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MEDFIELD HIGH

SCHOOL

PROGRAM OF

STUDIES

2013-2014

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MEDFIELD HIGH SCHOOL MISSION STATEMENT

Medfield High School

in partnership with family

and community,

promotes both integrity

and excellence

in scholarship and citizenship

for all learners.

MEDFIELD HIGH SCHOOL LEARNER OUTCOMES

The learner will:

1. Communicate effectively

Write clearly for a variety of purposes

Read actively and critically

Speak convincingly and confidently

Listen for understanding

2. Solve Problems

Create and delineate logical solutions to problems

Use information effectively

3. Demonstrate civic and social responsibility

Participate in the school and/or larger community

Demonstrate concern for self and others

Understand and respect his/her relationship to the environment and to local,

national, and global communities

Make informed decisions

Work both cooperatively and independently

4. Assume personal responsibility

Take responsibility for actions, decisions, and behaviors

Set well-defined short and long-term goals

Understand the importance of physical and mental wellness

MEDFIELD HIGH SCHOOL CORE VALUES

Medfield High School is committed to:

� Challenging Academics for All

� Lifelong Learning

� Excellence: Academic, Co-curricular and Character

� Achievement of Personal Success

� Respect, Honesty and Integrity

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TABLE OF CONTENTS

GENERAL INFORMATION

ACADEMIC INTEGRITY…………………………………………………………………….. 17 ACCREDITATION STATEMENT…………………………………………………………... 14 CERTIFICATE OF MASTERY PROGRAM………………………………………………. 10 COLLEGE TESTING PROGRAMS………………………………………………………… 10 COURSE CHANGES…………………………………………………………………………. 18 COURSE LOAD, COURSE PLACEMENT, COURSE SCHEDULING………………. 18 CREDITS………………………………………………………………………………………. 6 DISCRIMINATION……………………………………………………………………………. 13 DUAL ENROLLMENT……………………………………………………………………….. 6 EARLY GRADUATION………………………………………………………………………. 5 ELIGIBILITY STANDARDS…………………………………………………………………. 13 EXTRACURRICULAR ACTIVITIES……………………………………………………….. 13 FRENCH HONOR SOCIETY……………………………………………………………….. 16 GRADE POINT AVERAGES (WEIGHTED AND UNWEIGHTED)…………………… 7 GRADUATION EXERCISES……………………………………………………………….. 5 GRADUATION REQUIREMENTS…………………………………………………………. 5 GUIDANCE PROGRAM……………………………………………………………………… 12 HONOR ROLL, HONOR ESSAYISTS, HONOR AWARDS……………………………. 15 HONOR SOCIETIES…………………………………………………………………………. 15 JOHN AND ABIGAIL ADAMS SCHOLARSHIP…………………………………………. 10 MCAS INFORMATION………………………………………………………………………. 8 MISSION STATEMENT……………………………………………………………………… 1 NIGHT SCHOOL COURSES AND CREDIT…………………………………………….. 11 PRINCIPAL’S MESSAGE……………………………………………………………………. 4 PROMOTION REQUIREMENTS…………………………………………………………… 5 REPORT CARDS, MARKING SYSTEM…………………………………………………… 6 REPORTING AND INTERPRETING GRADES…………………………………………… 7 SPANISH HONOR SOCIETY……………………………………………………………….. 16 SPECIAL SERVICES (CHAPTER 766)……………………………………………………. 13 STUDENT RECORDS………………………………………………………………………... 13 STUDENT RIGHTS…………………………………………………………………………… 14 SUMMER SCHOOL, SUMMER TUTORING…………………………………………….. 11

COURSE OFFERINGS

BUSINESS AND TECHNOLOGY EDUCATION…………………………………………. 19 ENGLISH……………………………………………………………………………………….. 22 INTERNET……………………………………………………………………………………… 28 MATHEMATICS……………………………………………………………………………….. 29 PERFORMING ARTS-MUSIC………………………………………………………………. 34 SCIENCE……………………………………………………………………………………….. 36 SOCIAL STUDIES…………………………………………………………………………….. 40 SPECIAL PROGRAMS……………………………………………………………………….. 45 SENIOR PROJECT……………………………………………………………………………. 46 VOCATIONAL/AGRICULTURAL…………………………………………………………… 46 VISUAL ARTS………………………………………………………………………………….. 47 WELLNESS AND FAMILY AND CONSUMER SCIENCE………………………………. 50 WORLD LANGUAGES AND CULTURES…………………………………………………. 54

