Robert Moses Middle School
From Ms. Hartnett, RMMS Principal:
All incoming 6th grade students are required to have the proper immunizations necessary for them to attend school in September, particularly the TDAP shot by the time they reach their 11th birthday. All households received letters in April, May and June indicating this NYS mandate; and if you have not already handed in your immunization paperwork, please do so immediately. We do not want to have to send any children home on the first day of school for lack of medical documentation. Thank you for your cooperation. If you have any questions, please call Mrs. Brush @ 631-620-7321.
July 13, 2012
Prohibition of Cell Phones & Electronic Devices in New York State Assessments
“Please note that student schedules and teacher assignments will be distributed on the first day of school. The supply lists are universal and have been agreed upon by all teachers; however they are subject to minor changes throughout the year based on need.”
6th Grade Supply List
7th Grade Supply List
8th Grade Supply List
NEW Drop-off and Pick-up Procedure at RMMS
IMPORTANT: Due to the high volume of items being dropped off for students during the school day, and the subsequent high volume of classroom interruptions, the RMMS administration deems it necessary to revamp the procedure by which students will pick up any items dropped off for them.
Starting tomorrow, February 3, 2011, any items dropped off for students will be left at the sign-in desk in the RMMS main lobby. The door monitor at the front desk will label and secure each item, and then the adult dropping the item off will print the student’s full name and grade on the dry erase board hanging from the wall in the lobby. The front desk door monitor will provide the appropriate writing utensil.
Since students should be aware that they have forgotten their lunch money or gym clothes, for example, they will be responsible for checking the board from time to time if they are expecting an item. When they pick the item up, students will then remove their names from the board using an eraser also provided by the front desk door monitor. For any items remaining at the front desk at the end of the day, students will be called down to pick them up by way of the afternoon announcements.
Most importantly, this procedure will limit, if not eliminate, disruptions to the academic school day. Thank you for your anticipated cooperation.
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Letter: Chickenpox Exposure
Your child may have been exposed to Chickenpox (varicella zoster) at school.
Please watch your child for the following symptoms. If your child has the symptoms below, please call your child’s healthcare provider for guidance.
Symptoms usually appear 14-16 days after exposure.
Common Signs and Symptoms
- Slight fever, feels tired and weak
- May report a stomach ache
- Itchy, blistered rash that first appears on the trunk (stomach and back) and spreads to the face, arms and legs
- The rash appears to be small water blisters.
In a day or two, the rash will form crusts that will remain for a few days. As the blisters spread, some will be healing as new ones appear. Your child needs to remain home from school until all the blisters are crusted over (your child is contagious until that time).
Please notify the School Health Office at (631) 321-3300 if your child becomes ill with chicken pox. Please call the school’s Health Office if you have any questions or concerns.
Peggy Nugent, R.N.
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HOW STUDENTS CAN AVOID PLAGIARISM
Why It Happens – How to Prevent It
1. Know the definition of plagiarism at your school. Check with instructors to determine whether collaboration is permitted and what they expect of your bibliography. Remember that all ideas and words must be cited.
2. Take good notes. Develop strategies such as note cards or spreadsheet files that will help you keep track of sources, authors, URLs, and other important information as you work.
3. Paraphrase carefully. Try not to use more than one or two important words from the original source when you paraphrase material (and remember to cite that source even if your material isn’t in quotation marks).
4. Learn to attribute correctly. Ask teachers what citation format they prefer and learn the basics. For more difficult citations, find a web page or a book that will guide you.
5. Leave plenty of time. Don’t get caught behind a deadline – most plagiarism occurs when students feel desperate or rushed.
6. Make sure you understand the assignment. Ask questions in advance that will help you avoid the feeling of being “lost” or overwhelmed.
7. Research wisely. Use your research skills for more than a quick web search – learn how to use search engines and the library to find the best possible sources for your projects.
8. Make your bibliography as you work. Type your bibliography as you find sources rather than waiting until the final draft of your paper – there are many websites that can help you format a bibliography quickly and easily.
9. Double-check your papers. Use a search engine or free plagiarism detection software to check your own papers before you hand them in.
10. Take the assignment personally. Try to make assignments important to you. Where possible, tweak topics or arguments to put your own spin on them. Look for what you can learn from the project, not just for the grade you’ll receive.
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Bullying Prevention: Recommendations for Parents
Is Your Child Being Bullied?
A child is bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other students. Children oftentimes will not tell their parents that they are being victimized.
• Comes home from school with torn, damaged, or missing clothing, books, and belongings.
• Has unexplained bruises, injuries, cuts, and scratches.
• Does not bring classmates or other peers home after school and seldom spends time in the homes of classmates or peers.
• Seems isolated from peers and may not have a good friend to share time with.
• Appears to be fearful about attending school, walking to and from school, or riding the bus.
• Has poor appetite, headaches, and stomach pains (particularly in the morning).
• Chooses a longer, "illogical" route for going to and from school.
• Asks for or takes extra money from family (money that may go to a bully).
• Appears anxious, distressed, unhappy, depressed or tearful when he or she comes home from school.
• Shows unexpected mood shifts, irritability, or sudden outbursts of temper.
• Has sleeping or eating problems.
• May lose interest in school work and experience a decline in academic performance.
• Talks about or attempts suicide.
