LaGuardia Arts Weekly Bulletin January 12 - 16, 2015 Dr. Mars, Principal College & Career Readiness Benchmark: Academic & Personal Behaviors ACADEMIC & PERSONAL BEHAVIORS This domain includes the learning habits and skills that support academic readiness and includes non-cognitive, socio-emotional qualities that support resiliency, and college/career persistence. Persistence Persistence is needed to support long-term commitment to educational goals through a positive mindset and self-efficacy. Engagement Engagement supports achievement in school by increasing students' social-emotional connection to the environment and their social confidence. Work Habits/ Organizational Skills Strong work habits and organizational skills support successful navigation of college and careers. Communication/ Collaboration Skills Communication and collaboration are essential skills in successful college and career transitions. Self-Regulation Self-regulation is key to resiliency. Students must develop coping skills, self-control, and confidence to work through challenges as well as metacognitive skills. For examples of practice in action, tools, and research about academic and personal behaviors, visit: http://schools.nyc.gov/Academics/CommonCoreLibrary/About/CCR/AcademicPersonalBehaviors.htm January Final Exams Final Exams are single period exams. So as not New to interfere with studentsвЂ™ study time, teachers should be cognizant of homework assignments during these days. Students should continue to use the extended time arrangements that are in place with each teacher. Below are the days scheduled for Final Exams: Tuesday Wednesday Thursday Friday January 20 January 21 January 22 January 23 Social Studies Health Math English Science Studios LOTE Make-up (Last Day) This year, we have been focusing on College and Career Readiness Benchmarks. В These benchmarks define the qualities and achievements that students need to complete in order to be ready to enroll, persist, and succeed in college, postsecondary training opportunities, and gain entry into meaningful careers. To galvanize our collective efforts toward a shared goal, the DOE has identified four domains of student development that are essential to success after graduation: Common Core Learning Standards, Academic and Personal Behaviors, Academic Programming, and College and Career Access. Students need support to master each of these domains. La! has been providing communication in 3 of these domains вЂ” Common Core Learning 1 Standards, Academic Programming, and College and Career Access вЂ” we would like to introduce you to the 4th domain: В Academic and Personal Behaviors. В Academic & Personal Behaviors define a set of learning habits and skills that support academic readiness and includes non-cognitive, socio-emotional indicators that support resiliency and college/career persistence, specifically: work habits and organizational skills, collaboration and communication skills, persistence, self-regulation, and social engagement. В In the chart on the left you will see examples of the necessary learning habits and skills. continued on page 6 January Drama Sophomore 2; Blackout Period 1 12 January Regents Exams January Regents Exams are held from the 26th through the 29th. Students registered for the exam were given invitations on January 6. On exam day, students should arrive at the assigned classroom at 8:15 AM for the 8:45 AM exam, and arrive at 12:15 PM for the 1:00 PM exam. 13 14 M T Musicale #2: Junior Band, Intermediate Orchestra, Junior Orchestra, Mixed Chorus; 6:00 PM; Concert Hall; Tickets: $10/Advance; $15/Box Office. W Musicale #3: Brass, Elementary Chorus, WomenвЂ™s Chorus, Opera; 6:00 PM; Concert Hall; Tickets: $10/ Advance; $15/Box Office. A student who is not scheduled for a January Exam does not attend classes between Monday, January 26, and Tuesday, February 3. For additional information, please speak with your Guidance Counselor. Please see the Regents Exam schedule on Page 5. TOC Schedule Newsworthy 1 12 M Regular Building Community 2 Administrative 4 13 T Regular 14 W Regular Instructional 5 15 Th Regular College & Careers 9 16 F Regular Semi-Annual Art Exhibit 12 www.LaGuardiaHS.org Musicale #1: Percussion, Elementary Orchestra, Girls Chorus, Jazz; 6:00 PM; Concert Hall; Tickets: $10/Advance; $15/Box Office. Music Performing Groups YB Photos; Concert Hall Attendance Committee Meeting; Period 5; PrincipalвЂ™s Conference Room 15 Th Safety Committee Meeting; Period 6; PrincipalвЂ™s Conference Room La! Lecture Series: Grethe Barret Holby, producer of The Three Astronauts opera; 5:00 PM - 7:00 PM; Library. 16 F Music Performing Groups YB Photos; Concert Hall End of Marking Period 19 M Dr. Martin Luther King, Jr. Holiday; School Closed Building Community La! Welcomes Choreographer Grethe Barrett Holby to Speak at our Next Seminar On January 15, 2015, from 5:00 PM - 7:00 PM, our LaGuardia Arts Seminars continue with Grethe Barrett Holby. Ms. Holby is a choreographer, producer, director, founder of Ardea Arts/ Family Opera Initiative and American Opera Projects, and former LaGuardia parent. In the 2014-2015 season, HolbyвЂ™s focus is on the development of two major projects. One of those projects is The Three Astronauts, an opera based on a childrenвЂ™s book by Umberto Eco with music by a trio of international composers. Box Office Tickets available through our website or the school store. Children under the age of 5 are not permitted. Happy Holidays on the Web If you noticed over vacation the holiday GIF in the main slide show on the website, we have Karen Au to thank for that. The Symphony Orchestra and Choral Semi-Annual Concert January 9 & 10, 2015 7:30 PM 2015 SPARK Peer Leader Applications Available Peer Leaders are an integral component of the SPARK PROGRAM @ La!. They serve as academic and social role models for new and prospective students. They exert a powerful influence on the development and behaviors of their peers. Students in this role will plan and carry out large and small group facilitations, school events and awareness campaigns with an emphasis on the prevention of risky behavior. PLвЂ™s will learn and implement leadership and communication skills, while motivating those around them. PLвЂ™s work to develop good rapport with new students, and they are often the first member of a support team to whom new and prospective students confide their fears and uncertainties. Musicale #1 January 12, 2015 6:00 PM Percussion Elementary Orchestra Girls Chorus Jazz Peer Leaders are students who give evidence of interpersonal and intellectual skills, as well as have the ability to communicate effectively to large and small groups of people, can motivate others, and exhibit appropriate dedication to academic and drug free life. For additional information, please contact Ms. Carela, SAPIS, in Room 323C. To download the application, please visit: http://laguardiahs.org/?p=5414 Musicale #2 January 13, 2015 6:00 PM Junior Band Intermediate Orchestra Junior Orchestra Mixed Chorus A&F Scholarships for Summer Study, Classes, and Lessons A&F knows that many of you are considering summer programs, classes, and lessons in your studio area and may need financial assistance in order to attend. Apply for an A&F Summer Study Scholarship. Deadline is January 23. You do not need to be enrolled in a Summer Program