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Parent-Teacher Communication

Contacting the DirectorYou are invited to contact Mr. Chavers at:

Puckett High SchoolMain Office (601) 825-5742Email: dav201@rcsd.ms

Calls or texts to the director’s home or personal cell phone will not be answered or returned.

Parent/Student ConferencesParent/Teacher conferences are by appointment only. The director will not stop instructional time for “drop-ins”. Requested Parent/Teacher conferences during the same day as a previously scheduled co-curricular rehearsal will not be honored. Parents who appear at the classroom door for a “drop-in” conference will be asked to schedule a conference during the teacher’s planning period, before school or after school.

Distribution of Memos, & Public NoticesEvery students and their parent/guardian is required to register a working email address to the school for written communication. Notification of upcoming events, performances, field trips, etc., will be posted electronically on the choir’s web page. Students and Parent/Guardians are also encouraged to register through Remind101 for text message reminders. The official calendar of events for the choir can be found on the choir’s web page. At no time will the excuse, “I didn’t get that” be accepted.

Discipline

Classroom Rules1. I will show respect to my teacher, peers and myself

1. I will refrain from using insults, threats, bullying and intimidation.2. I will follow rehearsal procedures.3. I will be on time, in my assigned polace, with materials ready to bo by the tardy bell.

1. I will be in my assigned seat/space.2. I will have my class binder open.3. I will have a sharpened pencil for making marks in my music.4. I will store books, purses, book bags, cell phones and personal items in the assigned

areas.4. I will not eat, drink or chew gum in the choir hall.

1. Students may bring clear, bottled water for use during rehearsals.2. Students will not be allowed to leave the room during rehearsals.

5. I will refrain from talking unless recognized.1. When not singing, students should:

1. Audit2. Study their music3. Complete in-class assignments

6. I will refrain from using a cell phone, lap top or other electronic devices during class, unless instructed to do so by the teacher.1. If they are seen or heard, they will be collected.2. Use during prescribed times is allowed.3. Students using them while in the hallway or restrooms will forfeit them immediately.

Discipline LadderThe purpose of all discipline is to teach students appropriate and constructive behaviors and to change undesired behaviors. Disciplinary measures shall be appropriate to the seriousness of the offense and, where applicable, to the previous discipline record of the student. Because each child and each misbehavior is different the director will tailor the discipline for each infraction to best encourage the child to make better choices in the future. While the discipline ladder is meant to provide guidance to the director the variable of the student’s past behavior, the severity of the infraction and the setting of the occurrence will be considered in the disciplinary response.

Students who fail to abide by the classroom rules and procedures will be disciplined according to the Rankin County Schools Student Handbook.

Safe-School PolicyIt is the right of every student to receive a meaningful educational experience. At no time will hazing or other acts of intimidation be utilized by the faculty/staff. If a parent/guardian believes that hazing of intimidation is being utilized, it should be immediately reported to the Choir Director or Building Principal for investigation.

Intimidation and bullying within the choral program is not limited to actions taken within the classroom or rehearsal. It may include verbal/physical threats, cyber bullying and any other set of actions that appear to create a hostile learning environment for the learner. Please note that posting harassing comments on public media, such as Facebook may be considered equal to speaking the comment aloud in class. If a student feels that fellow choir members are harassing him/her, it should be reported to the Choir Director. The Director will then investigate the claim and determine if the incident should be referred to the Administration. As part of that investigation, the accused student will be provided:• Oral or written notice of the charges against him/her• An explanation of the reasons for the charges (i.e. the evidence)• An opportunity to present his/her side of the story.

Financial Procedures

Money CollectionNo funds will be accepted unless they are placed in a completed, prescribed envelope that is properly sealed. Envelopes must ALWAYS be labeled with the student’s first and last names, the date, the amount deposited and the purpose of the payment.

Deposit envelopes should only be placed in the locked deposit box. At no time is the director capable of making change.

ReceiptsReceipts will be issued once the counting committee has processed the deposits.

ChecksWe gladly accept checks, cashier checks and money orders. At no time should a check be made out to the director or “Cash”. Instead, all checks or money orders should be made out to Puckett Attendance Center.

Fund RaisingThe Puckett High School Choir provides a variety of fund raising opportunities for members and their families. Such fund raisers are managed through the Puckett Attendance Center Business Office. Fund raisers are established to assist students and their parent/guardians with meeting the financial needs for full and meaningful participation within the organization. At no point is the excuse, “I can’t afford it” an acceptable answer.

All families are highly encouraged to participate in fund raisers. Participation lowers the amount that a family must pay for the student’s participation, while also fostering a sense of personal responsibility and industriousness. Fund raiser profits are distributed based upon participation in fund raising, not shared as a communal savings account.

For each fund raiser, students and their parent/guardians will be notified of the good/service provided, the cost, the dates of the event, the profit-share for each student, and the goal per student. Students will earn a stated per-item profit share. This amount will be applied to the appropriate student account.

Name Mickey Mouse

Date October 1, 2013

Amount $4.00

Purpose Choir Fee

Attendance PoliciesChoir is a performance based course. The means that if a student is not at a rehearsal or performance he/she is incapable of earning points toward his/her grade. For this reason, it is important that each student is present and actively engaged as often as possible.

Choir is also designated a co-curricular program. This blends the expectations and responsibilities of any other course, such as English or math, with additional responsibilities beyond the regular school day, such as the school’s football team. . Choir is not an activity time between the “real” classes. Because co-curricular programs blend responsibilities beyond the school day with the stand expectations of a core subject course, it is important that parent/guardians assist students in meeting those requirements.

