Bolton High School believes in the development of capable, ethical, thoughtful, and responsible citizens and is committed to providing a secure educational environment in which all students can discover and work toward achieving their maximum potential.

Bolton High School strives to foster the intellectual curiosity, creativity, and positive attitudes required for life long learning. The cornerstone of this process is high quality instruction, which encourages critical thinking, problem solving, and the application of learned skills and knowledge.

Student achievement results from a partnership among learners, teachers, parents, administrators, and the community. Students learn to recognize and value excellence through their own accomplishments and by observing the high standards held by other members of the partnership. The establishment of challenging goals for students in all curricular and co-curricular endeavors, as well as the principles of the Bolton High School Honor Code and Bolton High School Code of Conduct, support the high expectations held for each learner.

The time, talent, and resources of this partnership are devoted to the fulfillment of the Expectations for Student Learning.

Bolton High School Expectations for Student Learning
ACADEMIC EXPECTATIONS
The Bolton High School graduate…

·  reads actively, critically, and competently for a variety of purposes and communicates literal, interpretive, and critical understandings in clear expository, narrative, and descriptive writing.

·  writes effective persuasive essays by taking a clear position, supporting that position with accurate and relevant information, organizing ideas logically and effectively, and expressing ideas with clarity and fluency.

·  understands important mathematical concepts and procedures, and engages in complex mathematical tasks and methods to solve problems.

·  has a knowledge base in the biological, earth, and physical sciences, understanding unifying themes in the sciences, and applies the scientific principles and methods through research investigations and inquiry-based activities.

·  speaks clearly and concisely, communicating effectively and accurately in meaningful conversation, so as to defend a position and exchange information.

·  has a fundamental knowledge of a language other than English and understands and respects the diversity of languages and cultures.

·  uses libraries, as well as information and communications technology, to retrieve, synthesize, and communicate information.

·  displays skillful and creative expression in the arts and evaluates artistic character and aesthetic qualities in art forms.

SOCIAL EXPECTATIONS
The Bolton High School graduate…

·  meets the demands of the employment market by demonstrating the skills and the knowledge necessary for career opportunities and options.

·  is aware of his/her post-secondary educational options.

·  understands that each individual is instrumental in improving the quality of life for all members of the community.

·  demonstrates critical, creative, and innovative thinking, while identifying and solving real-world problems.

·  understands the need and accepts the responsibility for autonomous learning and self-direction.

·  demonstrates and recognizes the principles of wellness and physical fitness.

CIVIC EXPECTATIONS
The Bolton High School graduate…

·  understands and values the responsibilities and the rights of United States citizenship and knowledgably participates in the democratic process.

·  understands and respects the need for standards of self-discipline, accountability, integrity, and ethics in a civil society.

·  demonstrates collaboration skills as a member of a team, is able to teach others new skills, and exercises leadership qualities and negotiation skills.

·  demonstrates the ability to work with and show respect for diverse groups of people and recognizes the need for social responsibility and global awareness.

Graduation Requirement #1

·  Response to Literature – Academic Performance Expectation for Graduation

Corresponding expectation from Expectations for Student Learning

The Bolton High School graduate reads actively, critically, and competently for a variety of purposes and communicates literal, interpretive, and critical understandings in clear expository, narrative, and descriptive writing.

This requirement is monitored by the English Department. Each student completes at least two assessments per year in each course. Assessments in Grades 9 and 10 are considered “introductory experiences” that are scored but do not count toward the completion of the requirement.

In order to meet this requirement the student must accomplish one of the following:

(a) The student meets the state goal on the Response to Literature portion of the CAPT (Connecticut Academic Performance Test).

(b)  The student attains a 4 (Meets Requirement), 5 (Exceeds Requirement), or 6 (With Distinction) on the BHS generated rubric as a result of one of the designated assessments in English courses in Grades 11 or 12.

Rubric for Assessments

6

With
Distinction / Displays perceptive and insightful comprehension.
Displays exceptional reflective thinking about the text.
Displays thoughtful judgments about the literary quality of the text and supports those judgments with evidence from the text and/or outside experience.
Displays perceptive associations between the text and/or outside experience.