now; you may wait until you know whether or not you receive the scholarship before enrolling in the summer program. So start looking into summer programs. If you receive a scholarship, you will need to submit proof of admission and a bill for tuition as all scholarships are paid directly to the school or instructor. For more information, please stop by the A&F Office in Room 853. http://laguardiahs.org/?p=5413 Musicale #3 January 14, 2015 6:00 PM Brass Elementary Chorus WomenвЂ™s Chorus Opera Girls Who Code Girls Who Code is a national nonprofit organization with a mission to inspire, educate, and equip girls with the computing skills to pursue 21st century opportunities. In a room of 25 software engineers, only 3 are women. Join the movement to close this gender gap and prove that women are powerful and innovative in technology. Science, technology, engineering, and math (STEM) are ever expanding fields that need more creative thinkers. In the seven week intensive Girls Who Code Summer Immersion Program, students donвЂ™t just learn computer science, but build confidence and make connections with successful mentors. A college graduate with a degree in Computer Science has a starting salary twice as high as the average college graduate. Girls Who Code is a good step to see if Computer Science is right for you.В $10/Advance; $15/Box Office Just added Senior Dance Showcase January 23, 2015 4:30 PM & 7:30 PM January 24, 2015 2:00 PM $10/Advance; $15/Box Office Little Flower Theater Sophomore and Junior girls are encouraged to attend the information session Monday, January 12, in Room 661. For more information, please visit www.girlswhocode.com. 2 Updated Link Respect For All Liaison: Mr. Brummell, located in the Deans Office $20/Adults; $15/Students & Children All Seats are Reserved Building Community Senior YB News Rising Stars: Senior Quotes The Pursuit of Happiness Pre-Sale Tickets Now A LaGuardia yearbook tradition, Senior Quotes are, once again, being placed in the book. The deadline is 11:59 PM January 26. You enter your quote in Daedalus. Due to popular demand, we have decided to include quotes underneath the senior portraits. Because of this, quotes can be no longer than 123 characters INCLUDING spaces AND quotation marks (about 2 sentences). вЂў Please remember, no obscenity, vulgarity, or lewdness (no curse words, innuendos, etc.) вЂў Quotes may be edited, included, or eliminated at the discretion of the Yearbook staff. вЂў Place the quote in quotation marks, followed by the person who said it. вЂў You do not need to include your name. Daedalus automatically adds it. вЂў ex. вЂњFifty percent of a womanвЂ™s charm is illusion.вЂќ Blanche DuBois вЂў Be sure you SUBMIT your quote by the deadline Superlatives Additionally, this year, we are introducing superlatives to the LaGuardia Yearbook! Seniors may nominate fellow classmates or themselves. Everyone nominated will appear on the ballot with the top five contenders moving on to the final round. Among the superlative options are: - Most Most Most Most Most Most Most Most Most Most Most Most Most Most Most likely to make the cover of Rolling Stone likely to make a million before heвЂ™s/sheвЂ™s 30 likely to cure a disease likely to become a politician likely to sleep through an earthquake likely to be late to graduation likely to #Occupy (something) likely to take over the world likely to save the world likely to star in a reality T.V. show Unforgettable likely to be on SNL dedicated anime fan likely to brighten someoneвЂ™s day likely to become a teacher ItвЂ™s time for вЂњRISING STARSвЂќ the annual LaGuardia all-school talent show! To purchase tickets, CLICK HERE enter the pre-sale code: happiness15 and get your pick of the best seats before the general public! All Tickets: $20. Reserved seating. Voting for round one is now open in Daedalus and will end on January 16. вЂ�Rising StarsвЂ™ is a fundraiser for the PA, so there are no reduced price seats. A very limited number of tickets will be held for sale at school in the main lobby starting January 21. Cash, credit and debit cards, and checks (from LaGuardia families) will be accepted. However, the best seats will be available online beginning NOW! 3 Administrative The DOEвЂ™s Cell Phone Policy As many of you have read in the DOE press release dated January 7, 2015, the cell phone ban is likely to be lifted in March. Chancellor Farina and Mayor De Blasio stated, вЂњThe reform announced today lifts the ban, and, if approved by the Panel for Educational Policy in February, will take effect in all schools on March 2.вЂќ Keep your kids safe. Get their seasonal flu vaccines every year. Seasonal Flu: A Guide for Parents Is seasonal flu more serious for kids? Infants and young children are at a greater risk for getting seriously ill from the flu. ThatвЂ™s why the New York State Department of Health recommends that all children 6 months and older get the seasonal flu vaccine. Flu vaccine may save your childвЂ™s life. Most people with seasonal flu are sick for about a week, and then they feel better. But, some people, especially young children, pregnant women, older people, and people with chronic health problems can get very sick. Some can even die. A flu vaccine is the best way to protect your child from seasonal flu. It is recommended for everyone 6 months and older. What is seasonal flu? The flu, or influenza, is an infection of the nose, throat, and lungs. The flu can spread from person to person. Flu shot or nasal-spray vaccine? вЂўFlushotscanbegiventochildren6monthsandolder. вЂўAnasal-sprayvaccinecanbegiventohealthychildren2yearsandolder. вЂўChildrenyoungerthan5yearswhohaveexperiencedwheezinginthepastyearвЂ“oranychildwithchronichealth problemsвЂ“shouldgettheflushot,notthenasal-sprayvaccine. вЂўChildrenyoungerthan9yearsoldwhogetavaccineforthefirsttimeneedtwodoses. How else can I protect my child? вЂўGettheseasonalfluvaccineforyourself. вЂўEncourageyourchildвЂ™sclosecontactstogetseasonalfluvaccine,too.Thisisveryimportantifyourchildisyoungerthan 5orifheorshehasachronichealthproblemsuchasasthma(breathingdisease)ordiabetes(highbloodsugarlevels). Because children under 6 months canвЂ™t be vaccinated, they rely on those around them to get vaccinated. вЂўWashyourhandsoftenandcoveryourcoughsandsneezes.ItвЂ™sbesttouseatissueandquicklythrowitaway.IfyoudonвЂ™t have a tissue, cough or sneeze into your upper sleeve, not your hands. This will prevent the spread of germs. вЂўTellyourchildrento: вЂўStayawayfrompeoplewhoaresick; вЂўCleantheirhandsoften; вЂўKeeptheirhandsawayfromtheirface,and вЂўCovercoughsandsneezestoprotectothers. What are signs of the flu? The flu comes on suddenly. Most people with the flu feel very tired and have a high fever, headache, dry cough, sore throat, runny or stuffy nose, and sore muscles. Some people, especially children, may also have stomach problems and diarrhea. The cough can last two or more weeks. How does the flu spread? People who have the flu usually cough, sneeze, and have a runny nose. The droplets in a cough, sneeze or runny nose contain the flu virus. Other people can get the flu by breathing in these droplets or by getting them in their nose or mouth. Last year, teachers, parents, and students held detailed discussions with Dr. Mars, and a school-wide Bring Your Own Device (BYOD) policy was created in anticipation of the cell phone ban