Scheduling of Extended-Day ActivitiesThere will be mandatory, after-school rehearsals and performances. Notice of such events will be posted a minimum of seven (7) calendar days in advance. Such notices will be announced in class and posted on the Choral Activity Calendar. Families are encouraged to sync their smart phones to the calendar for added help in tracking upcoming events. A student will not be excused from rehearsals or performances due to transportation difficulties.

ConflictsStudents are encouraged to be involved in extra-curricular activities, to the extent that their involvement does not hamper their abilities to be of value to the groups to which they belong. There may be occasional conflicts between choir and extra-curricular programs, such as athletic teams, student council, etc. The student’s primary responsibility is to the class he/she is accumulating points. His/her secondary responsibility is to the extra-curricular activity. At no time will community leagues, community theatre groups, or private organizations take precedence over commitments to the choir’s activities.

Reporting A ConflictStudents and their parent/guardians who know of a conflict or impending absence should file form A/A/C (Found in the class room and choir web page) a minimum of three (3) school days prior to the conflict. If there is a conflict between two entities of Puckett High School, the director and coach/sponsor will communicate and attempt to find a resolution when given the three (3) day notice. If FORM A/A/C is not received a minimum of three (3) school days prior to the conflict, no accommodations will be offered that the student will be required participate in the choral event to the exclusion of the other Puckett High School event. IF FORM A/A/C is received by the deadline and no way for the student to participate in both events can be found, the student will be vine the choice of completing an alternate assignment in place of the choral event or missing the other P.H.S. event. In such cases, the director will set the parameters of the assignment and a deadline. No late/incomplete assignments will be accepted.

Conflict for Doctor/Dentist’s AppointmentWhen a student and his/her parent/guardian knows of a conflict between a choral event and a medical or dental appoint, they should submit FORM A/A/C a minimum of three (3) school days prior to the conflict. A medical/dental release form fro the medical office should be turned in to the Choir Director upon return. It is important to note that another release form may be needed for the school’s front office if the student misses part of the school day. Medical/Dental absences are only excused when it is the absent student who is being treated.

Unexpected AbsencesWhen a student unexpectedly misses and after-school rehearsal or performance due to illness, a medical release form may be turned in with FORM A/A/C following the absence. Student are are absent and provide documentation will be issued an alternate assignment. However, a “note from Mom” will not suffice. Please note, medical/dental release absences are only excused for the student who is being treated.

A student who remains in school to the end of the school day is deemed to be well enough to remain from the subsequent choral activities.

Unexcused Absences From Co-Curricular Events• Job Conflcts - Give your employer immediate notice of upcoming conflicts and arrange your

work schedule accordingly. The director will be happy to contact a student’s employer upon request.

• Homework - Every student has homework. They are expected to manage time wisely enough to meet all deadlines. If you miss a co-curricular event because you have not met expectations in other classes, it is considered unexcused and graded as such.

• Lack of Transportation - It is your responsibility to arrange personal transportation. The director will neither transport a student or excuse missed absences for this reason.

• Conflict With Community League or Social Group — At no time will participation in community leagues, social groups, troupes or civic chorales supersede your responsibilities to the choir.

• Personal Celebrations and Outings—Birthday and anniversary celebrations as well as family trips, attendance at plays, concerts, athletic events, and other school activities are considered unexcused absences.

• Detentions/Mandatory Study Halls—Choir members should exercise self-discipline, thus avoiding detentions and mandatory study halls. If an instructor requires your presence, as if they can schedule it for a non-conflicting time. If this is impossible, file FORM A/A/C with your director a minimum of three (3) school days prior to the conflict so that he/she can speak with the other instructor.

Co-Curricular RehearsalsStudents are required to attend co-curricular rehearsals. Student who fail to meet the co-curricular rehearsal prerequisites will be excluded from performances and assigned an alternate assignment.

Tardy Attendance For Co-curricular Events Students who are ten minutes late (or more) to a co-curricular event will be considered absent. They will not be allowed to enter the event after that point.

Early Departure From Co-curricular Events Students who leave a co-curricular event early will be considered absent. They will not receive credit for attending the event.

Departure from Co-Curricular Events Co-curricular events will usually have a stated expected ending time. It is the responsibility of the parent/guardian to arrange for student pick-up in a timely manner. When dismissed from a co-curricular event, students should be picked up by their parent/guardians from the gate to the Auditorium Parking Lot. The director will monitor students for up to twenty (20) minutes following the stated dismissal time. A parent/guardian who is aware of a delay should contact the director through email or through their child’s phone, stating what time they will arrive. A student who is not picked up within the allotted time will be given a warning for the first incident. Upon a second incident, the student will be excluded from co-curricular events and assigned alternate assignments in place of those regularly scheduled events.

Exclusion from PerformanceStudents who fail to meet the attendance pre-requisites for a performance will be disciplined for the absence(s) and may be excluded from participation. Such exclusion will result in a lowered grade for said performance. (Please see Performance Rubric)

Transportation

Notice of Field TripNotice of travel requirements will be posted a minimum of seven (7) calendar days prior to an event on the Choral Activities Calendar. Such notices will include the following information:• Date• Time of Departure (and, when possible) Estimated Time of Return• Purpose of Travel• Type of Transportation Employed• Site to be Visited• Supervision Provided• Disclosure of Risk• Cost

No handwritten permission letters will be accepted.

Local EventsTransportation to local events (within a 25-mile radius of the school) is the responsibility of the parent/guardian. In some rare instances, local transportation is provided for a small fee. Notice of such transportation arrangements will be distributed in class. In such cases, all members of the groups will be required to utilize the school-provided transportation.

