Robert E. Fitch High School

Robert E. Fitch High School

Program of Studies

2011

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2013- 2014

Groton, Connecticut

PRINCIPAL’S MESSAGE TO THE STUDENTS

Dear Students:

On behalf of the faculty and staff at Fitch High School, it is my pleasure to present you with the Fitch High School Program of Studies. We are proud of our course offerings and we believe that the variety of courses offered at Fitch High School meets the needs of every student. Selecting an appropriate and challenging program of study is the highest priority at this time in your life.

An edition of the Association for Superintendents and Curriculum Development’s Education Update contained an article, which began, “High school is a time for dreaming big and hatching plans for the “real world” after graduation. But to make those dreams and plans a reality, students must also view high school as a unique opportunity to acquire the skills and knowledge – including the self-knowledge – that can lay the groundwork for later learning and promising careers”. Acquiring the 21st century skills is valuable to you as you “achieve more” in the years after high school.

This Program of Studies is a resource, and it will assist you in your pursuit of your high school diploma and your life’s goals. Take the most challenging courses offered! We offer honors, Advanced Placement and International Baccalaureate courses. The time and effort you spend in higher level courses will pay dividends when you graduate. Your goals and dreams may change, however, success in challenging and exciting courses will allow you to follow every future dream. Share the Program of Studies with your parents, and/or guardians as you plan together for your high school years and beyond. Review the course selections carefully and make choices that will allow you to develop all of your talents and skills.

Remember that Fitch High School has dedicated and committed teachers, counselors and administrators who are available to assist you in the course selection process.

Have a great school year!

Joseph A. Arcarese

Principal

Core Values and Beliefs

Our mission at Robert E. Fitch High School is to educate our young men and women to become outstanding citizens. The faculty and staff will collaborate with the home and community to promote academic excellence, hysical wellness, and social awareness. We will encourage our students to use their individual talents to their fullest potential. To this end, our graduates will become informed, responsible adults who respect diversity and value life-long learning.

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ACCREDITATION STATEMENT

Robert E. Fitch High School is accredited by the New England Association of Schools and Colleges, Inc., as a

non-governmental, nationally recognized organization whose affiliated institutions include elementary school through collegiate institutions offering post-graduate instruction.

Accreditation of an institution by the New England Association indicates that it meets or exceeds criteria for the assessment of institutional quality periodically applied through a peer review process. An accredited school or college is one which has

available the necessary resources to achieve its stated purposes through appropriate educational programs, is substantially doing so, and gives reasonable evidence that it will continue to do so in the foreseeable future. Institutional integrity is also addressed through accreditation.

Accreditation by the New England Association is not partial, but applies to the institution as a whole. As such, it is not a

guarantee of the quality of every course or program offered, or the competence of individual graduates. Rather, it provides reasonable assurance about the quality of opportunities available to students who attend the institution.

Inquiries regarding the status of an institution's accreditation by the New England Association should be directed to the

administrative staff of the school or college. Individuals may also contact the Association.

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Fitch High School Student Expectations (SE) Proficiencies:

SE1: Critical Thinking – Effectively apply the analysis, synthesis, and evaluative processes that enable
productive problem solving.

·  Problem Identification –

-  Understands the problem

-  Identifies strategies and resources that solve the problem

·  Evidence Analysis and Strategy Selection –

-  Analyzes, interprets and evaluates resources to solve the problem

-  Selects an appropriate problem solving strategy based upon the evidence

·  Implement Appropriate Strategies –

-  Implements a strategy/(ies) that thoroughly address the problem

-  Reviews effectiveness of the strategy and adjusts as necessary to achieve a solution

·  Justification –

-  Communicates the process used to solve the problem

-  Reflects on the process used to solve the problem

SE2: Communication – Communicate information clearly and effectively using a variety of tools/media in
varied contexts and for a variety of purposes.

