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 Music Speech
Art Physical Education
Computer Lab Psychologist
Library Resource Room


Academic Intervention Services provides additional instruction and/or student support services which supplement the instruction provided in the general curriculum. It also assists the students in meeting the New York State learning standards. These services are intended to assist students who are at risk of not achieving the standards in English Language Arts, Mathematics, and /or Science, or who are at risk of not gaining the knowledge and skills needed to meet or exceed designated performance levels on NY State assessments. Services shall be made available to students with disabilities on the same basis as non-disabled students. These services can be provided in addition to the student's individualized education program.

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Ms. Gayer
Ms. Brandt

The foundation for the Elementary Art Curriculum is centered around the Elements of Art (shape, line, color, value, form, texture, and space) as the building blocks for art education and art-making at the elementary level with the incorporation of art history, interdisciplinary and global themes. The Principles of Art (balance, emphasis, movement, pattern/repetition, proportion/scale, rhythm, variety/contrast, and unity) will be taught and reinforced through classroom discussions, instruction and producing artwork. The Elementary Art Curriculum is designed to introduce students to the visual arts through a variety of art materials, resources and creative experiences and to build on those understandings from Kindergarten through Fifth Grade. Lessons will be inspired by various cultures, artists, and resources from historical and contemporary time periods, as well as interdisciplinary and/or school-wide themes.  Lessons will guide and teach students the skills and proper use and care related to art materials like paint, glue, scissors, assorted drawing tools, and sculpture materials.  Students will create two and three dimensional works of art through single and multimedia experiences such as, but not limited to, drawing, painting, sculpture, and textiles.  As students progress through elementary school they will work to develop and master their art skills, knowledge and appreciation of the Visual Arts. They will become more proficient in using self-reflection, critique and art vocabulary in their art sessions and collaborate with their peers.  All elementary art students will have a work of art displayed in the Annual K-12 SEA-BBS Visual Arts Showcase in the spring.  As a culminating event, students will bring home their artwork in an artist’s portfolio at the conclusion of the school year.

Some Grade Level Highlights
(Artists, Styles, and Materials)
Kindergarten: Vincent VanGogh, Sculpture, Cut paper collage
First: Aboriginal art, Printmaking, Tempera paint
Second: Guatemalan art, Weaving, Mixed media
Third: Georgia O'Keefe, Puppetry, Aluminum metal tooling
Fourth: Native American art, Jewelry, Oil pastel
Fifth: Multicultural masks, Acrylic paint, Scratchboard

All art students K-5 should bring in a smock. A large tee-shirt works best.

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Computer Lab

The computer lab is an active learning classroom where the students are encouraged to communicate, express, imagine and share. Classes in the computer lab will use programs designed to enrich the curriculum while integrating keyboarding skills, word processing and internet research.

Once a week for 45 minutes, each student will be able to access, generate, process and transfer information using the appropriate technologies through the Internet under the direction and monitoring of the classroom teacher and computer lab teacher assistant.

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The primary function of the Music Education Curriculum is to foster musical growth in children. Skills such as a sense of tonality and a sense of meter (rhythm) are developed through sequential activities that focus on listening, singing, moving, playing, and creating. Students are encouraged to be responsive to the artistic qualities of musical sound and are provided opportunities for enjoyment and growth through participation, development of individual skills, recorder playing, and participation in chorus.

4th & 5th Grade Chorus…………...Monday 3:25 – 4:00pm
3rd Grade Chorus…………………..Monday during school day
4th & 5th Grade Band……............Monday & Wednesday 7:50 – 8:30 am
4th & 5th Grade Orchestra….........Tuesday & Thursday 8:00 – 9:00 am

Instrumental Music
The Instrumental Music Program begins at the fourth grade level. Students are encouraged to select either a band or orchestra instrument. They will receive a weekly, rotating, in-school lesson, be given assignments, and are expected to practice their instrument at home. It is expected that students will attend all rehearsals, in addition to their weekly music lesson. It is the goal of all instrumentalists to become a member of one of the school’s performing ensembles; therefore, it is imperative that students attend both music lessons and all rehearsals. Students will receive an instrumental music report card each marking period informing parents of their achievement.

Practice at Home
Practicing an instrument at home is every instrumentalist’s musical homework. This is where students work on developing their technique and skills learned in music lessons and rehearsals. With their parent’s assistance, students should select a quiet, well lit area in which to practice. Using a music stand to hold music and lesson books will facilitate each practice session, and will foster developing proper posture. In addition, keeping track of practice sessions on a chart will assist students in developing a routine, and monitoring their practice times.