Out-of-Zone EventsTransportation to events beyond the Puckett Attendance Center Attendance Zone is arranged through the school district. Notice of such transportation arrangements, including cost per child, will be distributed in class. All members of the group are required school—provided transpiration to the event.

Departing From Performance Site Via Parent/GuardianCustodial Parent/Guardians who wish to retrieve their son/daughter from a performance site, rather than allowing them to return via school-provided transportation may do so by:1. Filing a signed letter of intent (FORM A/A/D) with the Director at least 24 hours prior to

departure.1. No on-site requests will be honored.2. FORM A/A/D is available in the choir hall.3. No emails or text messaged requests will be accepted.

2. The Parent/Guardian must personally meet the Director at the performance site following the event.

3. A photo or the Custodial Parent/Guardian and the student, included mead-data (date, time, GPS) will be taken when releasing the student 1. Once the student has been released to his/her parent/guardian, the student may not

rejoin the group while on the trip.No student will be released to a sibling, friend, non-custodial parent or relative, or friend of the family.

Notice of InclusionThe Director will not discriminate against a student based upon race, religion, color, sex, national origin, age or handicapping condition. If you believe that you qualify for special accommodation, based upon any of these qualifiers, please contact the director or Building Principal immediately.

Basic EligibilityAll members must meet the following basic eligibility requirements:• Participants must have the ability and willingness to participate in group activities.• They must be able to understand and follow program rules and conduct themselves safely

and appropriately within a group setting.• Thy myst have the ability to successfully transition from one activity to another in and out of

the program at the start and conclusion of each activity or day.• They must also meet the Mississippi High School Activities Association’s eligibility rules.

• In cases where the school’s Special Education Department serves the student, an I.E.P. meeting may be called to determine the student’s eligibility.

Religious/Ethical ConflictChoral music is vast. It is the oldest “kingdom” of music, predating the use of idiophones, membraphones and vibraphones. Throughout much of its history composers employed sacred and nationalistic texts and compositional styles. As the choir attempts to meet the Mississippi Department of Education Frameworks and the National Standards of Music Education, we will use examples of these genres in our studies. If a student requires accommodations for music that contains sacred, holiday or patriotic texts, the following steps should be taken to assure respect for the student’s beliefs, while also allowing for maximum participation within the field of music:1. The Custodial Parent/Guardian should contact the Director as soon as possible, alerting him

that accommodations are needed.2. A parent-teacher conference will be requested by the Director to determine what

accommodations are needed. 3. A determination of which accommodations will be utilized for the student will be made during

the parent-teacher conference. If a parent/guardian fails to appear for the accommodations meeting, it will be assumed that no accommodations are requested.

4. A written I.E.P., listing accommodations and a ruling will be given to the school administration and the parent/guardian following the meeting.

Accommodation Options• Singing on a Neutral Vowel/Solfege Syllables—The student has the option of performing

the music, employing a neutral syllable or singing the passage on solfege syllables, as determined by his/her I.E.P.

• Exiting the Stage Only for the Conflicting Octavo—During a performance, the student has the option to leave the stage during the conflicting piece(s). The student will be required to

demonstrate mastery of the musical content during singing exams by singing the passage on solfege syllables.

• Remaining on Stage. However, Not Singing During the Conflicting Octavo—Durign the performance, the student has the option of quietly standing in his/her assigned location and observing the director during the conflicting piece(s). If this is during a patriotic piece, it is suggested that the student simply stand with his/her hands by his/her side. The student will still be require to demonstrate matter of the musical content during the signing exams by singing the passage on solfege syllables.

• If the Director deems that the above accommodations are unworkable, an alternate assignment with the performance will be given. This may include such tasks as working lights; operating A/V equipment, or serving as Stage Manager. The director will give the alternate assignments after the parent-teacher accommodations meeting. At no time will a student be completely excused from a performance.

Uniform Inspection

Uniform inspections are typically performed prior to all choral events. The student’s appearanc for the event is an important aspect of every performance. A student who's appearance does not meet the expectations of the Director may be excluded from performing and only allowed the points possible as an engaged observer. (Please see Performance Rubric)

Uniform Guidelines

Hair is clean, neat and off the face. Hair accessories may be black, grey or maroon. They should avoid being a distraction from the performance. Bobby pins and pony tail holders should be black.

The face should be clean and free of distracting makeup choices. Earrings are limited to studs.

The Uniform shirt should be clean and wrinkle-free. No extraneous marks, extra ornamentation is allowed.

A black, grey or brown belt should be worn.

Finger nail polish (if worn) is to be clear. Khaki slacks should be clean and wrinkle-free. No extraneous ornamentation is allowed. Slacks should be hemmed to an appropriate length. Walking shoes or dress-casual shoes should be worn. No sandals, flip-flops, open toed shoes, heels or stacks are allowed.

Students who do not meet the uniform code will be excluded from performances and be assigned an alternate assignment.

Grading

FORMATIVE ASSESSMENTS 40%Rehearsal Technique and and Participation: In-Class (See Rehearsal Rubric) A weekly grade for in-class rehearsal technique and attendance is given. Grading will be based upon the general observations of the Director.

Rehearsal Technique and Participation: Co-Curricular (See Rehearsal Rubric) A grade for co-curricular attendance and technique will be given for each co-curricular rehearsal. Grading is based upon the general observations of the Director. It is important to note that student who do not meet attendance prerequisites for performances will be excluded from performances and assigned an alternate assignment.

