- Gifted Education
- Language Arts
- Library Media Center
- Related Arts
- Social Studies
- World Languages
Our school counselors advise students on course scheduling and assist students in making appropriate choices to achieve their future goals. We offer brief, solution-focused counseling services to students who are experiencing problems in any area that affects their academic performance. You will notice that our counselor caseloads are divided by alphabet. Our counselors have split all three grade levels. Ms. Truesdell is the counselor for students whose last name begins with A through K, and Mr. Marchione is the counselor for students whose last name begins with L through Z. Other department personnel include Ms. Shaw, Guidance Secretary and Data Entry Technician. We strongly encourage parents and guardians to contact their child's counselor with any questions or concerns that may affect their child's academic, personal/social, or career development.
Shirley Truesdell, Last names A-K
Shirley Truesdell has been in education for 20 years. She received her undergraduate from Malone College. Shirley was a mathematics major who earned her Secondary Education Certification. Her first years of teaching were spent at Milton Somers. She also coached volleyball and basketball at La Plata High School. During those years, she also spent time earning her School Counseling Certification from Trinity University. Shortly after that Shirley got married and had her first child, AnnMarie. During that time, she moved to Pennsylvania and taught at a preschool. After having her second child, Mason, she started teaching for Big Spring Middle School and coaching their high school and middle school volleyball teams. When life took and unexpected turn, she moved back to Maryland and started teaching at Piccowaxen Middle School. Shirley then pursued getting her Administration Certification from McDaniel University. She has enjoyed her time in the classroom but is excited for the opportunity to be a school counselor and advocate for our students.
Bill Marchione, Last names L-Z
Mr. Marchione came to Piccowaxen as a School Counselor from Long Island, NY in 2007. After eight wonderful years, Mr. Marchione decided to get some experience at the high school level. He was offered a position at McDonough High School. Mr. Marchione enjoyed his time at McDonough High School as he helped his students navigate the twists and turns of high school life while also figuring out what they wanted to do post-graduation. Though Mr. Marchione enjoyed high school, there was something about middle school he missed. After three years at McDonough, a position became available back at Piccowaxen. Armed with high school experience, Mr. Marchione accepted a position back at Piccowaxen where he is today. Mr. Marchione is excited to be going into his thirteenth year as a school counselor in Charles County Public Schools.
Student Services Introductions
Resources for Parents/Guardians
Resources for Students
- What is a School Counselor?
- Services Provided by the School Counselor
- Counseling Programs
- How to Register Your Child for School
- Student Transfers and Withdrawals
- Tips for Students
- Suicide Prevention
First and foremost the school counselor is a Student Advocate. It falls to the school counselor to be a voice for student needs and an agent for change as well as creator of services to meet these needs. The role of the counselor as a change agent includes conducting student needs assessments, collaborating with on site-based improvement teams, monitoring changing demographics, transience concerns, community issues, addressing parental concerns, meeting school system goals for student achievement and safe and orderly school environments, and coordinating the development of a school counseling program plan.
School counselors offer consultation to students, parents/guardians, teachers, administrators, and service providers.
They identify students' academic, personal, developmental, and social-emotional concerns. Counselors work with all those listed above to address these concerns.
Individual Counseling – One-to-one personal interaction between a counselor and a student to resolve problems, undertake new tasks, or explore concerns. In school settings, this counseling interaction is typically based upon a brief, action-oriented counseling model. although, some student concerns may require multiple counseling sessions. The counseling relationship is founded upon trust and rapport which result from the unconditional positive regard the counselor demonstrates to the student.
Developmental Classroom Guidance – Operates on an instructional approach and involves all students at respective grade levels. These sessions are based upon developmental tasks, assessed needs, and emerging situational concerns. A variety of teaching strategies are employed including the creative use of cooperative learning methods, multimodal learning approaches, using mixed media, and designing well-constructed activities. Subjects covered during Guidance Lessons Include Bullying, Conflict Resolution, Study Skills, Career Education, Suicide Prevention, School Safety, and Time Management.
