Old Saybrookhigh School

Old SaybrookHigh School

Program of Studies

2016 – 2017

OLD SAYBROOK HIGH SCHOOL

1111 Boston Post Road

Old Saybrook, CT 06475

860-395-3175

February 2016

Dear Students, Parents, and Guardians,

Course selection is an essential part of the high school academic experience. Counselors and teachers work closely with students to ensure they are choosing core classes at the appropriate levels. Ensuring a balanced mix of academic rigor is beneficial to students as they explore a multitude of learning opportunities and prepare for next steps beyond high school.

This Program of Studies booklet is designed to assist students in making important, academic decisions. Course descriptions, prerequisite information and possible course plans are just a few examples of the types of helpful items found in this publication. It is also available on the high school website, the “Guidance” tab. Of particular interest may be the Connecticut Career Clusters course connections that are located on pages 5 – 15 of this booklet. Please check it out if you need assistance in determining courses that may connect to specific career clusters!

Teachers enter recommendations into PowerSchool prior to the initial course selection introduction through Advisory for current high school students. Students request courses by signing into PowerSchool and going to the Class Registration link on the left menu bar. Parents and guardians are encouraged to assist their children in selecting core requirements and electives that are engaging and appropriately challenging. Students should bear in mind that we have a minimum 6.25 credit load requirement each year. Ultimately, students should select courses and credit totals based on individual needs and abilities, considering the other activities going on in their lives during the academic year.

Once all of the course requests are received, parents and guardians will be notified of the courses their child(ren) selected and construction of the master schedule for the 2016-17 academic year begins!

Please feel free to contact guidance to further discuss course options and planning.

Sincerely Yours,

Sheila A. Riffle

Contents

Mission Statement...... 3

Expectations for Student Learning...... 3

Graduation Requirements...... 4

CT Career Clusters...... 5-15

Honors Placement...... 16-17

Grade Level Promotion...... 17

Program Planning Curriculum Information...... 18-20

Recommended Study Plans...... 21-24

Special Programs...... 25-27

Art...... 28-31

Business Education...... 32-33

Computer Science...... 34-35

English...... 36-40

Family and Consumer Sciences...... 41-43

Health Education...... 44

Internship...... 45

Mathematics...... 46-50

Multimedia Course...... 51

Music...... 52-57

Physical Education...... 58-59

Science...... 60-66

Social Studies...... 67-70

Special Education...... 71-72

Technology Education...... 73-74

Project Lead the Way ...... 75-76

World Languages...... 77-81

ADMINISTRATION

PRINCIPAL...... Ms. Sheila A. Riffle

ASSOCIATE PRINCIPAL...... Mr. Joseph E. Anastasio

GUIDANCE

SCHOOL COUNSELORS...... Ms. Maureen Healy and Mrs. Casey Rowe

MISSION STATEMENT

The mission of Old Saybrook Senior High School is to prepare all students to be lifelong learners and responsible citizens of the global community. We respect the individuality of each student, encouraging all to meet their potential and act with integrity as valued contributors to a diverse society. To that end, we are committed to delivering a challenging curriculum through the highest quality of instruction and assessment. Supported by technology and other resources, students will have opportunities to demonstrate critical thinking and effective communication.

EXPECTATIONS FOR STUDENT LEARNING

ACADEMIC EXPECTATIONS:

1. All students will acquire and analyze information effectively.
2. All students will think critically and analytically.
3. All students will communicate effectively through various means. (Speaking and presenting; Persuasive and expository writing)
4. All students will collaborate to tackle important and authentic work in all disciplines.
5. All students will solve complex problems.

CIVIC AND SOCIAL EXPECTATIONS:

1. All students will demonstrate active involvement within the school, local, and global

communities.

1. All students will maintain a safe school environment that supports the overall wellness and

diversity of the high school learning community.

OLD SAYBROOK HIGH SCHOOL

GRADUATION REQUIREMENTS*

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Current RequirementsCredits

English4.00

Social Studies3.00

(including at least 1 credit of U.S. History

and .5 credit in Civics/Government)

Mathematics3.00

(including at least 1 credit in Algebra and 1 credit in Geometry)

Science3.00

Health.50

Physical Education1.00

Multimedia Communications.50

Applied Arts**1.00

Fine Art1.00

(Music, Art, Drama)

World Language1.00

Non-Credit Requirements

Performance Assessment

Senior Project or W.I.S.E. Project

Community Service - 30 hours by conclusion of junior year (Administration will supervise and keep record of completed hours.)