·  Ideas/Topic Development –

-  Addresses the purpose of the product (writing, presentation, musical, artistic, or technical product) with ample information

-  Develops ideas thoroughly offering examples of elaboration

·  Evidence –

-  Provides relevant support evidence

-  Integrates evidence seamlessly and builds commentary on the evidence

·  Organization –

-  Organizes information so that a structure and development are obvious

-  Organization enhances topic development and presentation

·  Fluency –

-  Uses language appropriately to express ideas

-  Uses specific technical tools and/or language conventions to express ideas

·  Coherence –

-  Shows a clear beginning, middle , and end

-  Adheres to a logical transition from one segment to the next.

SE3: Collaboration –Work independently and collaboratively to solve problems and accomplish goals.

·  Contributes to the group task(s) –

-  Helps identify group goal

-  Monitors progress of the group and makes suggestions to make it more effective

-  Helps group achieve consensus to make it more effective

-  Helps group achieve consensus to achieve group goals

·  Focused on task and group participation –

-  Focuses on task(s) and needs of the group

-  Self-directed

-  Desire and demonstrates ability to perform wide range of roles within the group

-  Shows mastery of and takes responsibility for assigned tasks

·  Demonstrates effective Interpersonal Skills -

-  Displays active listening

-  Displays respect for others

-  Shows interest in improvement

-  Displays positive attitude toward the project and work of others in the group

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SE4: Connecting with Technology – Use real-world digital and other research tools to access, evaluate
and effectively apply information appropriate for authentic tasks

·  Access information efficiently and effectively –

-  Displays an understanding of source content and applies it to the issue or task at hand

-  Displays an understanding of how the source conveys information relevant to the issue or task at hand

·  Information is used ethically and legally -

-  Searches and selects appropriate and suitable internet sites that are relevant to the issue or task at hand with proper citation

-  Uses technology and communication tools ethically and legally with a purpose

·  Uses appropriate technologies to organize, evaluate, and communicate information -

-  Uses the full capacity of technology to make a product as creative as possible

-  Displays technology use that enhances the communication of information

SE5: Creativity – Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits,
and working learning conditions

·  Creative thinking –

-  Displays an innovative examination of a particular task or issue

-  Displays a range of original ideas, brainstorming, and thought processes linked to a particular task or issue

·  Creative Application –

-  Selects potential applications within a content area and/or across content areas to complete a task or address an issue

-  Evaluates, elaborates, and/or revises ideas to select the appropriate applications

·  Creative Collaboration –

-  Works with others to develop, communicate, and implement ideas to their potential

-  Displays an openness and responsiveness to diverse perspectives to incorporate group input and feedback into improving work

SE6: Career & Civic Skills – Value and demonstrate personal responsibility, character, cultural
understanding, and ethical behavior

·  Opportunity awareness –

-  Displays an understanding of post-secondary opportunities ranging from higher education to career interests that foster individual talents

-  Displays an understanding and evaluation of individual skill set coupled with a plan to develop those skills

·  Active Citizenship –

-  Displays an understanding of and respect for government structure and its leaders

-  Displays an involvement and effort in a community to serve a purpose

·  Personal Responsibility –

-  Demonstrates receptiveness to constructive feedback about choices and/or behavior.

-  Takes ownership for choices and actions

2013-2014 Program of Studies

TABLE OF CONTENTS

How to Use This Catalog Below

Graduation Requirements 2

Important Policies 4

Special Programs 7

Art 10

Business and Finance Technology 12

College Career Pathways Program 8

Cooperative Work Education in Diversified Occupations 13

English 14

Family & Consumer Sciences 18

Food Services 19

Interdisciplinary 19

Marketing 19

Mathematics 20

Music 23

Nursing 25

Physical Education 25

Science 26

Social Studies 29

Technology 32

World Language 34

AP & IB 37

Advanced Placement Program 40

International Baccalaureate Diploma Program 41

HOW TO USE THIS CATALOG

1.  Read all the information in Graduation Requirements and Important Policies.

2.  Review your past report cards and standardized test data.

3.  Consider your goals and the courses and programs available at Fitch High School that will help you to achieve these goals.