5

Exceeds
Requirement / Displays thoughtful comprehension but the interpretations may be less insightful than that of superior readers.
Displays reflective thinking about the text but may lack the deeper interpretations exhibited by superior readers.
Displays judgments about the literary quality of the text and usually supports those judgments with evidence.

Displays associations between the text and other texts and/or outside experience but the associations may not be as perceptive or thoughtful as those of superior readers.

4

Meets
Requirement / Displays a thoughtful and plausible interpretation of the text but the interpretation lacks the insight displayed by superior and excellent readers.
Displays some reflective thinking about the text but not the deeper interpretations exhibited by superior and excellent readers.
Displays judgments about the literary quality of the text but the judgments tend to be superficial and/or not well supported.
Displays some associations between the text and other texts and/or outside experience but the associations tend to be routine and predictable.

3

Below
Requirement / Displays marginally acceptable comprehension but interpretation tends to be predictable and lacks insight.
Displays little reflective thinking about the text.
Displays judgments about the literary quality of the text that tend to be ritualistic and lack support.
Displays associations between the text and other texts and/or outside experience that are superficial, lack depth of understanding, or lack of support.

2

Does Not Meet Requirement / Displays a literal or superficial understanding of the text.
Displays little, if any, reflective thinking about the text.
Displays judgments of literary quality that are superficial or emotional.
Displays difficulty in making associations between the text and other texts and/or outside experience.

1

Below Level / Displays very limited understanding and/or serious understanding of the text.
Displays no or very little reflective thinking about the text or his/her ability to process the text.
Displays no awareness of or appreciation for aesthetic or literary features of the text.
Displays no meaningful associations between the text and other texts and/or outside experience.

Connecticut Academic Performance Test Rubric

Graduation Requirement #2

·  Persuasive Writing - Academic Performance Expectation for Graduation

Corresponding expectation from Expectations for Student Learning

The Bolton High School graduate writes effective persuasive essays by taking a clear position, supporting that position with accurate and relevant information, organizing ideas logically and effectively, and expressing ideas with clarity and fluency.

This requirement is monitored by the Social Studies, World Languages (Latin), and Art Departments. Each student completes at least two assessments per year in Social Studies courses and at least one assessment per year in Latin courses and in selected Art courses. Assessments in Grades 9 and 10 are considered “introductory experiences” that are scored but do not count toward the completion of the requirement.

In order to meet this requirement the student must accomplish one of the following:

(a)  The student meets the state goal on the Persuasive Writing portion of the CAPT (Connecticut Academic Performance Test).

(b)  The student attains a 4 (Meets Requirement), 5 (Exceeds Requirement), or 6 (With Distinction) on the BHS generated rubric as a result of one of the designated assessments in Social Studies or Latin courses in Grades 11 or 12. In order to meet the requirement through the Art Department, students must be in Grades 11 or 12 and have previously taken Art I or Introduction to Photography.

/
Rubric for Assessments

6

With
Distinction / Takes a clear and persuasive position; the position is richly supported and developed with accurate and relevant information from the source materials. The position is unified and focused and contains one or more clear controlling ideas. Organization and control are sustained throughout the response. The response shows awareness of audience; ideas are clearly and effectively developed; and writing is fluent and has effective transitions.

5

Exceeds
Requirement / Takes a clear and thoughtful position; the position is well supported but not as completely developed as a “6” response; information is accurate and relevant. The position is well organized and contains one or more controlling ideas, but may not be a unified as a “6” response; digressions are rare. The response shows some sensitivity to audience; ideas are clearly expressed but may lack the fluency and polish of a “6” response.

4

Meets
Requirement / Takes and develops a position but the response lacks persuasiveness. The position is adequately supported but lacks thoroughness; some information may be inaccurate or irrelevant. The response displays adequate organization with at least one controlling idea and some coherence; digressions, if present, are not disruptive. The response shows some awareness of audience; most ideas are clear and understandable; fluency and transitions may be lacking.

