
Uses peripheral devices such as digital cameras, digital video recorders, and
scanners (where Available)
Publish
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Students can sequence historical events using Timeliner and/or Inspiration
Students can create a table and simple chart/graph using Microsoft Excel
Students can publish written documents using Microsoft Word and Publisher
(brochure, newsletter, etc)
Uses formal keyboarding skills with home keys and correct posture
Uses left, center and right justification modes (does not center using space bar or
tab)
Uses Tab to indent (not space bar)
Formats text (styles, colors, fonts, & size)
Changes page orientation and margins
Creates a bulleted or numbered list
Insert graphics from a file, clipart/WordArt, and from a webpage
Can change the size or shape of a graphic using edge tools
Uses spell check correctly
Can apply a page border and set paragraph spacing
Can hyperlink text or an image to an existing Internet web page
Present
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Students can plan, design and create a multimedia project using Microsoft
PowerPoint and video editing software (MS MovieMaker)
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Students will use a range of visual options to enhance their presentation including
Slide Transitions, Custom Animation and Sound Effects (in accordance with
teacher rubric)
Students can present their multimedia project to an audience (with assistance)
Research
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Students carry out Internet research through a WebQuest that requires the
acquisition and utilization of information through higher-level thinking skills
Complete research using web search (using Nettrekker or other search engine) to
find information and pictures for an assigned project with guidance from a teacher
Understands how to take notes from a webpage and put it in their own words
(rather than copy directly from the source)
Understands meaning of plagiarism and copyright infringement and understand its
consequences
Recognizes and distinguishes between different types of websites by ending (gov,
edu, org)
Discusses origins, authors and purposes of Web sites
Evaluates Web sites for validity and quality of content
Identifies and cites Internet and electronic references in a bibliography
Communicate
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Students participate in a class-based electronic community exchange using email,
attachments, and a teacher monitored Discussion Board (echalk)
Understands concepts of online safety, security, and personal password privacy
Students use proper English and keyboarding skills when using email and the
Discussion Board
Students videoconference (where available) with peers or experts and
independently engage in follow-up communication via email
At the secondary level the instructors of the technology courses demonstrate true
professionalism and commitment to their craft by effectively integrating their courses
with other disciplines. This enables students to see connections between concepts and
skills from one course to another, rather than learning isolated concepts. The major focus
of all secondary technology courses is to bring about a true commitment to combine the
disciplines of Science Technology Engineering and Mathematics (STEM). In the past
these disciplines were isolated from each other within the confines of most educational
institutions; however, new thinking seeks to connect these related fields as they are in the
“real world.”
In September 2010, the White House released a report entitled Prepare and Inspire This
report puts in words, what Pelham’s technology educators, and the content area teachers
that they collaborate with, are engaging in on a daily basis with their students. The report
argues that providing STEM based educational opportunities “will generate the
scientists, technologists, engineers, and mathematicians who will create the new ideas,
new products, and entirely new industries of the 21st century. It will provide the technical
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skills and quantitative literacy needed for individuals to earn livable wages and make
better decisions for themselves, their families, and their communities. And it will
strengthen our democracy by preparing all citizens to make informed choices in an
increasingly technological world.”1 Below you will find a brief overview of the current
state of the secondary Instructional Technology department. It is one of many areas that
should be celebrated for a commitment to excellence for all students.
Curriculum and Instruction Enhancements
Focusing on integrating the STEM concept has transformed what many observers would
consider “shop courses.” Chances are, the tech. courses that secondary students engage in
now, look completely different from the courses many people took even a few years ago;
however, the fundamentals found in those earlier technology courses are still present.
These courses engage learners; provide a platform to develop problem solving skills, ask
students to create, present, and evaluate, and finally reach students who have interests
beyond the core subject areas. Below you will find the current technology courses being
offered at the secondary level.
6th Grade: Keyboarding
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Course Description: Students learn proper keyboarding technique and life skills
related to word processing. Emphasis is placed on ensuring students recognize
that the word processing they do while texting and similar applications is different
from that required in a more formal arena
 Highlights:
o Focus on real world applications to include
 Business Letters
 Resumes
 Personal Correspondence
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7th Grade: Technology (STEM)
 Course Description: Students work in a real world environment using text based,
audiovisual, auditory, and tactile instruction. Students design, build, and analyze
various projects in a series of 10 self paced modules where the teacher acts as a
true facilitator walking students through the problem solving model.