being lifted. (This policy is on page 39 of the Student Handbook.) We will review our BYOD policy when new regulations are passed to ensure that we are in compliance. The deadline for implementation is October 31, 2016. January Regents Examinations January Regents Exam Invitations were distributed to students this week. An additional way to check is that Pupil Path will show a Regents Exam schedule for Period 13. Not showing up to take your scheduled Regents exam will result in an ABS on your transcript. This mark cannot be removed. Please speak with your guidance counselor if you have a question or concern. Identifying Symptoms on Excuse Notes We ask that each parent be as specific as possible when listing the reason for the studentвЂ™s absence. Attendance and College Visits If you have visited colleges this semester, please fill out and submit the School Audition/ Visit Form at LaGuardiaHS.org. We will send home вЂњjeopardy to graduationвЂќ letters to the parent or guardian of any student with less than 90% attendance. (At this point, that would mean nine days or more of absence.) College visits do not count toward this number. ThereвЂ™s a Ticket for That! In order to receive helpful technical support as quickly as possible, please visit LaProgram.org How long can a sick person spread the flu to others? Mosthealthyadultsmaybeabletospreadtheflufromonedaybeforegettingsicktoupto5 daysaftergettingsick.ThiscanbelongerinchildrenandinpeoplewhodonвЂ™tfightdiseaseaswell (peoplewithweakerimmunesystems). What should I use to clean hands? WashyourchildrenвЂ™shandswithsoapandwater.Washthemforaslongasittakestosingthe вЂњHappy BirthdayвЂќ song twice. If soap and water are not handy, use wipes or gels with alcohol in them unless they are visibly soiled. The gels should be rubbed into hands until the hands are dry. What can I do if my child gets sick? Makesureyourchildgetsplentyofrestanddrinkslotsoffluids.TalkwithyourchildвЂ™sdoctor beforegivingyourchildover-the-countermedicine.Ifyourchildrenorteenagersmayhavethe flu, never give them aspirin or medicine that has aspirin in it. It could cause serious problems. Can my child go to school/ day care with the flu? No. If your child has the flu, he or she should stay home to rest. This helps avoid giving the flu to other children. When can my child go back Childrenwiththeflushouldbeisolatedinthehome,awayfromotherpeople.Theyshouldalso stayhomeuntiltheyaresymptom-freefor24hours(thatis,untiltheyhavenofeverwithoutthe useoffever-controlmedicinesandtheyfeelwellfor24hours.)Remindyourchildtoprotect others by covering his or her mouth when coughing or sneezing. You may want to send your child to school with some tissues, wipes or gels with alcohol in them if the school allows gels. to school/day care after having the flu? For more information about the flu, visit http://www.health.ny.gov/diseases/communicable/influenza/seasonal/ Or, www.cdc.gov/flu Centers for Disease Control and Prevention 2430 Follow us on: Facebook/NYSDOH Twitter/HealthNYgov 7/12 Submitting End of Term Grades All second marking period grades will be submitted through Skedula. Due Date: All grades are due at 9 a.m. on Wednesday, January 28. PADS will then be closed for a few hours for grade processing. Revisions are due by 12 p.m. on Thursday, January 29. Support: Teachers seeking support should see Mr. Moore in room 201 during period 3, 5, 6, 7, or 8. No appointment is necessary. Acceptable Grades: Class grades are calculated according to departmental grading policies. Passing: 65-100 in increments of 1 Failing: 55 If you are unsure about what grade to give a student, please speak with the studentвЂ™s Guidance Counselor, Dr. Stricklin-Witherspoon, or Ms. van Keulen. Procedure For Entering Grades: 1) Go to skedula.com. Log in using your DOE user name and your password. 2) On the bottom-left side, click on вЂњPortals.вЂќ 3) Click on вЂњPADS.вЂќ 4) Click on вЂњClick here to enter HSST grades.вЂќ 5) Click on вЂњClick here to enter MP 2 grades.вЂќ TIP: Teachers who do not see this option will need to create a second marking period. Please see Mr. Moore in Room 201 if you would like assistance. 6) Enter grades and comments. They will be saved automatically. TIP: Skedula can mass-assign certain comments for you automatically for each student who meets a specific criteria. For help with this timesaving feature, see Mr. Moore in Room 201. 7) Click on вЂњLogoutвЂќ in the upper-right corner of the screen. Finding Comment Codes in Skedula: 1) Skedula offers assistance in finding correct comment codes. 2) Click on the cell to the right of the grade category. 3) You will be able to select the appropriate comment. 4 Submitting Revised Grades: After grades are received and processed in Skedula, PADS will be reopened until 12 p.m. on Thursday, January 29, so that teachers can submit revised grades. Review the Subject Class List with Grades that will be placed in your mailbox by the end of the day on Wednesday. If you would like to submit a grade change before the revision deadline, enter Skedula again, and change grades as necessary. Skedula Help Is Available Teachers who would like assistance before grades are due should meet with Mr. Moore in Room 201 during period 3, 5, 6, 7, or 8. No appointment is necessary. Instructional Part 4 in a series of 9 Universal Design of Learning We are continuing to explore ways to address different learners and to reduce barriers to learning by talking about the UDL practice of Provide Options for Physical Action (part of Principle 2: Providing Multiple Means of Action and Expression). It is important to offer materials with which all learners can interact in an engaging way, like offering alternatives to marking answers with pen and pencil. How will this look in the classroom? Teachers can use clickers or Classroom Response Systems. Teachers can evaluate class comprehension or retention of complex material much more effective by engaging the whole class in an interactive learning experience that involve polling students using a student response clicker system. This instant feedback enables instructors to tailor lectures to their studentsвЂ™ needs by indicating whether to move forward or review material. It is used as follows: 1. The teacher poses a multiple-choice question 2. Each student submits an answer to the question using a handheld transmitter (a вЂњclickerвЂќ) that beams a radio-frequency signal to a receiver attached to the teacherвЂ™s computer. 3. Software on the teacherвЂ™s computer collects the studentsвЂ™ answers and produces a bar chart showing how many students chose each of the answer choices. 