- Individual and Group Counseling
- High School Course of Study, College, and Career Counseling
- Social and Emotional Counseling
- Instruction on Conflict Resolution, and Peer Mediation
- Student Support Team (A team of specialists who meet weekly to help those students who need more specific supports)
- Peer Tutoring - (Students helping other students with academic concerns. Meetings held during lunch)
- Student Groups such as Teens Influencing Every Student (TIES), Social Skills Groups, Anger Management Groups, or other various groups depending on the need
When moving inside or outside the Piccowaxen School zone, you must provide two new proofs of domocile; one proof from Category 1; and one proof from Category 2.
When moving out of the Piccowaxen School zone, you must notify the Counseling Secretary 48 hours in advance of the student being withdrawn so that the proper documentation can be completed. Failure to give required advance notification will result in a delay when processing the required withdrawal paperwork.
Checklist for Withdrawal of Students
- Parent signature on withdrawal form.
- Student needs to be cleared by the media specialist (no overdue books or fines).
- Check with cafeteria about any money still on student's account.
- All textbooks turned into teacher. If books are not returned, you will receive a bill for the book.
- All grades are given to student.
- Student is responsible for clearing out his/her locker.
- Student must get lock from gym locker.
- Be in school every day.
- When you miss school, you miss lectures, notes, class discussions, homework explanations, assignments, quizzes and tests.
- Set yourself realistic short and long term goals.
- Short term goals are goals that you can achieve within days or weeks; long term goals are goals that may take weeks, months or possibly years. Making an "A" on your next Science test could be a short term goal, whereas majoring in Biology when you go to college might be one of your long term goals..
- Get involved in school activities.
- There are many clubs and after school activities at Piccowaxen that a student may enjoy being a part of. These activities will allow you to spend more time with your friends and meet new people, try something new, relieve stress, further develop your skills and talents, and to just have more fun.
- Doing your best to get along with your parents will make life in middle school much more enjoyable.
Tips for Students – By Students
- "Try to be nice to everyone. If you do this, then you will have a ton of friends."
- "Take your grades seriously, but don't let your life revolve around an A."
- "Focus on your schoolwork, and if you don't understand something, ask for help."
- "Don't follow the crowd – people will like you better if you are not afraid to be you."
- "Get involved in activities, even if you don't think you're that good. You don't have to be good at something to have fun."
- "Be organized. You'll save lots of time, and you won't always be stressed out because you forgot something."
- "Don't worry about how 'popular' someone is. If you like them, then hang out with them."
- "Don't be too hard on yourself. Everyone does stupid things in middle school – just forget about it and move on."
- "Concentrate on doing well in your classes, and don't get caught up in the school drama."
- "Have fun – middle school goes really fast."
How to Reduce Conflict with Parents or Guardians
- Talk to your parents or guardians about what's happening in school and about what you and your friends are doing. If you let them in on what's going on in your life, they are less likely to feel like you're hiding things from them. Telling them the simplest thing like, "today I got a B on my Social Studies quiz", could make all the difference in the world.
- Know that your parents or guardians care about you and that sometimes when you're out with your friends, they worry about you.
- If you've done something wrong, don't lie about it. Admit what you have done and accept the consequences. Your parents will be more understanding if you tell them the truth. If you lie, you may start to lose their trust.
- Always tell your parents or guardians where you are going and when you will be home. Check in with them often. It is a dangerous world at times and your parents or guardians worry; checking in will help them feel more at ease.
- Never be disrespectful to your parents or guardians.
- Communication is the key to having a good relationship with your parents or guardians. If there is something you need or want, or if you have a problem of any kind, tell your parents. They are not mind readers; you have to help them understand what you need from them.
If one of our students is being bullied, we strongly suggest that a Bullying, Harassment, and Intimidation Reporting Form be completed. CCPS now has an online reporting form available which is sent directly to your child's school administration. This form can be completed by the parent/guardian of the student being bullied, a friend of the person being bullied, a teacher, or the student who is being bullied.