 Highlights
o Students engage in authentic performance assessments in the following
areas:
 Podcasting
 Biotechnology
 Computer Aided Drafting
 Computer Animation
1
"Office of Science and Technology: K-12 STEM Education Report." Presidential Office of Science and
Technology. PRESIDENT’S COUNCIL OF ADVISORS ON SCIENCE AND TECHNOLOGY, 09/2010.
Web. 6 Jan 2012. <http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-stemedexecsum.pdf>.
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Computer Graphics
Digital Music
Electronics
Research and Development
Robotics
Rocketry
Structures
Video Production
8th Grade: Computer Applications
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Course Description: Students are introduced to various software and hardware
applications, and use these platforms to engage in various units to complete a
project based skills course. This class is a supplemental class to core content
areas, where students use the skills learned in this class to complete tasks in their
subject area courses.
Highlights:
o Students engage in learning experiences with the following applications
(not all inclusive)
 Microsoft Excel
 Adobe Dream Weaver
 Inspiration
 Microsoft Publisher
 Timeliner
 Geometer Sketch Pad
 Google Earth
 Video Conferencing
High School Elective: Design and Drawing for Production
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Course Description: Students are exposed to the design process, research and
analysis, teamwork, communication methods, global and human impacts,
engineering standards, and documentation. Students develop skills and
understanding of the above topics through project and problem based learning.
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Highlights
o While engaging in the design process students incorporate their learning
within their core subject areas.
o Each project is collected in a professional portfolio that students can share
with prospective institutions of higher education or employers
o Traditional graphic and computer graphic materials are used to learn about
the principles of art and design
High School Elective: Principles of Engineering
 Course Description: Students grapple with real world problems and apply
authentic skills that an engineer would in their daily life. Through hands on
experiences students examine areas such as pneumatics, hydraulics, mechanisms,
electronics, and robotics.
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Highlights
o Students use industry trainers, akin to those found in engineering labs
o Course modules change consistently to match industry standards
o Skills learned throughout the course are applied to other content areastruly bringing to life the STEM concept
 Students have used products they create in this course in Science
Research and Science Olympiad
2011/2012 Department Goals
Members of the Technology Department have a strong commitment to ensure that the
skills and knowledge they create learning experiences for are not taught in isolation.
Teachers work in a true interdisciplinary manner. While the overarching goal of the
department is to truly provide students with an opportunity to engage in the STEM
process other goals are as follows:
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Continually update course curriculum to provide an opportunity for students to
engage in real world STEM activities
Teach students proper behavior on the district Network and the World Wide Web
Improve assessment activities to gain accurate data to see if students met stated
course outcomes
Funding Leading to Enhancement of the Program
To provide students with the types of technology courses they deserve in preparation for
the 21st Century means to spend the necessary funds to equip the classrooms and labs for
the specific type of instruction. The needed equipment is quite expensive, but the value
received from the proper equipment cannot be measured, particularly if it leads to
employment for the student down the road. Much of the funding has been made possible
by the gracious donations and support of the Pelham Education Foundation. The
department has not received any funding from the PEF or other grants in the most recent
academic school year; however past grants include funding for:
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Hydraulic training equipment for the Principles of Engineering Lab
Pneumatic training equipment for the Principles of Engineering Lab
Racetrack to test student designed CO2 cars for the 8th Grade STEM program
In the future, particularly due to the benefits that a strong STEM program provides, the
department will continue to seek PEF grants as well as the many government grants that
are being developed.
Critical Issues/Towards the Future
The biggest issue department instructors must address on a continuous basis is to remain
constant with the ever-changing nature of their disciplines. As technology changes, so too
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will the skills and knowledge needed to train students to be proficient in the use of that
technology. This means that the courses must continually be updated to address this fact.
Teachers spend countless hours during their summers and school year to adjust the
curriculum as necessary.
During the remainder of the school year the Technology Department has a multitude of
events that will enable students to display their skills and delve deeper into STEM
principles. Highlights of these events are as follows:

Middle School Technology teachers Brian Battersby, Patricia Satalich, and Eddie
Ganbaum are preparing to design a course centered around Video Game design
and production.