4. The teacher makes вЂњon the flyвЂќ instructional choices in response to the bar chart by, for example, leading students in a discussion of the merits of each answer choice or asking students to discuss the question in small groups. Mainly any kind of questions can be asked when working with clickers. The most popular are Recall Questions although they rarely generate discussion and donвЂ™t require higher-order thinking skills. Conceptual Understanding Questions can be used with clickers as well, if they involve answers based on common student misconceptions. Questions asking students to classify examples, match characteristics with concepts, select the best explanation for a concept, or translate among different ways of representing an idea can help the teacher identify and address studentsвЂ™ misconceptions. Application Questions: These questions require students to apply their knowledge and understanding to particular situations and contexts. Application questions often ask students to make a decision or choice in a given scenario, connect course content to вЂњrealworldвЂќ situations, implement procedures or techniques, or predict the outcome of experiments or even their peersвЂ™ response to a subsequent question. Critical Thinking Questions: These questions operate at the higher levels of BloomвЂ™s Taxonomy, requiring students to analyze relationships among multiple concepts or make evaluations based on particular criteria. Often these questions are вЂњonebest-answer questions,вЂќ questions that include multiple answer choices that have merit. Students are asked to select the one best answer from these choices. Onebest-answer questions arenвЂ™t appropriate for exams, but they can be very effective in preparing students to engage in class discussions about the reasons behind their choice. (read more at: http:// cft.vanderbilt.edu/guides-sub-pages/ clickers/) Our school has a great track in receiving technology through donorschoose.org. If you need help in writing a grant please see Ms. McGoey, in the science department or Ms. Van Keulen. http:// www.donorschoose.org/ Below is an example of using clickers in a math class (from Teaching Mathematics with Classroom Voting: With and Without Clickers, Kelly Cline and Holly Zullo, 2011). have been able to gain some valuable discussion when asking students why they may have voted for one of the other four solutions. Based on homework problems students may have done, they may become locked in to thinking that all trigonometric questions focus on the domain [0, в€Џ]. At the same time, a student that might have answered that there is only one angle that makes this equation true, may have their eyes opened to the fact that not everything is restricted to simply the first quadrant. This allows for some good discussion of thinking about the trigonometric situation strictly in terms of right triangles, or if students should expand their thinking into a unit circle convention. It is interesting to find that some students thinking about the unit circle convention might believe that if an answer is possible, it should be an even number of solutions, since cosine and sine are equal to one another at exactly two points on the unit circle. Thus it is important to facilitate conversation where students will come to a conclusion that the domain could be limited to simply half of a revolution around the unit circle. The question asks the students when two trigonometric functions are equal to one another. What the question does not provide is a specified domain. The specified domain plays an important role with trigonometric equations due to their periodic nature. This is done intentionally so we are able to gain a sense of how students are able to handle a situation which could present them with a different number of potential solutions, based on the modification of the domain. This is a clicker question where each answer gets a share of the studentsвЂ™ votes. It is important to point out to students that their answer cold be correct, based on how we define the domain of the problem. This reinforces the importance of communication to the student, and how defining a problem for someone to solve is important. Without the correct parameters of the problem, it is easy to answer a different question than the one posing the question may have intended. Clicker Question #3 For how many angles of x, does cos x = sin x a) 1 b) 2 c) 3 d) 4 e) Not enough information is provided Because no domain is specified, the best answer would probably be that there are an infinite number of angles for which these functions are equal. Of the answers provided, the best answer is e. However, the purpose of the question is to provoke thought and dialogue, and by using the question as structured we 5 Please Note Earlier Test Start Times Instructional January Regents Tutoring Subject Chemistry Topic Room Moles and stoichiometry 511 Date Mon., January 12 Chemistry Acids and bases 511 Tue., January 13 Chemistry Solutions 511 Wed., January 14 Chemistry Kinetics and Equilibrium 511 Thu., January 15 Chemistry Electrochem/redox 511 Wed., January 21 Chemistry Organic/nuclear chemistry 511 Thu., January 22 English Test taking and test preparation 659 Wed., January 14 Alg 2/Trig Focus on Multiple Choice questions 415 Tues, January 13 Alg 2/Trig Focus on June 2013 open ended questions 415 Thursday, January 15 January Regents Exams JANUARY 26 MONDAY JANUARY 27 TUESDAY JANUARY 28 WEDNESDAY JANUARY 29 THURSDAY Report: 8:15 AM Report: 8:15 AM Report: 8:15 AM Report: 8:15 AM Living Environment English Language Arts Common Core Global U.S. History Geometry Algebra 2/Trig Report: 12:15 PM Report: 12:15 PM Report: 12:15 PM Comprehensive English Algebra I - Common Core Physics Integrated Algebra Earth Science* Chemistry Uniform Admission Deadlines La! students will START their morning exams at 8:45. Students may not be admitted after 9:45 AM and may not be dismissed before 10:00 AM. All afternoon exams will start at 1:00 PM. Students may not enter after 2:00 PM or be dismissed prior to 2:00 PM * Earth Science Regents Practicum Students who will take the Earth Science Regents on January 28, 2015, are required to take a practicum component. They are required to sign up with Ms. Bodha in Room 513 to take the practicum on January 13, 14, or 15. Click Grapic, then hover mouse over the stars or hearts for short video Dance & Drama: Performance on Demand Task (section I) will be administered on Tuesday, January 27, from 1:15 - 4:15 PM. Work Cited: Liptak, Sandy. I Am a Digital Citizen. The Book Fairy Goddess: A Year in the Life of an Elementary School Librarian. Web. 6 Jan. 2015 6 Instructional Academic & Personal Behaviors, cont. Academic and Personal Behaviors: Examples of Practice for Students, Teachers, and Schools Persistence Strong work habits and organizational skills support successful navigation of college and careers. Communication/Collaboration Skills Engagement supports achievement in school by increasing students' socialemotional connection to the environment and their social confidence. Communication and collaboration are essential skills in successful education and employment transitions. Self-Regulation Persistence is needed to support long-term commitment to educational goals through a positive mindset and selfefficacy. Engagement Students Work Habits/Organizational Skills ACADEMIC & PERSONAL BEHAVIORS Self-regulation is key to resiliency. Students must develop coping skills, self-control, and confidence to work through challenges. вЂў вЂў вЂў вЂў show commitment to school. set and strive for appropriate goals. persist through task completion despite setbacks. know their personal strengths, are aware of and use available supports, and are able to self-advocate. вЂў вЂў demonstrate a feeling of connection to school. are involved in school activities. form healthy relationships with teachers/adults in the school. form healthy connections with peers. вЂў вЂў вЂў вЂў вЂў вЂў вЂў вЂў are able to work independently. acquire time-management skills. organize their time and effort effectively. attend to accuracy and