Projects and Special Assignments: (See Project Rubic) Special projects and assignments are occasionally given to enhance the individual educational experience. Such projects might include a research project, a college and career exploration project, a scrapbook or portfolio project or any other assignment given by the Director.

SUMMATIVE ASSESSMENTS 60%Singing Exams (See Musicianship Rubric) Students will individually sing from selected repertoire. They will, in some cases, sing a cappella, or with accompaniment, depending upon the assignment. Singing Exams typically are twenty-five (25) points each. Singing exams will be tested utilizing Canvas. It is importing to note that students who fail to meet prerequisites for mastering material will be excluded from performances. The “Pass-Off” score is usually 80% for local performances and 85% for Choral Assessments.

Performances (See Performance Rubric) Students will performa as soloist, as members of a choir, or as members of a small ensemble. Each performances will be entered as a separate grade. Students who do not meet prerequisites for performing will be excluded from doing so and assigned an alternate assignment in place of the performance.

Choral Assessments (See Mississippi Music Educators Association’s Festival Rubric) Students will perform as members of a choir or vocal ensemble at the Choral Arts Festival or MHSAA Choral Assessment. Scores earned from adjudicators will be translated in a 100 point scale and entered as exam grades.

Written Exams

Students who are ruled ineligible by MHSAA will be allowed to observe only at the Choral Assessment/Choral Arts Festival and complete an alternate assignment in place of scores awarded.

Singing ExamsA prescribed list of songs, along with a final deadline to successfully “Qualify” will be issued prior to performances. Students will individually test, utilizing Canvas. Students will find the accompaniment recordings, as well as practice tracks in the Modules section of Canvas. Students must use the TESTING MODULE recording, unless otherwise instructed.

The purpose of the singing exams is to assess students’ progress in mastering the pitch, rhythm, lyrics and vocal technique within the prescribed repertoire. It is not to judge the beauty of the student’s voice.

What Will NOT Be Graded • The beauty of the student’s voice• The value of the person, based upon their musicality

What WILL Be Graded • The student’s accuracy on pitch, based upon the vocal line assigned to the student (i.e.

Soprano, Alto, Baritone)• The student’s accuracy of rhythm, based upon the rhythms found within the vocal line

assigned to the student• The student’s accuracy of lyrics use of pure vowels and diction, based upon rhythms found

within the vocal line assigned to the student.• The vocal placement, breath support and vocal technique produced by the student

It is important to understand that singing, like Algebra or grammar, is a learned set of skills. It is not just a mater of having talent, but a matter of learning skills and a knowledge set. Students show master by correctly applying the skills and knowledge to a specific problem (a song). For some students, this comes quickly. For others, it takes a little longer. For that reason, a number of resources are made available to the students:• Individualized assistance before school/during morning break• Guided rehearsal tracks through Canvas• Large & small group rehearsals• Sectionals• Retesting (Until the Qualifying deadline)

Alternate Assignment for Missed PerformancesChoir is a performance—based course, in which the grade is primarily assessed through students exhibiting operational and situational knowledge in a variety of genres and settings. While it is optimal for students to show mastery through performances, there is another option for students who may not be able to meet the prerequisites for, or who are unable to participate in performances. To that end, an alternate assignment will be required for each instance where a student does not perform. While the topic will change, the format and expectations for the alternate assignments will not. No incomplete or late assignments will be accepted.Please be sure to check with the director for the specific topic to be researched.

Assignment: The student will research an assigned topic and present the following:1) A six (6) page, typewritten research paper on the assigned topic.

1) Research papers that fail to meet the prescribed formatting will receive a grade of zero. 2) A five (5) to nine (9) minute oral presentation in class, with appropriate accompanying media

1) Media may include a PowerPoint, Keynote or similar multi-media format.2) Media may also include a free-standing science-fair display 3) Students must dress appropriately for a business-casual presentation4) They should utilize appropriate eye contact, voice projection, proper grammatical

mastery, and provide an engaging flow of presentation

RESEARCH PAPER FORMATTING 1. Paper Use clean, good quality 8 1/2" x 11" white paper, one side only. No emailed files will be accepted. 2. Margins Leave margins of your essay 1" (2.5 cm) at the top, bottom, left and right sides of each and every page. 1" is about 10 typed spaces.  Exception is made for page numbers which are placed 1/2" (1.25 cm) from the top upper-right hand corner, flushed to the right margin.3.Fonts and Font Fonts should be limited to standard the standardized fonts of Ariel, Times New Roman, or Helvetica. Font size should be set to 12pt. 3. Title Page A title page is not essential for a research paper unless specifically requested by your teacher. The MLA Handbook provides a general guideline on writing a research paper and documenting sources. In case of conflict, you should always follow guidelines set down by your teacher.

If you don't have a title page, you may begin 1" from the top of the first page of your essay and start typing your name flush against the left margin. Then under your name, on separate lines, double-spaced, and flush against the left margin, type your teacher's name, your course section (block), and the date.You will begin numbering with page 2.Double-space after the date. On a new line, center the title of your essay. If you have a long title, double-space between lines of the title.

Example:

Jones 1Tracy JonesMs. K. SmithNRW-3A1-0116 January 2006 

Gun Control: Pros and Cons

Do not type your title all in capital letters. Do not put quotations marks before and after the title. Do not underline the title, or put a period at the end of the title. Proper names of people and places as well as important words are capitalized in the title, but prepositions and conjunctions are normally shown in lower case letters, e.g. Harry Potter and the Chamber of Secrets. The same rule applies to headings and subheadings as well.Follow the same capitalization rules for acronyms as you normally would in writing the text of the essay, e.g. FBI would be all in capitals as it is the acronym for Federal Bureau of Investigations. When using an acronym, especially an uncommon one, you must indicate what the letters stand for at the first occurrence in your essay. Example: The North American Aerospace Defense Command (NORAD) is nearly finished converting from using standard desktop PCs to blade PCs.