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High School Design and Drawing students under the instruction of Mr. Alan
Woliner will participate in the Maker Faire. Maker Faire is the premier event for
grassroots American innovation. It is the World's Largest DIY Festival and is a
showcase of invention, creativity and resourcefulness and a celebration of the
Maker mindset.
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8th Grade Computer Applications sections will participate with their teacher Mr.
Brian Battersby in two exciting programs
o Video teleconference with the Baseball Hall of Fame to examine how the
theme of Civil Rights played out in the history of Major League Baseball
(done in conjunction with the PMS History Department)
o Interactive video teleconference with NASA to explore actual careers
centered on STEM. Students will conference with NASA personnel and
examine how they can use skills they are learning in their course when
they seek a career
There is truly a great deal to celebrate with respect the Instructional Technology
Department. The professional educators of the department are providing a first class
STEM education for their students. Implementing the STEM concept is an important step
in implementing the Common Core Standards as well due to the fact that the Common
Core Standards place a heavy emphasis on STEM concepts.
K-12 Art Department
Curriculum offerings or instructional implementations that reflect increased rigor,
increased access, new pathways to more in depth study of the field:
2011 has been a year of growth and achievement in the Pelham School District Art
department. At the elementary level, work continues on aligning instruction through the
development of visual rubrics to the Standards Based Report Cards. Visual rubrics
indicate the content of Art learning and the quality of artwork at each level of
achievement establishing set criteria for performance. This initiative enables the
elementary Art teachers to measure artistic achievement in a way that communicates
clear expectations to students as well as parents and challenges students to higher levels
of performance. In addition to engagement with the elementary curriculum, each
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elementary school is in different stages of engaging the K-5 students in the development
of a school wide Art installation. At Siwanoy, four murals will be created in the library.
At Colonial, the outside mosaic rainforest mural will be continued. At Hutchinson
School, plans to create a library mural are being discussed and Prospect Hill is also
developing a similar project.
At PMS, the 8th Grade Studio in Art class has been a huge success. The class has 28
tremendously talented students who are earning high school Art credit in order to get a
head start on portfolio-building and further Art studies.
At PMHS, the addition of the Advanced Digital Photography class will enable students
interested in photography to further explore this Art medium. In addition, the
differentiation of Studio in Art into “Studio in Art: 2-D Focus” and “Studio in Art: 3-D
Focus” addresses the diverse learning needs of beginner level Art. Students at all skill
levels are thriving in the many new electives developed in the last few years.
In terms of artistic achievement, the PMHS Art students are frequently recognized for
their work in local and regional Art shows and competitions. More PMHS Art students
than ever before are pursuing Art and Art History majors in college. These students are
attending the top Art and Design colleges in the country, including Rhode Island School
of Design, Pratt Institute, School of Visual Arts, Savannah College of Art and Design and
Fashion Institute of Technology. Their majors include Art History, Fashion Design,
Painting, Illustration, Photography, Jewelry Design, Graphic Design, Animation,
Architecture and more. Students who have taken AP Art History continue to pursue their
interests in college and have obtained internships and positions at major New York City
museums. The PMHS Yearbook class has received top honors and awards for their
impressive yearbook designs. We credit all Art teachers K-12 with instilling a love of
arts and culture in our students from an early age and providing them with the foundation,
skills and confidence to succeed in all their endeavors. The entire department is proud of
this achievement, which keeps Pelham exemplary among neighboring districts.
Department goals this year and initiatives to align the K-12 program:
Grades K-5
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To continue the development of trimester benchmarks and visual rubrics aligned
to the Standards Based Report Card
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To develop plans to incorporate public art in each elementary school. In each
elementary school students will work collaboratively as a community of artists to
create a permanent public work of art; art that is planned for a specific site and is
accessible to all.
For example, at Siwanoy students will be creating a mural near the library of the four
seasons depicting their school neighborhood and important architecture in Pelham. All
students will learn about the art of Grandma Moses and engage in various aspects of the
creative process; researching history and architecture, planning and designing, painting
and mosaic making as well as in the installation. This collaborative project will help
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foster a sense of pride as each student will contribute to their school community in a very
personal, creative and expressive way.
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To write a major PEF grant proposal that creates equity among the clay programs
of each elementary school by providing common curriculum and instruction as
well as the instructional materials to support the project.