Some Important Definitions
- Bullying – A pattern or behavior when a person repeatedly uses power in an intentional manner, including verbal, physical, or written conduct or intentional electronic communication against one or more students.
- Cyberbullying – The use of electronic communication to harm or harass others in a deliberate, repeated, and hostile manner.
- Harassment – Includes actual or perceived negative actions that offend, ridicule, or demean another individual with regard to race, national origin, marital status, sex, sexual orientation, gender identity, religion, ancestry, physical attributes, socioeconomic status, familial status, physical or mental ability, or disability.
- Intimidation – Subjecting an individual to intentional action that seriously threatens and induces a sense of fear and/or inferiority.
Impact of Bullying
Bullying is one of the most serious challenges facing our schools. Surveys indicate that students view bullying as the worst experience of childhood, other than losing a loved one. Being taunted verbally or attacked physically can be a painful ordeal that can leave lasting psychological scars. In some cases it can have life-long consequences. Victims of bullying may experience anxiety, low self-esteem, depression and in some cases, even suicidal thoughts. They may come to view school, where most incidents of bulling occur, as an unsafe place. In fact, many bullying victims refuse to go to school to avoid facing the possibility of bullying. Bullying also affects students who are not victims but who witness these incidents. Bullying can create a climate of fear and anxiety in a school.
Why do students bully?
- to gain power
- to get attention or become popular
- to get material things
- to act out problems at home
- to copy another person they admire
- to fit in or to belong
- How does being bullied make us feel
How does bullying make us feel?
- singled out
Our counselors educate students about suicide prevention each year through classroom lessons. In 7th and 8th grade, our counselors talk candidly with students about the warning signs to look out for when their peers may be depressed or thinking about suicide. Counselors talk to students about what to do and where to go for help when they themselves are showing signs of depression or having thoughts of suicide or they are concerned about a peer due to the warning signs displayed. In 6th grade, the focus of the classroom lesson is on stress and how stress affects our bodies. Depression is discussed, but the main focus of the 6th grade lesson is on stress and how we cope with it.
What to Do When a Peer or Family Member is Depressed or Having Thoughts of Suicide
- Treat the problem seriously
- Express your concern and support
- Don't judge the person
- Don't argue with the person
- Never promise to keep the disclosure a secret. (If you are tricked into promising, BREAK THE PROMISE!)
- Listen well until you can get assistance. If you think the threat is immediate, don't leave the person alone.
- GET HELP!
Some Common Warning Signs
- Mood Swings
- Giving away possessions
- Withdrawal from people, especially close friends, family and favorite activities
- Change in eating or sleeping patterns
- Chronic pain
- Restlessness – inability to concentrate
- Lower academic achievement
- Talking about or threatening suicide
- Previous suicide attempt
Where to Go for Help
|Learning Resource Teacher
English Language Arts
The gifted level language arts and reading classes in grades 6-8 address the needs of students who require instructional experiences beyond the regular curriculum. The school-based Learning Resource Teacher collaborates with the classroom teacher to provide appropriate levels of challenge through accelerated pacing and advanced content, vocabulary, research, writing and language study. Instructional strategies focus on critical reading; analysis of issues, themes and moral dilemmas; critical approaches to literature; author studies, and a range of inquiry-based discussion models.
Unit 1: Changes in Me – Developing Identity through Perspective
Major text: Millicent Min, Girl Genius by Lisa Yee
Unit 2: Changes in My World – Cultural Perspectives
Major text: The Iron Ring by Lloyd Alexander
Unit 3: The Individual and Utopia
Major text: The Giver by Lois Lowry
Unit 4: Classical Perspectives
Major text: Monologues and dialogues from Shakespearean plays
Unit 1: The Choices We Make – Motivations and Consequences
Major text: The Pearl by John Steinbeck
Unit 2: Understanding Relationships: Elemental Conflict
Major text: The Call of the Wild by Jack London
Unit 3: Relevancy and Historical Perspective
Major text: Red Scarf Girl by Ji-li Jiang
Unit 4: Communicating: The Power of Language and Choices
Major text: A Midsummer Night’s Dream by William Shakespeare
Unit 1: Challenges of the Hero’s Journey
Major texts: Fahrenheit 451 by Ray Bradbury | The Hero and the Crown by Robin McKinley
Unit 2: Point of View
Major text: Farewell to Manzanar by Jeanne Houston and James Houston
Unit 3: Voices and Challenges
Major texts: The Killer Angels by Michael Shaara | New Found Land by Allan Wolf
Unit 4: The Sociological Approach to Literature
Major text: The Taming of the Shrew by William Shakespeare
* This year there will be some changes to the order of units for our ELA classes in order to best accommodate distance learning.