If a Title Page is a requirement for your assignment, begin on a new page. Use a format preferred by your teacher. Otherwise, center each line and double-space every line on a blank page: name of school (optional), title of paper in upper and lower case, course code, course name (optional), teacher's name, your first and last name, and date.

Your separate title page should appear as follows:Gun Control: Pros and ConsNRW-3A1-01Ms. K. SmithTracy Jones16 January 2006

The following example shows what NOT to do for a title page:TITLE OF ESSAY: “GUN CONTROL: PROS AND CONS”COURSE CODE: “NRW-3A1-01”TO MY TEACHER: “MS. KATIE ELIZABETH SMITH”FROM YOUR STUDENT: “TRACY MARIA CHRISTINA CARMELA JONES”ASSIGNMENT DUE DATE: “MONDAY, JANUARY THE SIXTEENTH, IN THE YEAR 2006”

It is not necessary to describe or explain the title page by adding the words: Title, Course Code, To, From, or Due Date. More is not better. Minimal information providing simple identification is adequate.

4. Numbering Pages and ParagraphsNumber your pages consecutively throughout the essay in the upper right hand corner, flush with the right margin and 1/2" from the top. The MLA Handbook recommends that you type your last name just before the page number in case the pages get misplaced (134). On page 4 of your essay, for example, your top right-hand corner should show: Jones 4

Page numbers must be written in Arabic numerals. Do not add anything fancy to decorate a page number. Do not underline it, enclose it between hyphens, parentheses, asterisks, or precede it with "Page", "Pg.", "P.", or add a period after the number. In other words, DO NOT use any of the following:PAGE 4, Page 4, Pg. 4, P 4, pg. 4, p. 4, #4, ~ 4 ~, - 4 -, * 4*, (4), “4”, 4, or 4.Simply write: 4Remember, there is no period after the page number.[1] If you are submitting your essay to your teacher via e-mail, he or she may prefer that you number all your paragraphs consecutively with reference points by adding [1] at the beginning of your 1st paragraph, [2] before your 2nd paragraph, and so forth. Electronic submission of documents is becoming more common as e-mail is being used widely. This system will facilitate the citation of sources by identifying a specific paragraph for reference very quickly.

5. Spacing Between LinesWhether your essay is handwritten, typed or printed, the entire essay should be double-spaced between lines along with 1" margin on all sides for your teacher to write comments.   Spacing Between WordsIn general, leave one space between words and one space after every comma, semi-colon, or colon. Traditionally, two spaces are required at the end of every sentence whether the sentence ends with a period, a question mark, or an exclamation mark. Although it is not wrong to leave two spaces after a period, it is quite acceptable nowadays to leave only one space after each punctuation. However, NO space should be left in front of a punctuation mark; for example, the following would be incorrect: op  .  cit   . or   "Why me   ?   "For details on how to place tables, illustrations, figures, musical notations, labels, captions, etc. in your essay, please see the MLA Handbook (134-137).

6. IndentationIf a handwritten essay is acceptable to your teacher, remember to double-space all lines, and begin each paragraph with an indentation of 1" from the left margin. Use the width of your thumb as a rough guide.If you are using a typewriter or word processor on a computer, indent 5 spaces or 1/2" at the beginning of each paragraph. Indent set-off quotations 10 spaces or 1" from the left margin.Your instructor may give you a choice to indent or not to indent your paragraphs. Whichever one you choose to use, you must be consistent throughout your essay.If you are NOT indenting, you will start each paragraph flush to the left margin. It is essential that you double-space between lines and quadruple-space between paragraphs. When paragraphs are not indented, it is difficult for a reader to see where a new paragraph begins, hence quadruple-space is called for between paragraphs. Set-off quotations should still be indented 10 spaces or 1" from the left margin.

7. Right Justify and Automatic Hyphens:Do not right justify your entire essay and do not automatically format hyphens if you are using a word processor to type your essay. Left justify or justify your essay and type in the hyphens yourself where needed. Left justification is preferred as it will not leave big gaps between words.

8. Titles of Books, Magazines, Newspapers, or Journals

When used within the text of your paper, titles of all full-length works such as novels, plays, books, should be underlined, e.g. Shakespeare's Theater.Put in quotation marks titles of shorter works, such as newspaper, journal, and magazine articles, chapters of books, or essays, e.g.: "Giving Back to the Earth: Western Helps Make a Difference in India."For all title citations, every word, except articles ("a", "an", "the"), prepositions (such as "in", "on", "under", "over"), and conjunctions (such as "and", "because", "but", "however"), should be capitalized, unless they occur at the beginning of the title or subtitle, e.g.: "And Now for Something Completely Different: A Hedgehog Hospital."Look it up in a dictionary whenever you are not sure whether a word is being used as a preposition, a conjunction, a noun, a verb, or an adverb. The word "near", for instance, may be an adverb, an adjective, a verb, or a preposition depending on the context in which it is used.For complicated details on how to cite titles and quotations within titles, sacred texts, shortened titles, exceptions to the rule, etc. please consult the MLA Handbook (102-109).