precision in their work. вЂў вЂў вЂў вЂў are able to work collaboratively. are able to express and understand information and ideas. ask for help appropriately. can communicate in multiple formats (speaking/listening, writing, technology). make strategic use of digital literacy skills. understand the role of, and can effectively use, social skills to develop connections to career and educational pathways. вЂў seek out appropriate challenges rather than avoid them. solve problems as needed while working. demonstrate self-control when dealing with others. develop self-reflection skills. conduct themselves appropriately. use metacognitive strategies to monitor and regulate their own learning. вЂў вЂў вЂў вЂў вЂў вЂў вЂў вЂў вЂў вЂў вЂў вЂў 1 Teachers вЂў вЂў вЂў вЂў вЂў вЂў вЂў вЂў вЂў вЂў вЂў вЂў вЂў вЂў вЂў Schools establish a culture for learning that motivates students. talk to students about growing their intellect through effort, help from others, and improved learning strategies. provide students with opportunities to set long- and short-term goals, as appropriate to grade level. create opportunities for students to take initiative and revise work. вЂў demonstrate knowledge of their students. are culturally competent and adept at communicating with families. show that they value effort and academic engagement. create opportunities to hear student voices, as appropriate to grade level. вЂў вЂў вЂў вЂў design assessments that value work habits. explicitly teach time management by providing a daily and weekly calendar of activities, instructions on use of planners, etc. curriculum and instructional activities provide direction for notetaking from texts and instruction on how to organize important information. вЂў create opportunities for collaboration and communication; teach techniques for success in these areas, as appropriate to grade level and content. provide opportunities for students to revise work and present it with precision and polish, and include multiple formats for presentation (such as: written, digital, oral, individual, group). provide opportunities for 'office hours,' tutoring, or individual consultation. integrate digital media into instruction to optimize sharing of ideas and information. вЂў create an environment of respect and rapport . manage student behavior effectively. utilize a positive behavior reinforcement system and teach students to manage feelings appropriately. instill confidence and respect. provide opportunities to teach/develop problem-solving skills. are aware of students' IEPs and teach specific behaviors. know ELL students' language proficiency levels and plan accordingly. вЂў вЂў вЂў вЂў вЂў вЂў вЂў вЂў Component Alignment 1 make transparent a value system that supports students' commitment to their educational goals. provide regular opportunities to recognize students. 1b, 1f, 2b, 3c, 3e provide a safe learning environment. provide a robust and diverse array of activities. offer opportunities for regular and meaningful family engagement. have a support system in place for students experiencing social or personal distress, interpersonal conflict, depression, or isolation. provide professional development for teachers and staff to build cultural competence. 1b, 1c, 1e, 2b, 3a, 3b, 3c, 3d, 4c provide professional development for teachers in areas of classroom organization and assessment, including instruction on paying close attention to and building studentsвЂ™ work habits and organizational skills. provide a planner and calendar as appropriate to age levels; communicate and support expectations for school-wide use. 1b, 1f, 2b, 2c, 3d, 4b provide professional development for teachers in areas of classroom organization and assessment that includes a focus on communication and collaboration skills. provide a school-wide learning management system and appropriate access to digital resources for teacher teams and classes for communication and production. 1a, 1b, 1c, 1d, 1e, 1f, 2a, 2b, 2c, 2e, 3a, 3b, 3c, 3d provide opportunities for student voice. have a school-wide reinforcement system for positive behavior. have a strength-based youth development approach. value professional conduct among students. 1b, 1e, 1f, 2a, 2b, 2c, 2d, 3b, 3c, 3d Component alignment offers teachers the opportunity to self-assess and reflect by examining Effective and Highly Effective practices, as described by the 2013 Danielson Framework for Teaching, through connections to the Academic and Personal Behaviors. Component Alignment DanielsonвЂ™s 2013 Framework for Teaching (FfT) provides teachers and school leaders with a common language to describe and discuss effective teaching in order to achieve continuous growth in teacher practice and student learning. The FfT was created as an overarching framework that describes the commonalities in every classroom вЂ” those aspects of teaching that are common across grades, disciplines, and studentsвЂ™ backgrounds. For more information, please visit: http://schools.nyc.gov/NR/rdonlyres/C74CD2AB-B7254CE9-B4ED-3F9EA71F6BDB/0/APBExamplesandDanielsonCrosswalkv4.pdf Safe В В В Dates Group В В В Learn important tips about dating for you & friends В В В В В В В В В В В В В Peer Education, Leadership and Mentoring Program 2015 Are you a student who is interested in offering support, guidance and encouragement to other students? Wednesdays Beginning January 21 st , 2015 Time:4th , 5th , 6th,7th and 8th pd Place: room 323c Want to gain experience mentoring? Love meeting new people? APPLY NOW !!! Host: Mrs. Carela & The Peer Leaders Contact Mrs. Carela Applications are available in room 323C. В 7 Instructional Students focus on both content and skills as outlined by the Social Studies Practices and Common Core Learning Standards. By grappling with complex content, students can accomplish a higher level of literacy. Being literate in Social Studies means understanding the conventions by which documents within the Social Studies disciplines are written, including the integration of primary sources, images, maps, data, and artifacts. Social Studies helps students understand, respect and appreciate the commonalities and differences that give the U.S. character and identity. The complexities of history can only be fully understood within an appreciation and analysis of diversity, multiple perspectives, interconnectedness, interdependence, context and enduring themes. The shifts to Common Core in Social Studies include: Focus on Conceptual Understandings вЂў Increased emphasis on patterns, themes and concepts that cut across place and time. Decreased emphasis on rote memorization. Evidence-based Argumentation вЂў Students learn to utilize primary and secondary sources by placing them in context, gathering information and evidence in order to formulate a coherent argument. Dual Intensity вЂў Students focus on both content and skills as outlined by the Social Studies Practices and Common Core Learning Standards. A. Gathering, Interpreting, and Using Evidence 1. Define and frame questions about events and the world in which we live, form hypotheses as potential answers to these questions, use evidence to answer these questions, and consider and analyze counter-hypotheses. 2. Identify, describe, and evaluate evidence about events from diverse sources (including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources). 