Students who demonstrate high levels of achievement in mathematics take accelerated courses in middle school. Under the Common Core Curricula for Mathematics, students may be placed in 6th Grade Accelerated Math, 7th Grade Accelerated Math and Algebra I. High school credit is earned for completion of Algebra I.
Scholars Course of Study
Students who demonstrate talent and interest in academic areas and work beyond grade level content may participate in the Charles County Scholars Course of Study. These students in grades 6-12 take advanced level courses and maintain minimum required grades in order to earn recognition at the end of eighth grade. Information on the Scholars Course of Study is available through the brochure and/or the school-based Learning Resource Teacher.
For information or questions, please contact our Learning Resource Teacher, Mrs. Scott at email@example.com or call the school.
|Library Media Specialist
|Hours: 7:30am - 2:15pm|
Check out all of our eBooks and digital audio books available on Destiny!!
Log into your account through the Office 365 Destiny app.
Feel free to contact Mrs. Smiroldo with any questions, or to tell her about a great book you read!
Ten Ways To Reduce Math Anxiety
- Overcome negative self-talk.
- Ask questions.
- Consider math a foreign language – it must be practiced.
- Don't rely on memorization to study mathematics.
- Read your math text.
- Study math according to your learning style.
- Get help the same day you do not understand.
- Be relaxed and comfortable while studying math.
- "Talk" mathematics.
- Develop responsibility for your own successes and failures.
Welcome, my name is Ms. Kraus. I am the Art teacher here at Piccowaxen Middle School. In addition to teaching art, I am also the Art Club, Yearbook, and Piccowaxen's Stitchery/Fibers Club advisor. You can find my assignments, and be able to download information about art supplies, grading, and classroom expectations on my homepage.
The Computer Technology Classes are moving into full gear and will be studying the six Maryland Technology Literacy Standards for students:
- Standard 1.0 – Technology Systems: Develop foundations in the understanding and uses of technology systems; Develop professional practices that support continual learning and professional growth in technology.
- Standard 2.0 – Digital Citizenship: Demonstrate an understanding of the history of technology and its impact on society, and practice ethical, legal, and responsible use of technology to assure safety.
- Standard 3.0 – Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.
- Standard 4.0 – Technology for Communication and Expression: Use technology to communicate information and express ideas using various media formats.
- Standard 5.0 – Technology for Information Use and Management: Use technology to locate, evaluate, gather, and organize information and data.
- Standard 6.0 – Technology for Problem-Solving and Decision-Making: Demonstrate ability to use technology and develop strategies to solve problems and make informed decisions. Using these standards the state was able to create the Technology Assessment that will given this December.
Technology literacy is the ability of an individual, working independently and with others, to responsibly, appropriately and effectively use technology tools to access, manage, integrate, evaluate, create and communicate information.
Binder Setup for Ms. Coulby
Section 1: Says "Social Studies" if sharing with another class – Course Description will receive from Ms. C.
Section 2: "Warm Ups"
Section 3:"Vocabulary" – Will receive vocabulary forms from Ms. C.
Section 4: "Class Work/Homework" – Keep these two things together, no need to separate
Section 5: "Tests/Quizzes"
Section 6: "Projects/Miscellaneous"
Binder Setup for Mr. Keener
Section 1: Class Expectations
Section 2: Vocabulary Section
Section 3: Class Notes and Handouts
Section 4: Study/Tests/Quizzes/Graded Papers
Section 5: History Day/Research (Only for Enrichment Classes)