9. Writing an Essay All in Capital Letters:DO NOT WRITE OR TYPE EVERYTHING ALL IN CAPITAL LETTERS EVEN THOUGH THIS SAVES YOU TIME AND EFFORT NOT TO HAVE TO USE THE SHIFT KEY REPEATEDLY OR TO HAVE TO FIGURE OUT WHEN OR WHEN NOT TO USE CAPITAL LETTERS.SOME PEOPLE WRITE EVERYTHING IN CAPITAL LETTERS BECAUSE THEY HAD NEVER LEARNED TO WRITE SENTENCES IN UPPER AND LOWER-CASE LETTERS PROPERLY WHEN THEY WERE IN ELEMENTARY SCHOOL.OTHER PEOPLE WRITE ALL IN CAPITAL LETTERS BECAUSE THEY WANT TO MAKE WHAT THEY WRITE APPEAR IMPORTANT.READING A PAPER ALL WRITTEN IN CAPITAL LETTERS,ESPECIALLY ONE WITHOUT SPACES AFTER PUNCTUATION MARKS,SLOWS DOWN READING SPEED AND MAY EVEN REDUCE READER COMPREHENSION,BESIDES BEING EXTREMELY ANNOYING TO THE READER.REMEMBER THAT THE PURPOSE OF WRITING ANYTHING IS TO COMMUNICATE.MOST OF US ARE NOT CONDITIONED TO READ ALL TEXT IN CAPITAL LETTERS.WORD PROCESSORS ALSO TREAT WORDS STUCK TOGETHER WITHOUT SPACES AS SINGLE WORDS CAUSING OTHER PROBLEMS.

10. Table of ContentsA short essay or research paper requires no Table of Contents.If your written report or research paper is extremely long, it may be helpful to include a Table of Contents showing the page number where each section begins.For those writing a lengthy document, i.e. a book, here is the suggested order for placing items in a Table of Contents:Acknowledgements, Foreword, Introduction, Body (Parts I, II, III), Summary or Conclusion, Afterword, Explanatory Notes, Appendices, Contact Organizations, Glossary, Endnotes (if not using Footnotes or Parenthetical citations), Bibliography, Index.A less involved Table of Contents may include simply the following sections: Introduction, Body (use main section headings), Conclusion (or Summary), Works Cited (or References), along with the corresponding page number where each section begins.

Example:CONTENTS

Introduction ...........................................................................  1 Government ...........................................................................  3 Economy .................................................................................  6 Arts and Entertainment ........................................................ 10 Conclusion ............................................................................. 14 Works Cited .......................................................................... 15

11. End of EssayNo special word, phrase or fancy symbol is needed to mark the end of your essay. A period at the end of your last sentence is all that is needed.

12. Keeping Essay TogetherSheets of paper should be stapled at the upper left-hand corner. Use a paper clip if no stapler is available. Do not use a pin or fold the paper. Unless specifically requested by your teacher, do not hand in your paper in a folder, a binder, a plastic jacket, rolled up with an elastic band around it, or tied with a ribbon or a string. Do not spray perfume or cologne on your paper or use scented paper. And NEVER hand in your research or term paper in loose sheets even if the sheets are numbered and neatly placed in an envelope or folder.The condition of the paper you hand in is an indication of the respect you have for yourself and the respect you have for your teacher. Before handing in your paper, ask yourself, "Is this the VERY BEST that I can do?"

MULTI-MEDIA PRESENTATION FORMAT REQUIREMENTS 1) Each slide must have a good layout; not be too busy, wordy, crowded etc.2) The presentation must use a theme or modified theme. 3) The title slide must show the presenter’s name. 4) At least 4 clipart or digital images must be included during the slide show. 5) Each slide must be readable from the back of the room. 6) Each slide must have a title on it.7) The presentation must have a minimum of 8 slides but no more than 10 slides. 8) At least four DIFFERENT research references or websites are required from internet or library, includingphotos if you use photos that are not created by you. No plagiarism! The final slide must include abibliography in MLA style that lists all your sources.

9) At least one SmartArt graphic must be used. 10) There must be at least 2 DIFFERENT slide transitions (Transitions happen when one slide moves to the next). 11) There must be at least 2 DIFFERENT animations (Animations are sounds or movements of objects after the slide is in view).12) At least one animation must be a sound animation.13) Incomplete or presentations that fail to work, for any reason will not be accepted.14) You must print your presentation. Please use the “slides” option in the print dialog box. Print 2 slides per page. 15) Each presentation will following the prescribed time frame. This will be followed very strictly!

HISTORY FAIR PRESENTATION FORMAT REQUIREMENTS

1 Exhibit size cannot exceed 15 inches (38 cm) deep, front to back; 48 inches (122 cm) wide, side to side; and 5 ft (150 cm) high above the table top. Any materials which are to be displayed must fit on the table in front of the display board. This space is approx. 15″ x 24″. Display boards of 3-4ft height (vs 5 ft) are recommended by the judges for adequate readability.

2 UNACCEPTABLE FOR DISPLAY(where possible, use photos or drawings instead)

• Human or animal food (eg., popcorn, M&Ms, etc.)• Living organisms (including plants, fungi, and bacteria)• Taxidermy specimens or parts• Human/animal parts or body fluids (blood, urine)• Laboratory/household chemicals• Poisons, drugs, controlled substances, hazardous substances or devices (for

example: firearms, weapons, ammunition, reloading devices, model rockets)• Dry ice or other sublimating solids (solids which vaporize to a gas without

passing through a liquid phase)• Sharp items (for example: syringes, needles, pipettes, knives).

4. Display Safety Requirements

• Proper attention to safety is expected of all participants, including compliance with the following requirements:

• No hand-held laser pointers of any power. No operation of Class III or Class IV lasers.