3. Analyze evidence in terms of content, authorship, point of view, bias, purpose, format, and audience. 4. Describe, analyze, and evaluate arguments of others. 5. Make inferences and draw conclusions from evidence. 6. Deconstruct and construct plausible and persuasive arguments, using evidence. 7. Create meaningful and persuasive understandings of the past by fusing disparate and relevant evidence from primary and secondary sources and drawing connections to the present. B. Chronological Reasoning and Causation 1. Articulate how events are related chronologically to one another in time and explain the ways in which earlier ideas and events may influence subsequent ideas and events. 2. Identify causes and effects using examples from different time periods and courses of study across several grade levels. 3. Identify, analyze, and evaluate the relationship between multiple causes and effects 4. Distinguish between long-term and immediate causes and multiple effects (time, continuity, and change). 5. Recognize, analyze, and evaluate dynamics of historical continuity and change over periods of time and investigate factors that caused those changes over time. 6. Recognize that choice of specific periodizations favors or advantages one narrative, region, or group over another narrative, region, or group. 7. Relate patterns of continuity and change to larger historical processes and themes. 8. Describe, analyze, evaluate, and construct models of historical periodization that historians use to categorize events. C. Comparison and Contextualization 1. Identify similarities and differences between geographic regions across historical time periods, and relate differences in geography to different historical events and outcomes. 2. Identify, compare, and evaluate multiple perspectives on a given historical experience. 3. Identify and compare similarities and differences between historical developments over time and in different geographical and cultural contexts. 4. Describe, compare, and evaluate multiple historical developments (within societies; across and between societies; in various chronological and geographical contexts). 5. Recognize the relationship between geography, economics, and history as a context for events and movements and as a matrix of time and place. 6. Connect historical developments to specific circumstances of time and place and to broader regional, national, or global processes and draw connections to the present (where appropriate). D. Geographic Reasoning 1. Ask geographic questions about where places are located, why their locations are important, and how their locations are related to the locations of other places and people. 2. Identify, describe, and evaluate the relationships between people, places, regions, and environments by using geographic tools to place them in a spatial context. 3. Identify, analyze, and evaluate the relationship between the environment and human activities, how the physical environment is modified by human activities, and how human activities are also influenced by EarthвЂ™s physical features and processes. 4. Recognize and interpret (at different scales) the relationships between patterns and processes. 5. Recognize and analyze how place and region influence the social, cultural, and economic characteristics of civilizations. 6. Characterize and analyze changing connections between places and regions. E. Economics and Economics Systems 1. Use marginal benefits and marginal costs to construct an argument for or against an approach or solution to an economic issue. 2. Analyze the ways in which incentives influence what is produced and distributed in a market system. 3. Evaluate the extent to which competition between sellers and between buyers exists in specific markets. 4. Describe concepts of property rights and rule of law as they apply to a market economy. 5. Use economic indicators to analyze the current and future state of the economy. 6. Analyze government economic policies and the effects on the national and global economy. F. Civic Participation 1. Demonstrate respect for the rights of others in discussions and classroom debates; respectfully disagree with other viewpoints and provide evidence for a counter-argument. 2. Participate in activities that focus on a classroom, school, community, state, or national issue or problem. 3. Explain differing philosophies of social and political participation and the role of the individual leading to group-driven philosophies. 4. Identify, describe, and contrast the roles of the individual in opportunities for social and political participation in different societies. 5. Participate in persuading, debating, negotiating, and compromising in the resolution of conflicts and differences. 6. Identify situations in which social actions are required and determine an appropriate course of action. 7. Work to influence those in positions of power to strive for extensions of freedom, social justice, and human rights. 8. Fulfill social and political responsibilities associated with citizenship in a democratic society and interdependent global community by developing awareness of and/or engaging in the political process. 8 Adapted from: http://schools. nyc.gov/NR/rdonlyres/7884B7460D0E-4CCF-8747-F495904E1A52/0/ SchoolFacingIntroductiontotheSSFramework.pdf Social Study Common Core Shifts Remember to record your College Acceptance Decisions in Naviance. Click the pencil to the right of the Results column, next to вЂњUnknownвЂќ. College & Careers Reflection after the Financial Aid Night Presentation The IRS Data Retrieval Tool The IRS Data Retrieval Tool allows students and parents to access the IRS tax return information needed to complete the Free Application for Federal Student Aid (FAFSA), and transfer the data directly into their FAFSA from the IRS Web site. We are thankful to Ms. Evertt from John Jay College of Criminal Justice for presenting at our December 17 Financial Aid Night. fafsa.gov FAFSA = Free Application for Federal Student Aid Financial Aid If you are eligible to use the IRS Data Retrieval Tool, we highly recommend using the tool for several reasons: You should never have to pay to complete the application so do not use fafsa.com вЂ” use www. fafsa.gov вЂў ItвЂ™s the easiest way to provide your tax data. вЂў ItвЂ™s the best way of ensuring that your FAFSA has accurate tax information. вЂў You wonвЂ™t need to provide a copy of your or your parentsвЂ™ tax returns to your college. вЂў Students or parents who are married and filed as Married Filing Separately, are married and filed as Head of Household, filed an amended tax return, or filed a Puerto Rican or foreign tax return are not eligible to use the IRS Data Retrieval Tool, and will need to enter their tax return information manually. You must file the FAFSA every year while you are in college. Check your CollegeвЂ™s Financial Aid Deadlines To be considered for some aid, many schools will have February Deadlines (so they can send out award letters in March.) You cannot be late on the deadlines. View Filing the 2015 - 2016 FAFSA as Two Steps Assuming you will not have filed your taxes in January... Additionally, students or parents who filed their tax returns electronically within the last three weeks, or through the mail within the last eleven weeks, might need to either enter their tax return information manually or