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MEDFIELD HIGH SCHOOL MEDFIELD, MASSACHUSETTS

SCHOOL COMMITTEE

Debra M. Noschese, Chair Timothy J. Bonfatti, Vice Chair

Christopher Morrison Eileen DeSisto

Maryanne Sullivan

DISTRICT ADMINISTRATION

Robert Maguire Superintendent of Schools Charles Kellner Director of Finance and Operations Matthew LaCava Director of Pupil Services

HIGH SCHOOL ADMINISTRATION

Robert Parga Principal Jeffrey Sperling Dean of Students Kathleen Nunes Dean of Academics Eric Scott Director of Athletics

CONTENT SPECIALISTS

Gail Duffy English Susan Bycoff Mathematics Doug Olsen Music Orla Berry Science Kathleen Emerson Social Studies James Cousens Visual Arts Susan Cowell Wellness and Consumer Science Ellen Toubman World Languages and Cultures

PUPIL SERVICES/GUIDANCE

Heather Mandosa Guidance Content Specialist Marie Foley Guidance Counselor Stephanie Worthley Guidance Counselor Erik Ormberg Guidance Counselor Anne Lodge Guidance Counselor Mary Patch Nurse Janet Connelly Nurse Trinka Snyder School Psychologist Patricia Mullen Inclusion Coordinator

LIBRARY/MEDIA TECHNICIAN

Joanne Schmidt Librarian Eoin O’Corcora Network Administrator

SECRETARIES

Maryjean Ingram Laura Boyer Lisa Sleboda Janet Birkett

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Dear Students:

This 2013-2014 Program of Studies document is designed to assist you in selecting courses for

the upcoming school year. In this document, you will find a wide-range of course offerings in all

subject areas. Please take time to read through these offerings and make selections that best meet

your needs.

As you make these selections, please make sure to communicate with your current teachers, your

guidance counselor and your parents. You should focus on gathering as much information as

possible so that you can make the most informed decisions.

In addition to the courses you select, please look on our website for the many extra-curricular

activities that are offered at Medfield High School. These include clubs, the performing arts and

interscholastic activities.

I wish you much success in the coming school year.

Sincerely,

Robert Parga

Principal

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GENERAL INFORMATION

CURRICULUM GUIDELINES

PROMOTION AND GRADUATION

It is expected that every student take seven major subjects. Students are expected to earn 35 credits

yearly; keeping in mind that graduation requirements (listed below) must be fulfilled. Once a course is

passed, it may be taken again only in order to raise the grade in that course. No additional credit will be

given. Consult the tables below to determine the number of credits needed for graduation and promotion.

Any student with a question regarding the number of credits he or she has earned should check with his

or her guidance counselor. Any student not achieving the required number of credits will be retained in

the appropriate grade.

PROMOTION REQUIREMENTS FOR ALL CLASSES

Promotion to: Grade 10 Grade 11 Grade 12 Graduation Requirements

27 55 84 115

REQUIREMENTS FOR A DIPLOMA

1. Students must pass a minimum number of full year courses or their equivalency according to the

chart listed below:

Required Courses

English 4 year long courses

Social Studies 3 years (through US History II)

Science 3 years

Mathematics* 3 years

Wellness 2 years

World Languages 2 years (of the same language at the high school level)

Visual & Applied Arts ** 1 year

*Beginning with the Class of 2016, the Massachusetts State Colleges and Universities will require four

years of Mathematics.

** Included in this category are any courses in the Visual Arts, Performing Arts or Business and

Technology sections, as well as Foods, Child Care and Development, Discovery Zone: Connecting with

Children, Journalism, Yearbook Design and Publishing and Speech.

Total credit requirements are: 115 credits

2. Students must achieve a competency determination on the English/Language Arts, Mathematics

and Science MCAS tests.

GRADUATION EXERCISES

Only those students who have fully satisfied the above graduation requirements will be allowed to

participate in the graduation exercises.

EARLY GRADUATION

Any student who wishes to graduate after three and one half years should consult his/her guidance counselor

as early as possible, preferably during the 9th grade, in order to develop an approved program of studies. In the

case of extenuating circumstances, the principal may approve early graduation for upperclassmen. An

application should be completed and submitted to the guidance counselor as early in the high school career as

possible but no later than January of the junior year. The student and parent must make an appointment with a

counselor to discuss the proposal. Final approval is granted by the principal.