Classroom Music
All students in grades K-5 receive classroom music once a week. The primary function of the Music Education Curriculum is to foster musical growth in children. Skills such as a sense of tonality and a sense of meter (rhythm) are developed through sequential activities that focus on listening, singing, moving, playing, and creating. Students are encouraged to be responsive to the artistic qualities of musical sound, and are provided opportunities for enjoyment and growth through participation, development of individual skills, recorder playing, and participation in chorus. Students will receive a classroom music report card each marking period informing parents of their achievement.

Chorus is open to all 3rd, 4th, & 5th grade students who enjoy singing. Students may play an instrument in an ensemble and sing in chorus. Many of our students do enjoy participating in both ensembles.

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Physical Education

Dear Parent/Guardian,

We would like to take this opportunity to wish your family the very best in the start of another successful year. We cannot thank the parents and P.T.A. enough for their support and involvement in various activities throughout the year.

Our primary goal as educators is to obtain the greatest potential out of each and every child. With every student having his or her own unique skill sets, we feel it is very important for them to maximize their strengths as well as recognize and develop their weaknesses. Our learning environment in Physical Education will be filled with positive attitudes, encouragement and support.   

There are great benefits to physical activity and we really want to encourage life-long fitness. We try to do this by making the gym a super fun and exciting place. If all the students are having fun, then there is a great chance they will want to participate in sports or physical activity outside of school and as they grow older.   

 We are fortunate here at Blue Point Elementary School to be able to provide P.E. class three times a week for each student! Each class is 45 minutes long.

In the earlier years, students will engage in basic manipulative skills ranging from spatial awareness too many different locomotor skills. We will also focus on eye-hand coordination through introductory sport skills . The younger students will be introduced to the concepts of good sportsmanship, teamwork and honesty through fun whole-group activities as well as small-sided games.  

In the older years, we introduce even more skill related activities through game play. We will encourage each student to improve their skill levels by providing them challenging but achievable sport-related skill work. This skill practice will be customized to each child's individual needs, be it beginner, intermediate or advanced.  We will really try to focus on the concepts of "trying your best", teamwork, honesty and demonstrating good sportsmanship. 

We stress safety during physical education class. For the safety of your children and others, we do ask to please adhere to the following guidelines:

• Sneakers are a must! Please no slip-ons, flip-flops, sandals or CROCS!

• Appropriate attire is to be worn. Please no dresses, skirts or jeans (3-5) on P.E. days.

• Minimal jewelry. Stud earrings are fine, but no hoops or bracelets.

• Please provide a signed note to Mr. Campisi, Mrs. Paulis, the nurse or the classroom teacher for any reason your child is to be excused for the day.

• Last and not least, students are expected to come with a smile and leave just as happy!!!

*As P.E. schedules are consistent throughout the school year, We please ask that these guidelines be followed to the best of your abilities. Unfortunately, if necessary, students will be asked to sit out if they pose a risk to themselves or others.

All the best,
Mrs. Paulis & Mr. Campisi

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Jen Graziano

As the school psychologist, I support the social, emotional and academic success of all students, both regular and special education, by working directly and indirectly with them. My work includes counseling, behavioral intervention and regular consultation with teachers and parents to allow each Blue Point student the opportunity to perform at their highest potential.

Continuous consultation with teachers promotes appropriate, prosocial behaviors by assisting with classroom-wide interventions. Furthermore, most important to the success of our students is positive and effective home-school collaboration. I truly believe that communication with parents is the key to the development of the children, as consistency throughout home and school helps them thrive.

I encourage discussions regarding any issues that may be of concern with respect to the individual student and/or the family dynamic. I can be reached at 472-6100 ext. 2004. I look forward to getting to know both you and your children as we move ahead into the school year.

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Resource Room

Ms. Guarriello

The Resource Room is a program that provides instruction and remediation in the academic areas. After reviewing teacher reports, academic testing, and the student's performance in the classroom, the Committee of Special Education recommends services to a student who is having difficulty learning. An Individual Education Program is put in place that includes placement, testing modifications, teaching strategies, and academic goals for the child the help him/her achieve success. The Resource Room teacher is in constant communication with the classroom teacher and the child's parent to monitor progress and to assure everything on the IEP is being followed.

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Ms. Cregan
Ms. Schuman Lyons

Speech-language pathologists evaluate, identify, and remediate problems of communication. Speech-language difficulties may include, but are not limited to, delayed language, stuttering, voice and articulation disorders, and weakness in auditory processing.

The speech-language program at Blue Point Elementary focuses on improving students’ receptive and expressive language abilities as well as their vocabulary development, articulation and syntactic/grammatical skills. Additionally, students will work on strengthening their listening comprehension and auditory processing abilities. These speech-language skills are vital to students’ overall academic success.

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Bayport-Blue Point Eagle