4.  Discuss your plans with your family and with your Guidance counselor in order to develop your own long-range program.

5.  Retain this catalog for reference.

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GRADUATION REQUIREMENT REGULATIONS

Credit Distribution Requirement

I. CLASS OF 2013 AND FUTURE CLASSES

The following credits must be earned: English 4 credits Mathematics 4 credits

Science 4 credits (1 in Biological Science and 1 in Physical Science)

Social Studies 3 credits (1 in American

History and 0.5 in Civics) Health 0.5 credit

Physical Education 1 credit

Fine Arts 1 credit Applied Arts 1 credit Electives 7.5 credits Writing Performance

Standard 0.1 credit

Math Performance

Standard 0.1 credit

Reading Performance

Standard 0.1 credit

26.3 credits

ELECTIVES

Elective choices should be made on the basis of interest, academic and career planning. Many upper electives have pre-requisite courses that need to be taken first.

Department Electives which meet the Applied Arts 1.0

Credit Requirement

·  Business and Finance Technology

·  Computer

·  Family and Consumer Science

·  Technology

·  Nursing Assistant

Department Electives which meet the Fine Arts 1.0

Credit Requirement

·  Art

·  Music

·  Theatre

All Academic Departments offer many electives as well which count towards graduation and should be based on your academic plan.

Students may elect to take more than the required number of credits. Those students choosing to take advanced level courses in Grades 11 and 12 should plan to take the required introductory levels in Grades 9 and 10.

Students considering college should be aware that many colleges have higher minimum entrance requirements than those listed above. All students are urged to read the College Admissions section in this catalog.

II. District Performance Standards

To graduate from Robert E. Fitch Senior High School, a student must also meet three performance standards: Reading, Writing and Mathematics.

A. Requirements

1. Definition

a. Writing: Student shall, prior to the completion of their senior year, produce an essay that is focused, organized, elaborated, and edited for standard English conventions.

b. Math: Within the content of the course in which the student is enrolled, he/she will satisfactorily complete multi-step mathematical problems which require demonstration of basic math opera- tions including fractions or decimals. The student will be provided with any required formulas and may use a calculator in completing the task. The student shall also explain in writing either how he/she arrived at each answer or justify each answer in writing.

c. Reading: Students shall achieve a DRP stan- dard of 62 or higher, prior to completion or their senior year, or successfully complete a Reading Across the Disciplines exercise.

B. Exemptions

a. Students will be exempt from the district

performance standard if they have:

1) achieved a score in bands three or better in the related section of the Connecticut Academic Performance Test (CAPT): Reading Across the Disciplines, Writing Across the Disciplines, or Mathematics.

2) achieved a score of 450 on the SAT

Reasoning Test in Critical Reading and/or

Math and/or Writing.

3) Students who have transferred in from out-of-state in their junior year can submit their state test scores to the Director of Guidance to see if they meet our Groton Proficiency Standards.

b. Transfers: If a student transfers into Robert E. Fitch High School after completing at least three years in a high school in another district, he/she may be considered exempt from Groton’s performance standards requirement for

graduation upon review and recommendation by a Performance Standards Review committee.

c. Special Needs: Students with special needs may be exempt from district performance

standards for graduation as described in this policy if so indicated in their Individual Education Plan.

C. Implementation

Starting in the sophomore year and on through their junior and senior years students will have multiple opportunities to complete the performance standard.

D. Options If Requirements Are Not Met

Seniors who are not eligible for graduation with their class due to failure to meet the district graduation requirement, as per policy, in one or more subjects as described above, may select one of the following options:

A. Return in September as a fifth year student.

B. Enroll in summer school and pass the requirement.

C. Make arrangements for re-testing to meet the

performance standard.

D. Complete a portfolio exhibiting competency in the deficient area. The portfolio must be accepted as