General Characteristics of Possible Victims
There are two types of victims: (1) the passive or submissive victim, and (2) the provocative victim. Passive/submissive victims signal to others through attitudes and behaviors that they are insecure individuals who will not retaliate if victimized. The provocative victim is a much smaller group of victims. They are characterized by having both anxious and aggressive patterns. Provocative victims are generally boys.
Passive/Submissive Victim Characteristics:
• Physically weaker than their peers (particularly boys).
• Display "body anxiety." They are afraid of being hurt, have poor physical coordination, and are ineffective in physical play or sports.
• Have poor social skills and have difficulty making friends.
• Are cautious, sensitive, quiet, withdrawn, and shy.
• Cry or become upset easily.
• Are anxious, insecure, and have poor self-esteem.
• Have difficulty standing up for or defending themselves in peer groups.
• Relate better to adults than to peers.
Provocative Victim Characteristics:
• Exhibit some or all of the characteristics of passive or submissive victims.
• Are hot tempered and attempt to fight back when victimized – usually not very effectively.
• Are hyperactive, restless, have difficulty concentrating, and create tension.
• Are clumsy, immature, and exhibit irritating habits.
• Are also disliked by adults, including teachers.
• Try to bully students weaker than themselves.
What Can Parents of the Victim Do?
Encourage your child to share his/her problems with you. Ensure him or her that this is not tattling. Know that your child may be embarrassed, ashamed, and fearful. Listen attentively and reassure him/her that he/she will not have to face the problem alone.
• Praise and encourage your child. Help him or her take pride in his/her accomplishments and differences. A confident child is less likely to be targeted by bullies.
• Search for talents and positive attributes that can be developed in your child. This may help a child to assert himself or herself.
• Help your child develop friendships. Stimulate your child to meet and interact with new peers. A new environment with new peers can provide a new chance for a victimized child. www.colorado.edu/cspv firstname.lastname@example.org
• Encourage your child to make contact with calm and friendly children in his or her class (or in other classes). This may require the assistance of the school.
• If your child’s own behavior (i.e., provocative victim) is contributing to being bullied, try to help your child change his or her
behavior without suggesting that he or she is responsible for being victimized. Try to improve your child’s social skills.
• Motivate your child to participate in physical activity or sports. Physical exercise can result in better physical coordination and less "body anxiety." This, in turn, can increase your child’s self-esteem and improve peer relations.
• ·Maintain contact with your child’s school. Keep a detailed record of bullying episodes and related communication with the school. Help develop a plan of action for the school to follow. Monitor the situation by maintaining communication with the school and your child.
• Seek help from a mental health professional.
Is Your Child a Bully?
Children who bully increase their risk for engaging in other forms of antisocial behavior, such as juvenile delinquency, criminality and substance abuse. Bullying behavior should be taken seriously. Doing nothing implies that bullying is acceptable behavior.
Typical bullying behavior includes:
• Physical Attacks: hitting, kicking, pushing, choking
• Verbal Attacks or Harassment: name calling, threatening, taunting, malicious teasing, rumor spreading, slandering
• Social isolation, intentional exclusion, making faces, obscene gestures, manipulating friendship relationships
General Characteristics of Possible Bullies
Boys are more likely than girls to be bullies. However, girls are more likely to engage in "sneakier" forms of harassment.
• May be physically bigger and stronger than their victims.
• Have strong needs to dominate and control their peers.
• Are hot-tempered, easily angered, impulsive, and have a low frustration tolerance.
• Have difficulty conforming to rules.
• Are defiant and aggressive toward adults and authority figures. Adults may be frightened of the bully.
• Are good at talking themselves out of situations.
• Tend to have a relatively positive view of themselves (average or better than average self-esteem).
• Are more likely than their peers to engage in other antisocial behaviors.
• Are more likely to be less popular (particularly primary school students).
• Are more likely to have negative attitudes toward school and get lower grades (particularly junior high school students).
What Can Parents of the Bully Do?
• Make clear to your child that you take the bullying seriously, and will not tolerate such behavior in the future.
• Develop a consistent family rules system. Use praise and reinforcement for rule-following behavior. Use consistent, non-hostile, negative consequences for rule violation. Set a good example for your child by following these rules yourself. If your child observes aggressive behavior by you, he or she is more likely to act aggressively toward peers.
• Spend more time with your child. Monitor and supervise your child’s activities. Know your child’s friends, where they spend their free time, and what they do with that free time.
• Build on your child’s talents and help him or her develop less aggressive and more appropriate reaction behaviors.
• Maintain contact with your child’s school. Support the school’s efforts to modify your child’s behavior. Enlist help from the school to try and modify your child’s behavior.
• Seek help from a mental health professional.
False Beliefs About Bullying
The following common statements perpetuate the bully/victim problem:
• "Being bullied builds character."
• "Bullying is part of growing up."
• "Kids will be kids." or "Boys will be boys."
• "Sticks and stones may break your bones, but names can never hurt you."
• "What did you do to him to make him treat you that way."
• "You just have to toughen up." or "You just have to learn how to stand up for yourself."
• "Hit him back. He won’t bother you again."
• "I was bullied in school and I turned out fine." or "I was a bully in school and I turned out fine."
• "No kids are bullied in this school."
• "Only children who are different get bullied."
• "Only children in large schools/classes get bullied."