Grades 6-8
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To incorporate the following movements in Art Education into the middle school
Art curriculum:
(1) “Teaching for Artistic Behavior” (TAB): A nationally recognized choice-based
Art education approach to teaching Art that was developed through research and
field work at the Massachusetts College of Art. Recent research in the field
stresses the importance of relevance, meaning and ownership in the creative
process. In the TAB middle school art rooms, students take ownership of their
ideas, materials and art-making process. With self-directed art-making stations,
students have the opportunity to make choices, which motivates them to think
more deeply and work toward mastery of materials. For more information about
TAB, see http://teachingforartisticbehavior.org/21stcenturyskills.html.
(2) “Studio Habits of Mind”: These are 8 modes of thinking and behaving that foster
creativity, insight and craft: Develop Craft, Engage & Persist, Envision, Express,
Observe, Reflect and Understand Art World. This initiative was developed
through Harvard University Graduate School of Education’s “Project Zero.”
David Perkins and Howard Gardner served as co-directors of Project Zero from
1972 to July 1, 2000. Gardner’s widely used theory of multiple intelligences is
incorporated throughout the Studio Habits of Mind program. For more
information on the Studio Habits of Mind, see the following link:
http://pzweb.harvard.edu/research/StudioThink/StudioThinkEight.htm.
Work on these two initiatives began through a major grant from the Pelham Education
Foundation, which includes staff development day speakers, curriculum writing for
middle school Art teachers and renovations and additions to classroom space.

To design self-directed lessons with bulleted instructions for the new “Art
Exploration Centers” in each classroom. This initiative fits in with “TAB.”
Examples of self-directed lessons include “Artist Trading Cards,” “Recycled
Materials Sculptures” and independent clay projects.

To monitor and assess the success of 8th grade Studio in Art and make revisions
where necessary.
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Grades 9-12
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To continue work on aligning assessment practices by comparing rubrics and
grading systems and making them as similar as possible between teachers/subjects
To continue to develop curricula in the high school Art electives. For example,
the curricula of new courses like “Studio in Art: 3-D Focus,” “The Art of
Photography” and “Advanced Digital Photography” are still being adjusted
frequently to fit the needs of the students.
To continue to incorporate technology into the Art curricula
Grades K-12
Our department continues to use staff development days and departmental meetings to
work on aligning the Art program K-12. Discussions include assessment, curricula and
current trends in Art Education.
PEF Grants and other Grants that have enhanced the program and Instruction:
Recent Pelham Education Foundation grants include two major grants:
(1)
Incorporating Teaching for Artistic Behavior (TAB) and Studio Habits of Mind
into the Middle School Art Classrooms (received June 2011), which brings best practices
in Art education to the middle school Art classrooms and has provided for self-directed
learning stations and gallery spaces. Thanks to this grant, student projects are far more
creative than they ever were before because students are creating special pieces at the Art
Exploration center to add to their artwork (for instance, a special texture that they create
at the Art Exploration Center and add to a collage makes the collage more unique and
visually interesting). The Art Exploration center also has books and DVDs that students
can check out to learn more about artists, techniques and art movements. Also, class
critiques on the large carpet in the gallery area give a higher level of seriousness to the art
critiques and result in more sophisticated language and more acute observations and
insights among students. Student artwork hanging in the gallery space also improves the
quality of the Art room spaces and highlights the accomplishments of the students.
As part of this grant, there will be two guest speakers this year for the entire K-12 Art
department during staff development days. These speakers are experts in their fields,
who will present the Teaching for Artistic Behavior and Studio Habits of Mind
philosophies.
(2)
A 21st Century Art Experience for all High School Students. Phase 2 of Funding
the PMHS Art Electives (received June 2011) has enabled the high school Art department
to meet the needs of the growing population of students interested in Art classes by
adding technology, equipment, educational materials and updates to classroom spaces.
The following materials were acquired through this grant:


A High Quality Photographic Printer for the Art of Photography class
Several digital SLR cameras, lighting, tripods and card readers for the enrollment
growth in the Art of Photography classes and for Advanced Art/AP Studio Art
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and Yearbook classes (for shooting student artwork and photography portfolio
pieces and pictures for the PMHS Yearbook)
Laptop cart with 15 laptops to be shared by high school classes for computer
graphics projects, visual research. These laptops are used by the Yearbook class
every day for student workstations.