• Any exhibit producing temperatures that could cause physical burns must be adequately insulated.

• Electrical power: Only supplied to projects which cannot be displayed any other way. NOT FOR LAPTOPS alone.

• Computerized PowerPoint® presentations or equivalents can be made from battery powered laptops only, and are allowed only to provide data unavailable in any other format.Loss or DamageThe Puckett Attendance Center takes no responsibility for loss or damage to any project or project part. Valuable items should be simulated or removed when the student is not present at his/her project.

Musiciainship Grading Rubric 1 2 3 4

Minimal Basic Proficient Advanced

Pitch • Matches 84% or of all pitches or less.

• Student rarely maintains part independence while singing alone or with competing parts

• Can not maintain tonality without a partnered sing, accompaniment, or not at all.

• Matches 85% of all pitches or greater.

• Student maintains part independence while singing alone or with competing parts

• Matches 90% of all pitches or greater.

• Student maintains part independence while singing alone or with competing parts

• Matches 98% of all pitches or greater.

• Student maintains part independence while singing alone or with competing parts

Intonation Can not maintain tonality without a partnered singer, accompaniment or not at all.

Maintains tonalities with noticeable intonation problems

Maintains near perfect accuracy throughout the work

Maintains tonality with perfect accuracy through the entirety of the work

Rhythm Less than 90% of all rhythms are performed accurately

90% of all rhythms are performed accurately

95% of all rhythms are performed accurately

100% of all rhythms are performed accurately

Meter Performs part at varying tempos or with no clear connection to the selection’s temper and steady beat

Performs under/over the selection’s correct tempo with noticeable discrepancies to the accompaniment’s steady beat

Performs most of the selection at the correct tempo, with minor tempo variations from the accompaniment’s steady beat

Performs entire selection at the correct tempo in direct relation to the accompaniment’s tempo

Diction • Few words are correctly pronounced

• Vowels are shallow, small or pinched

• Student often sings consonants which are crip/cleanly performed

• Vowel glides are common• Vowels are mostly tall,

rich and filled with vertical space

• Most consonants are crisp.cleanly performed

• There are few vowel glides

• Pure vowels are used throughout the selection

• Most vowels are tall, rich, and filled with vertical space

• All consonants are crisp/cleanly performed

• There are no vowel glides

• Pure vowels are used throughout the selection

• All vowels are tall, rich, and filled with vertical space

Tone An energized tone that exemplifies diaphragmatic breathing and proper resonance placement is seldom present

An energized tone that exemplifies diaphragmatic breathing and proper resonance placement is often present

An energized tone that exemplifies diaphragmatic breathing and proper resonance placement is consistently present

An energized tone that exemplifies diaphragmatic breathing and proper resonance placement is always present

Expression Effective expression, appropriate to the style and character of the selection are rarely present

Effective expression, appropriate to the style and character of the selection are occasionally present

Effective expression, appropriate to the style and character of the selection are usually present

Effective expression, appropriate to the style and character of the selection are always present

Project Rubric 1 2 3 4

Minimal Basic Proficient Advanced

Technical The project only loosely follows the prescribed format as defined (dimension, media, order, etc.)

The project matches some of the prescribed format, with several deviations(dimension, media, order, etc.)

The project mostly matches the prescribed format, with only minor deviations (dimension, media, order, etc.)

The project completely matches the prescribed format (dimension, media, order, etc.)

Content • It provides inconsistent information

• It has no apparent application of critical thinking

• It has no clear goal• It is pulled from few

sources• It has significant

factual errors, misconceptions, or misinterpretations

• It supports the solution• Application of critical

thinking is apparent• It has no clear goal• It is pulled from a

limited number of sources

• It has some factual errors or inconsistencies

• It is well thought out and supports the solution

• It reflects application of critical thinking

• It has a clear goal that is related to the topic

• It pulls from a variety of sources

• It has some factual errors of inconsistencies

• It is well thought out and supports the solution to the challenge or question

• It reflects application of critical thinking

• it has a clear goal that is related to the topic

• it pulls from a variety of sources

• It is accurate

Conventions • More than 5 spelling, grammatical or punctuation errors are present

• There is poor use of vocabulary or word choice

• There are minimal (3-4) spelling, grammatical or punctuation errors

• There is good use of vocabulary or word choice

• Few (1 or 2) spelling, grammatical or punctuation errors

• Good use of vocabulary and word choice

• No spelling, grammatical or punctuation errors

• Exemplary use of vocabulary and word choice

Organization • Content is unfocused and haphazard

• Information does not support the solution to the challenge or question

• Information has no clear pattern

• Project has a focus, but strays from time to time

• Information appears to have a pattern, but is not consistently carried out in the project

• Information loosely supports the solution

• Project has a focus, and rarely strays

• Information supports the solution to the challenge or question

• Information has an easily discernible pattern, but occasionally strays

• Information is clearly focused and is in an organized and thoughtful manner

• Information is constructed in a logical pattern to support the solution

Presentation • Presentation appears sloppy and/or unfinished

• Multimedia is overused or underused

• Format doe not enhance content

• Presentation lacks clear organization

• Multimedia loosely illustrates the main points

• Format does not suit the content

• Presentation does not capture the attention of the audience

• Information lacks clear organization

• Multimedia is used to illustrate the main points

• Format is appropriate to the content

• Presentation captures the attention of the audience

• It is organized

• Multimedia is used to clarify and illustrate main points

• Format enhances content

• Presentation engages the audience

• It is organized and well laid out

Performance Rubric 1 2 3 4

Minimal Basic Proficient Advanced

Participation< 10 minutes tardy=Absence

Absence=Zero

• There are no excused absences and not more than one tardy leading up to performance.