return at a later date to transfer their tax return information into the FAFSA, as their tax return information might not be available for transfer from the IRS. Step 1: Estimate using 2013 taxes and any financial documents you have. You want your estimate to be realistic, but it is an estimate. Step 1A: Seriously. Do your taxes as soon as you can. Step 2: Correct (Revise) your FAFSA. Your goal is to use FAFSAвЂ™s IRS Data Retrieval Tool. This is the most accurate way to complete the FAFSA, and it is less likely you will have to provide proof to your attending college of what you filed. Extenuating Circumstances The FAFSA does not take extenuating circumstances. into If you are eligible to use the IRS Data Retrieval Tool, then click Link To IRS to transfer your tax return information from the IRS Web site into your FAFSA. (Note: If you previously transferred your tax return information from the IRS, or you indicate that you filed your tax return electronically within the last three weeks or through the mail within the last eleven weeks, then the Link To IRS button displays once you click the вЂњView option to link to the IRSвЂќ hyperlink.) consideration But What if there are Extenuating Circumstances? You would need to write to the Financial Aid Office of each school explaining your situation. If you are ineligible or otherwise choose not to use the IRS Data Retrieval Tool to retrieve tax information, your college may require a copy of your IRS Tax Return Transcript (or your parentsвЂ™ IRS Tax Return Transcript, if you are a dependent student). What is the CSS Profile? The CSS Profile (or Profile) is administered through the College Board (https://student.collegeboard.org/ css-financial-aid-profile) and is required by many schools for non-Federal Aid. Unlike the free FAFSA, you must pay to have it sent to each college. To find out whether or not your school requires the CSS Profile, you must check the collegeвЂ™s Financial Aid website. Watch Videos! Before beginning the FAFSA or the CSS Profile, take the time to watch whatever videos they suggest, which are accessible from their home pages. It will save you time in the long run. More Financial Aid Information on next Page 9 College & Careers of the colleges listed on your FAFSA, add the additional school codes, and submit the corrections for processing. FAFSA Your Free Application for Federal Student Aid (FAFSA) can list up to ten colleges. Once you receive your Student Aid Report (SAR), you can make the information available to more than ten colleges through one of the following options. Each option will allow the college to receive an electronic copy of your SAR, and you will also receive an updated SAR: вЂў Give the additional colleges your Social Security Number, name, and the Data Release Number (DRN) from your SAR so that they can add their school code to your FAFSA and receive an electronic copy of your SAR. вЂў Call the Federal Student Aid Information Center and have them add the colleges for you. When you call, you must provide the DRN from your вЂў Click Login on the home page and log in to FAFSA on the Web. You will be given the option to Make FAFSA Corrections. Remove some вЂў If you have a paper SAR, you can replace the colleges listed on the SAR with other colleges, and mail the SAR back to Federal Student Aid. Note that the paper SAR only allows you to change up to four colleges. Note: If there are ten colleges on your FAFSA, any new school codes that you add will replace one or more of the school codes already listed. SUNY Financial Aid Day -English Presentation Saturday, January 24, 2015 SUNY Financial Aid Day -Spanish Presentation Saturday, January 24, 2015 The program for parents and Seniors is designed to answer questions and provide assistance regarding the financial aid application, types of aid available, the award process, and completing the FAFSA (Free Application for Federal Student Aid.) The program for parents and Seniors is designed to answer questions and provide assistance regarding the financial aid application, types of aid available, the award process, and completing the FAFSA (Free Application for Federal Student Aid.) Please pre-register. You will be sent a confirmation letter or email message with program details including program start time, parking information, and schedule. Please pre-register. You will be sent a confirmation letter or email message with program details including program start time, parking information, and schedule. SUNY Center for Student Recruitment (CSR) (College of Optometry, Schwarz Theater) 33 West 42nd Street, Manhattan To find the locations and register for English language presentations, please visit: http:// www.suny.edu/attend/events/event_detail.cfm?eid=1 42&etyp = ST U DE N T E VE N TS&mi nd t = 2015- 01- 24% 20 00:00:00.0&maxdt=2015-02-28%2000:00:00.0&etypid=1 To register: http://www.suny.edu/attend/events/event_ registration.cfm?elid=890&etyp=Student&etypid=1 Opportunities SAR or confirmation page. Refer to the Help page for contact information. ВЎ GR A DГљAT E! The Weekly Bulletin is a collection of original material and collected/adapted information intended to keep the LaGuardia Community informed. Una guГa de ayuda financiera para el Г©xito Dr. Mars, Principal Mr. Moore, Teacher Mr. Sommers, AP Dr. Stricklin-Witherspoon, AP Ms. van Keulen, AP click here M A Y O D E 2 0 14 Applies to Many La! Seniors If I want to apply to more than ten colleges, what should I do? 10 College & Careers African American Heritage Committee 2015 Scholarship Application Deadline: January 13, 2015 Each year the Queens Borough PresidentвЂ™s African American Heritage Committee awards scholarships to graduating high school seniors pursuing a post-secondary education. Recipients receive a monetary award for academic expenses. Applicants must be QueensвЂ™ residents. Interested high school seniors should submit a completed application with an official transcript of their grades by 5:00 p.m. on January 13, 2015. Transcripts must be submitted separately via email to [email protected] or fax at: 718-2863134. Scholarship recipients will be notified by February 3, 2015. http://www.queensbp.org/AAHCScholarshipApp Bank of America Charitable FoundationвЂ™s Student LeadersВ® Program Application Deadline: January 31, 2015 BOA Charitable FoundationвЂ™s Student LeadersВ® Program is accepting applications for the 2015 Student LeadersВ® program. Since its inception in 2004, the Bank of America Student Leaders Program has recognized more than 2,000 exemplary high school juniors and seniors who have a passion for improving their communities. The program helps students gain a greater understanding of how nonprofits create impact in the community and helps develop them as the next generation of community leaders through two components: 1) An eight-week paid internship in the summer of 2015 with a nonprofit organization selected by the bank. This internship is designed to provide opportunities for the students to develop and apply leadership skills through handson work experience, while raising their awareness of community issues addressed by their Host Organization. 