3

Below
Requirement / Takes a stand but doesn’t develop a clear position; the response contains limited support with only a few ideas; some information may be inaccurate or irrelevant. The controlling idea, if present, may be a simple restatement of the problem. The response shows some organization but there may be some digressions or abrupt shifts that interfere with meaning. The response shows some awareness of audience and come transitions and fluency; however, some ideas may not be clearly expressed.

2

Does Not Meet Requirement / Attempts a stand but fluctuates between or among positions. Only superficial support (1 or 2 ideas) is given and ideas may be poorly developed, inaccurate, irrelevant or logically inconsistent. The response stays on topic but lacks the focus of a strong controlling idea; digressions and/or abrupt shifts interfere with meaning. The response displays little, if any, awareness of audience; many ideas are difficult to understand; fluency and transitions are lacking.

1

Below
Level / Fails to take a stand that addresses the problem. The response offers no support; or emotional support only; or serious misunderstanding; or inaccurate or irrelevant support. The response lacks focus and a controlling idea; displays little or no organization; contains frequent digressions or abrupt shifts in ideas that interfere with meaning. The response shows no awareness of audience; most ideas are difficult to follow and understand; fluency and transitions are lacking.

Connecticut Academic Performance Test Rubric

Graduation Requirement #3

·  Numeric Problem Solving - Academic Performance Expectation for Graduation

Corresponding expectation from Expectations for Student Learning

The Bolton High School graduate understands important mathematical concepts and procedures, and engages in complex mathematical tasks and methods to solve problems.

This requirement is monitored by the Math Department. Each student completes at least one or two assessments per year in each course (with the exception of those students in Math I.) Assessments in Grades 9 and 10 are considered “introductory experiences” that are scored but do not count toward the completion of the requirement.

In order to meet this requirement the student must accomplish one of the following:

(a)  The student meets the state goal on the Math portion of the CAPT (Connecticut Academic Performance Test).

(b)  The student attains a 3 (Meets Requirement) or 4 (With Distinction) on the BHS generated rubric as a result of one of the designated assessments in Math courses in Grades 11 or 12.

(c)  The student attains a 3 (Meets Requirement) or 4 (With Distinction) on the BHS generated rubric as a result of one of the designated assessments in Accounting I or II.

/
Rubric for Assessments

4

With
Distinction / The student is consistently able to solve both structured and open-ended problems, selecting the most appropriate method from a variety of problem-solving strategies, assessing results, providing valid arguments, and making appropriate mathematical connections to real-world situations.
The student clearly and effectively uses varied methods of mathematical communication to represent ideas and relationships; uses accurate vocabulary, notation and symbols; demonstrates creativity and originality; persuades, convinces and anticipates audience reactions.
The student consistently uses all types of numbers, including irrational and complex numbers, to count, measure, compare, order, scale, code, and locate; estimates appropriately; assesses the reasonableness of results and, where unreasonable corrects or accounts for error.

3

Meets
Requirement / The student is consistently able to solve both structured and open-ended problems employing a variety of problem-solving strategies, assessing results, providing valid arguments, and making appropriate mathematical connections to real-world situations.
The student is able to use appropriate mathematical communication to represent ideas and relationships to an audience; uses accurate vocabulary, notation and symbols; is sometimes able to anticipate and address potential difficulty in communicating mathematically.
The student is usually able to use several types of numbers, including irrational, to count, measure, compare, order, scale, locate, and code; estimates appropriately; judges the reasonability of results.

2

Below
Requirement / The student is able to solve structured problems using appropriate mathematical vocabulary, but has limited ability solving open-ended problems, building valid arguments or connecting math concepts to real world situations.
The student uses mathematical vocabulary correctly; represents problems correctly; communicates mathematical ideas clearly if not always in precise mathematical terms or symbols.
The student can use several types of numbers, including irrational, to count, measure, compare, order, scale, located, and code; has occasional difficulty with irrational numbers and fractions; can estimate when requested; usually perceives when results are unreasonable.

1