• Student’s effort in the concert is limited and/or inappropriate to the setting

• Student submits FORM A/A/C to the Director less than 3 school days prior to a school-sponsored conflict

• There are no excused absences and not more than one tardy leading up to performance.

• Student performs with limited expressivity and enthusiasm

• Student submits FORM A/A/C to the Director a minimum of three school days prior to the event where there is a school-sponsored conflict

• There are no unexcused rehearsal and not more than one tardy.

• Student performs enthusiastically and expressively

• Student completes FORM A/A/C a minimum of three school days prior to the event where there is a school-sponsored conflict

• There are no unexcused absences or tardies

• Student performs enthusiastically and expressively

• Student takes full initiative to make sure all choral events are clear of conflict

Stage Deportment

Student displays rudimentary behaviors and mannerisms which are appropriate for the style and character of the repertoire and setting

Student displays behaviors and mannerisms which are appropriate for the style and character of the repertoire and setting intermittently

Student displays behaviors and mannerisms which are appropriate for the style and character of the repertoire and setting for most of the performance

Student displays rudimentary behaviors and mannerisms which are appropriate for the style and character of the repertoire and setting 100% of the performance

Appearance/Uniform

Student not appearing in prescribed attire with grooming and personal hygiene evident will be excluded from performances. In such cases, students will be immediately assigned the alternate assignment

• Student appears appropriately in the prescribed attire

• Displays appropriate personal hygiene and grooming

• Student’s uniform is clean, free of wrinkles and devoid of visible damage

• Shirt is untucked in and a belt is worn

• Appears in appropriately in prescribed attire

• Displays appropriate personal hygiene and grooming

• The uniform is clean, free of wrinkles and devoid of visible damage

• The student requires little guidance from staff on appearance

• Student appears appropriately in prescribed attire

• Displays appropriate personal hygiene and grooming

• The uniform is clean, free of wrinkles, and is devoid of visible damage

• Student requires no guidance from staff on appearance

Engaged Observer

Student appears disengaged as an observer and/or displays behaviors or mannerisms inconsistent with the setting

Student is actively engaged in observing the performers’ techniques, when not in the lead, examining them for effectiveness some of the time

Student is actively engaged in observing fellow performers’ techniques, when not in the lead, examining them for effectiveness most of the time.

Student is actively engaged in observing fellow performers’ techniques, when not in the lead, examining them for effectiveness throughout the performance

Rehearsal Technique and Participation Rubric 1 2 3 4

Minimal Basic Proficient Advanced

General Attitude Towards Learning

Shows a complete lack of desire for learning the material. Contributes little or nothing to the group product

Shows little evidence of wanting to learn the material. Contributes in a limited manner to the group product

Appears interested in learning, makes an above-average attempt to contribute to the group product

Exhibits a superior desire to learn the materialContributes in an exemplary manner toward the group product

Participation & Group Work

Seldom or never participates in class, implicitly or explicitly

Moderate participation in classHas the answer when called upon

Frequently participates in class, in discussions and questioning

Always participates in class, in discussions and questioning

Rehearsal Materials

Sharpen pencil, music and folder are seldom or never present and used throughout the rehearsal

Sharpened pencil, music and folder are present and used only when coaxed to do so by the instructor

Sharpened pencil, music and folder are present and usually present and used throughout the rehearsal without coaxing

Sharpened pencil, music and folder are present and always used throughout the rehearsal without coaxing from the instructor

Attendance1 tardy = 1/2 absence

2 or more absences 1 Absence 0 Absences / 1 Tardy 0 Absences / 0 Tardies

Following Rules and Procedures

Ignores frequent reminders not to chew gum, eat or drink in class. Uses technological devices at inappropriate times.Rarely follows the classroom rules and procedures without teacher intervention

Sometimes must be reminded not to chew gum, eat or drink class. Uses technological devices at inappropriate times. Somethings follows classroom rules and procedures

Rarely chews gum, eats and drinks in class. Avoids the use of technological devices at inappropriate times. Consistently follows classroom rules and procedures

Never chews gum, eats or drinks in the class. Avoids use of technological devices, except when instructed to Always follows classroom rules and procedures

Focus During Rehearsal

Student often has to be told which page/measure is being rehearse and often responds incorrectly

Student seldom knows which page/measure is being rehearsed and responds incorrectly

Student usually knows which page/mearsure is being rehearsed and responds correctly

Student always knows which page/measure is being rehearsed and responds correctly

Distracting Behaviors

Frequently ignores reminders not to verbally/physically distract

Sometimes verbally or physically distracts others or the instuctor

Seldom verbally or physically distracts others or instructor

Never verbally or physically distracts others or the instructor

Assignment Completion

Student completes one or none of the assigned work in a timely manner

Student completes some assigned work in a timely manner

Student completes most assigned work in a timely manner

Student completes all assigned work in a timely manner

FORM A/A/C

Student’s Name _______________________________________________________________

Known Date of Conflict _________/_________/_________ Time ___________________

Nature of Conflict ______________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Coach/Sponsor of Other Team ___________________________________________________

What have you done to try to resolve this on your own? ________________________________

____________________________________________________________________________

____________________________________________________________________________

Please indicate if the conflict is ◻ Medical Documentation must

◻ Dental be provided upon return

◻ Court-Ordered

__________________________________ _______________________________ Student Signature Date of Submission

For office use only

Approved

Not Approved _____________________________________________________

Approved Conditionally __________________________________________________

_____________________________________________________________________