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Elective Credits6.00

TOTAL ACADEMIC CREDITS24.00

The current credit requirements for graduation are 24. Beginning with the graduating class of 2021, the credit requirements for graduation will be 25 in accordance with state law.

*Graduation requirements are again being reviewed in accordance with recent state legislation and may appear after this book is published. No changes in requirements will impact the current class of seniors for the 2016-17 academic year.

**Applied Arts include Computer Technology, Business Education, Family and Consumer Science, Technology Education, PLTW Engineering, MIDI, Sound Reinforcement, Black and White/Digital Photography)

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Connecticut Career Clusters

Connecticut has organized various fields and professions into 16 Connecticut Career Clusters. These career clusters are designed to assist students in developing potential courses of study that link what they learn in school to the knowledge and skills that are most often needed to be successful in their careers. The career clusters can be a valuable resource in identifying pathways from high school to postsecondary education opportunities, as well as in the workplace. For more information and resources regarding the Connecticut Career Clusters go to

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SENIOR PROJECT/W.I.S.E PROJECT

Old Saybrook High School students are required to successfully complete a senior project or W.I.S.E. as part of their English class senior year. Both projects give students opportunities to take stock in their skills, demonstrate problem solving tactics, self-direct their learning, and realize decision-making capabilities and independence. Each component of the project—the research paper, the project, and the presentation—will be weighted into the English grade throughout the year. The main requirement is known as senior project. W.I.S.E. projects are extended independent projects that add additional study and experience to the Senior Project and result in additional credit.

COMMUNITY SERVICE

Old Saybrook High School students are required to perform community service as a graduation requirement. A student must complete 10 hours each year during their freshman, sophomore, and junior years for a total of 30 hours prior to graduation.

Community service is broadly defined as “Any service to the greater community, secular or religious, performed on a volunteer basis without remuneration to the student.” Community service can be performed in or out of school, on weekends, at night, during the summer prior to the school year, or if their schedule permits, during the school day.

HONORS PLACEMENT

We encourage all students to set goals, work hard, and take on serious academic challenges. Teachers will recommend students to honors level classes based on guidelines described below and their assessment of student skills. If a student is truly motivated to complete extra work all year in an advanced class but does not meet the usual requirements, the student and parent should discuss the placement with the current teacher and building specialist (department head) in that subject.

Honors Level Course Placement Expectations

For middle school students:

* An A- or higher average in grade 8 prerequisite coursework

* A Scholastic Reading Inventory score of 1250 or greater

* Scores in the “Advanced” or A range of grade level reading and writing performance assessments.

* Outstanding writing portfolio / written work in grade 7 or 8 Language Arts and Social Studies.

* Teacher recommendation

* Assessment of student’s work ethic

For high school students:

To qualify for enrollment in a subsequent honors level course a student must maintain a high academic standard. Teacher recommendation for leveling for next year's course selections will be based on the following criteria:

Overall outstanding academic performance in the subject area

Grade average 85% or above in current honors level course

(Some departments may expect a 90% or higher grade average to advance to courses that require specific skills.)

Students who are currently enrolled in a college preparatory course may be recommended for honors placement for the following year if they have a 95% average in the current course and maintain that average for the remainder of the course.

“A” average

High test scores including practice standardized tests, Mid year and Final exams

Assessment of a student’s work ethic

Teacher recommendation

Departments may elect to have other individual requirements for courses such as prerequisites or co-requisites.

Advanced Placement and UConn Co-Op courses have individual requirements by department.

If a placement and discussion with the student’s teacher and the building specialist do not result in a satisfactory outcome, an ‘override’ process exists to review the case further.

OVERRIDES

Teachers and students collaborate to determine student placement in classes. Teachers make recommendations with consideration of the best learning situation for each student before schedules are finalized. General criteria are stated on the previous page. Specific recommendations are based on student performance: effort in class, class grades, standardized test scores, departmental standardized test practices, and mid term exams. If a parent wants the school to reconsider a teacher recommendation after conversations with the students’ teacher and the student, override forms are available through guidance. Parents need to complete these and return forms to guidance. Once an override form is returned, forms are returned to the teacher, building specialist, department leader, and as needed, administration. Meetings will be convened if necessary to discuss the placement for the student.