2) The week-long, all-expense paid Student Leadership Summit in Washington, D.C. from July 12-17, 2015. Conducted in partnership with the Close Up Foundation, the Summit introduces students to aspects of civic, social and business leadership and provides them with knowledge and skills they will use throughout their life to create positive community change. The application is open now through January 31, 2015. Please click here. College Scholarships for Italian Americans Application Deadline: January 31, 2015 The Columbus Citizens FoundationвЂ™s College Scholarship Program recipients receive a four-year scholarship to help underwrite the cost of their college tuition. Students who are of Italian descent, have a GPA of 85.0 or higher, and from households with financial need where the total gross income does not exceed $25,000 per capita are eligible. This opportunity is only for high school seniors who will enter college as freshmen in the fall. The Columbus Citizens Foundation Scholarship online application can be found by clicking here. NYU School of Engineering ARISE Program The Center for K12 STEM Education at NYU School of Engineering is now accepting applications for our third cohort of rising junior and senior NYC high school students to participate in Applied Research Innovations in Science and Engineering (ARISE), a free summer research program in STEM disciplines. In addition to performing authentic research while being mentored by a graduate student and/or faculty member in an engineering, science or technology lab on NYUвЂ™s campus, students are taught public speaking skills, complete a presentation on their work, and learn about the history and ethics of science and research. Some of the 53 students who have completed the program continued their research into the school year, co-authored scientific papers, attended professional conferences, or entered STEM contests based on their work. We are looking for: вЂў вЂў вЂў вЂў вЂў New York City residents who are completing 10th or 11th grade in June 2015. Academically prepared, motivated students. Applicants with a passion for science, technology, engineering and math. Students who will attend the entire program, full time, from July 6, 2015 to August 21, 2015, and an orientation on June 29, 2015. Responsible students who have demonstrated: an ability to make and fulfill commitments, timeliness and persistence. For more information: http://arise.poly.edu 11 The Harlem Youth Court Applications Available The Harlem Youth Court is now accepting applications for our next cohort. Youth ages 14-18 years old who reside in New York City can apply to become Youth Court Members. Youth Court members participate in an informative and fun eight week summer training program where they learn about restorative justice and how the justice system in NYC works. Teens learn to perform the functions of the Youth Court by practicing the roles of judges, jurors, community advocate, and youth advocate. Once trained, Youth Court members will hear actual low-level juvenile delinquency matters referred from courts, prosecutors, and schools. Members earn a stipend during their term of service. The priority application deadline is March 31, 2015. DonвЂ™t wait as these paid positions are highly competitive! http://www.courtinnovation.org/how-join Yale Young African Scholars Program The 2015 Yale Young African Scholars programs will be hosted by Yale University in two locations: Rwanda: August 11 вЂ“ 16 Zimbabwe: August 20 вЂ“ 25 The Yale Young African Scholars Program is a high-intensity sixday program designed for African students who will graduate from secondary school in 2017 or 2018, are 18 years or younger at the time of the program, and have the talent, drive, energy, and ideas to make meaningful impacts as young leaders, even before they begin their university studies. The Yale Young African Scholars Program is an official program of Yale University. Application deadline is February 26, 2015. CLICK HERE for more information. Yale Global Scholars Program Session dates for summer 2015 are: Politics, Law, and Economics (PLE) June 23 - July 6 International Affairs and Security (IAS) July 9 - July 22 (formerly known as Studies in Grand Strategy) Science, Policy, and Innovation (SPI) July 25 - August 7 An official Yale University program, participants in the Yale Young Global Scholars Program for Outstanding High School Students can expect an amazing summer experience studying in beautiful campus lecture halls and classrooms, living in YaleвЂ™s historic residential colleges, eating in award-winning dining halls, meeting a talented community of fellow students, engaging with worldrenowned professors, and interacting with extraordinary visiting practitioners. DonвЂ™t forget that the application for YYGS is available online now! Please remember to complete and submit your summer 2015 application to the program by February 26. All materials, including letters of recommendation and school reports (transcripts), must be submitted by the deadline. For program information, visit http://globalscholars.yale.edu Summer Arts Institute Summer Arts Institute is a free, four-week arts program for New York City Department of Education students. Held at Frank Sinatra School of the Arts in Astoria, Queens, the SAI is administered by the NYCDOEвЂ™s Office of Arts and Special Projects. Students can major in dance, theater, instrumental music, orchestral strings, vocal music, film, or visual arts. The program is designed for students at an intermediate or advanced level of study in their discipline. Summer Arts Institute offers a unique opportunity for students to work with DOE arts specialists, cultural organizations, and guest artists. The daily schedule includes studio work and experiences with professional artists. In the studios, students develop and improve their technical skills and creative expression in their art form. Time is dedicated to rehearsals, attending professional performances, visiting arts venues and exploring careers. The Institute culminates with an exhibition and performance showcasing the studentsвЂ™ work. Program Dates: July 6 вЂ“ July 31, 2015. Applications due: January 30, 2015. Student Auditions: Saturday, February 28 & Sunday, March 01, 2015, at Frank Sinatra School of the Arts. For more information, CLICK HERE Semi-Annual Art Exhibit Congratulations to the following students whose work was selected to appear in the Fall Semi-Annual Art Exhibit. The exhibit appears both on the Mezzanine and in the Art Gallery. SIENA ABAYAN TESS ABBOT LEILANI ABDUR RAZZAQ MEAGHAN ACCARINO AYDEN ACKERMAN INGYIN AEIN AMINA AKHMADEEVA JASMIN ALI KIARA ALMONTE ALANE ALUNAN VICTORIA ALVA ARLY AMAYA LUZ AMAYA CHLOE AN ALINA ANANYEVA ZAIRE ANDERSON AMANDA APONTE JACQUELYN APOSTOLO KELLY ARANGO ASRA ASHAI ANGIE ATTARD ROSEANNE ATTIA KAREN AU EVELYN BAEZ MAITREE BAIN EPIFANIA BAJEMA LILLIAN BAKER SAYA BAKER ALEKSANDRA BALYKOVA GABRIELA BANDA MOLLY BAUM MUSAMMATH BEGUM ILAN BELOKON TAMAR BEN AMI AMIT BEN BARUCH KENNDRA BENOIT EMRE BENOIT SAVCI FAITH MARIE BERNARDO MICHELLE BERNSTEIN CHARLOTTE BESHERS JULIA BIANCHI THEODORA BICHI ALIXE BIDDLE ESME BLEECKER ADAMS CYDNEY BLITZER MIA BODAY ALBERTO BONILLA MIA BOULUKOS URSULA BOWLING ADELAIDE BOYD MEGAN BOYLE ADAM BROWN ANNIE BURCEA OCTAVIA BURGEL SCYLER BYRNE ALEXANDRA CABREJOS DELIA CADMAN KIANA CAINES DENISE CALUNGSOD NICOLE CALERO MAY CALLIS OONAGH CARROLL WARHOLA ROBERT CARTER ASHLEY CHAN KIMBERLY CHAN SHARIS CHAN SHARON CHAN CLAIRE CHANDLER BLOMST ALEXANDRA CHANG 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