2 Color Laser Printers to be shared by PMHS and PMS Art teachers for printing
visual research and computer graphics projects
The installation of homosote, the cork-like material found in Art galleries in room
117 (this was also installed in the middle school Art classrooms through the
middle school grant) to create a gallery space
Students have already been impacted in a positive way through these acquisitions. There
are enough computers and cameras to meet the needs of the students now and the printers
are invaluable for visual research and student projects. The gallery has made the new Art
room more professional and critiques more serious.
Our latest Pelham Education Foundation grant, received in December 2011, is Bringing
Best Practices in Art Education to the K-12 Art Department. This grant will allow all Art
teachers, K-12, to attend the National Art Education Association Convention in New
York City in early March. Information acquired at this conference will be the subject of
departmental discussions to further enhance Art education and to align our K-12
program.
The K-5 Art teachers are currently working on a major grant that provide an equitable
clay program experience for students in all four elementary schools.
Critical Issues and Areas for Development and Growth:
One critical issue for the future is that we are concerned about decreases in our Art
budgets, while Art supply costs continue to increase. We are struggling to maintain the
current level of our programs with these cuts. Art budgets, K-12, were cut last year and
we hear that they may once again receive a reduced allocation.
Another area of concern is that a reduced schedule and the possible addition of academic
support classes at PMHS will cut into electives and threaten to decrease Art offerings.
We have worked hard over the years to grow the Art program, for the benefit of the
students who thrive in our classes. We are deeply concerned that Art classes at PMHS
will be detrimentally impacted by these changes in the 2012-13 school year and beyond.
Our projections are based on observations of significantly decreased enrollment we have
already incurred as a result of the freshman Algebra support class that was added this
school year and changes in the method of scheduling the freshman Writing seminar. The
Art program, which is valued by so many students, might be able to sustain the decrease
in periods OR the addition of support classes, but we fear it will not sustain BOTH.
Many of the students who have a passion for Art are the same students who need
academic support. We are concerned about our ability to serve their needs, given the
proposed changes.
With the strong Art program that we currently offer, we are cultivating well-rounded
students with creative skills that are useful in all careers and in life. We are also
generating students who are pursuing careers in creative fields. We hope that we will be
able to preserve what we have to the greatest extent possible, while we continue to make
our classes exemplary.
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K-12 Music Department
Curriculum offerings or instructional implementations that reflect increased rigor,
increased access, new pathways to more in depth study of the field:

Elementary instrumental music has continued to thrive with ensemble rehearsals
before school. In addition, participation in both the New York State School Music
Association (NYSSMA) rating festival and the Pelham Music Festival has
continued to increase the dedication and focus toward state standards. Elementary
instrumental music teachers have developed benchmarks for student performance
based upon preparing students to transition into the middle school music
programs.

In the HS, a Music Theory class has been added. This allows serious music
students to study music with greater understanding and to be better prepared for
college music study.

MS and HS Ensembles also prepare selections for both the Pelham Music Festival
and NYSSMA.
Department goals this year and initiatives to align the K-12 program:
 K-12 staff: creating and performing the semi-annual collaborative faculty
performance, based on an American Music theme. This is a very exciting
opportunity for the students in grades K-6. They are prepared for the concert in
advance and learn many things about the music including: composition
techniques, melodic and rhythmic ideas, composers etc. The staff decides which
concepts will be presented and tailors the learning for each of the grade levels.
This allows us to explore how a concept such as rhythm patterns evolves from K
through 6th grade. The children are then able to experience the concert at many
different levels.
Students in Grades 3-6 attend concerts at Lincoln Center, Carnegie Hall and Jazz at
Lincoln Center. They are prepared for these concerts in advance, much like the faculty
performance above. They are immersed in the musical repertoire for weeks or months
before the concert dates and then experience an interactive concert with world-class
musicians
 Elementary music teachers are revisiting and developing curriculum maps: 3 of
our staff members are in new positions and the maps are helpful in formulating
conversations about student learning,

Data collection for all aspects of the instrumental music programs. Teachers are
using this information to track program growth and development, student
participation and the impact of the band and orchestra program on student
learning, and to guide future program plans.
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PEF Grants and other Grants that have enhanced the program and Instruction:
 The instrumental program in grades 3-12 were awarded an instrument grant in the
amount of $35,000 to help them develop as Artist-Musicians and Critical
Listeners. The acquisition of these cellos, basses, brass and percussion
instruments has been received enthusiastically by the students. A report on their
impact will be written in April.
Critical Issues and Areas for Development and Growth:
 Our most critical issue is the ability to continue to offer these programs in the face
of budget cuts. The reduction of classes in the HS schedule, and the possible
addition of support classes will make it difficult for students to continue to choose
music electives.
K-12 Physical Education Department
Curriculum offerings or instructional implementations that reflect increased rigor,
increased access, new pathways to more in depth study of the field:
The Fitness gram, a fitness assessment and reporting program, has been networked
allowing us to use the activity gram. This software resource includes a variety of health
related physical fitness tests that assess aerobic capacity, muscular strength, muscular
endurance and flexibility. We will eventually be using this for all our students, but will
now target students in grades 4-8. This elementary to middle school extension allows
students to log their fitness choices and receive feedback. The digital photo and video
aspect of the iPad 2 funded as part of our department PEF grant proposal will help us to
motivate and provide students with visual demonstrations and quick feedback. For more
information: http://www.fitnessgram.net/programoverview/
Keith Maley and Mairbeth Albin attended the New York State Physical Education
conference. Several ideas for supplementing/improving our curriculum offerings were
discovered. One session, for example, offered an innovative idea for the Physical
Education and Art departments to collaborate. The idea involves translating physical
education movements into visual representation through drawings and other art materials.
Keith Maley is scheduling a meeting this month with the art and physical education
departments to begin planning this elementary collaboration. The secondary Physical
Education department is seeking more activities that allow our students to experience
games and sports that more easily translate to life after High School. In the past five
years, we have scaled back or reduced such sports as Soccer and Basketball in favor of
games such as Eclipseball and European Handball. We would now like to do the same
for Football and are looking at several activities to replace it such as Rigo Ball (a new
indoor game that mimics many of the properties of baseball and softball) or Watermelon
that is a derivation of Handball, more suited for Middle School age students.
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Department goals this year and initiatives to align the K-12 program:
We are currently aligning our Middle and High School approach to fitness planning and
evaluation to the Fitness gram model introduced at the elementary schools. This will
bring us together district wide, using the same testing model.
The Sport Education program, which is used extensively at the elementary schools in the
4th and 5th grade, is continuing to be integrated at the Middle School program. The
Middle School staff has added several Sport Education units such as Basketball and
Volleyball and will continue to add more in the current school year and 2012/13 as well.
The secondary staff is currently in the process of completely revamping the curriculum
used for students who are excused for medical reasons. At the Middle School, we are
using Academic Learning Packets. These offer the students an opportunity to read and
write on sports and fitness topics that are relevant and interesting at their grade level.
High School students are asked to read articles selected by the Physical Education
Department and write a summary and response to the article. Students at both schools
have been very happy with the change this school year to the new model. We are also
working to make the articles available on-line to our High School students.
PEF Grants and other Grants that have enhanced the program and Instruction:
The Pelham Education Foundation recently awarded the Physical Education department
with a Grant that allows us to update and network the Fitness Gram software. The PEF
purchased 7 iPads for us as well. This enables the department to accomplish many of our
goals and in the future will provide students with a comprehensive fitness analysis. The
Fitnessgram report will provide information about the student’s level of fitness in an easy
to read format and provide personalized suggestions that will help in planning individual
fitness plans.
Critical Issues and Areas for Development and Growth:
The elementary teachers have questions and concerns as to how the proposed Princeton
plan would affect teaching schedules. Mark Finegan attended a conference of area
Physical Education department heads and Coordinators where the APPR was discussed
as it relates to P.E. There is great concern that we will be evaluated only on Fitness
Testing scores. The department perspective and that of all those who attended this
conference is that a broader approach needs to be enacted. We would like to see a set of
benchmarks that students need to meet by certain grade levels. This will continue to be a
topic of discussion for us at Professional Development and Departmental meetings.
Respectfully submitted,
____________________________________
Peter Giarrizzo
Assistant Superintendent for
Curriculum, Instruction and Personnel
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