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CREDITS

Credits are granted upon the successful completion of course requirements. Following are some special

provisions:

1. Credits may not be granted for partial completion of any course.

2. When a student transfers to Medfield High School, his/her transcript will be evaluated by the

principal and will be granted credits according to Medfield High School’s standards.*

*If a student transfers from an unaccredited institution or program, credits may be granted as stated

above, depending on the circumstances, however course grades will be denoted as Pass/Fail.

DUAL ENROLLMENT

A student who has successfully completed the junior year at Medfield High School with fewer than the

required credits for graduation may be accepted at an accredited college or junior college in a dual

enrollment program. This student could receive his or her high school diploma when he or she has

accumulated the necessary credits for graduation. This program is dependent upon annual state funding,

and must be approved by the principal.

REPORT CARDS/MARKING SYSTEM

Students will receive grades for each of the four individual grading periods. The first semester average will

consist of the first and second grading periods and will include the mid-year examination. The second

semester average will consist of the third and fourth grading periods and will include the final examination.

The course grade will be the average of the first semester grade and the second semester grade. A student’s

record of grades is a permanent part of the school’s files, and will not be released before graduation without

written permission from the student or his/her parent/guardian. After graduation, only the student may

request release of his/her transcript.

Marking System

A+ (97-100)

A (93-96)

A- (90-92)

B+ (87-89)

B (83-86)

B- (80-82)

C+ (77-79)

C (73-76)

C- (70-72)

D+ (67-69)

D (63-66)

D- (60-62)

F (Below 60)

I (Incomplete)

W (Withdrawn)

P (Passing Grade) (Available only in specific courses)

AU (Audit) H (With Honors)

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REPORTING AND INTERPRETING GRADES

GRADE POINT AVERAGES

A grade point average (GPA) is the cumulative measure of a student’s academic achievement calculated

by averaging numerical point values assigned to letter grades. Decile rank is a performance rating on a

scale of one to ten where each number corresponds to an increment of ten percentage points. It shows

which tenth of the class a student falls in based on their GPA. Each Medfield High School student is

provided with two GPA profiles and decile rankings, weighted and unweighted. The unweighted GPA is

calculated at the end of each semester. The weighted GPA and the weighted and unweighted decile

rankings are calculated in the fall of a student’s senior year. The GPA of students who transfer to

Medfield High School will only reflect work completed at Medfield High School. To be included in the

decile ranking system, students must have completed a minimum of three semesters at Medfield High

School.

WEIGHTED GPA

The first profile is based on a GPA which is calculated by utilizing the best final grades earned in up to

five (5) full year courses in the subject areas of English, mathematics, social studies, science, and world

language. This GPA profile is calculated by utilizing a system weighted by course level. It is calculated on

a 4.0 scale with an additional 0.8 given for classes taken at the honors or advanced placement (AP) level.

College AP/Honors

A+ 4.33 5.13

A 4.00 4.80

A- 3.67 4.47

B+ 3.33 4.13

B 3.00 3.80

B- 2.67 3.47

C+ 2.33 3.13

C 2.00 2.80

C- 1.67 2.47

D+ 1.33 2.13

D 1.00 1.80

D- 0.67 1.47

F 0.00 0.00

UNWEIGHTED GPA

The second profile is based on a GPA which is calculated utilizing the grades earned in all courses with

the exception of Pass/Fail courses, skill development, and special programs. It is calculated on a 4.0

scale. This GPA profile is not weighted.

A+ 4.33

A 4.00

A- 3.67

B+ 3.33

B 3.00

B- 2.67

C+ 2.33

C 2.00

C- 1.67

D+ 1.33

D 1.00

D- 0.67

F 0.00

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Medfield High School

Massachusetts Comprehensive Assessment System (MCAS)

Information Sheet

In order to fulfill your MCAS graduation requirement, you will need to have successfully completed the following:

• Meet or exceed a scaled score of 240 on the ELA MCAS OR meet or exceed

a scaled score of 220 and have a DOE approved and completed EPP*

• Meet or exceed a scaled score of 240 on the math MCAS OR meet or exceed

a scaled score of 220 and have a DOE approved and completed EPP*

• Meet or exceed a scaled score of 220 on a science MCAS

*What is an EPP?

1. An EPP is an Educational Proficiency Plan.

2. An EPP is currently initiated for a student when either his/her ELA (English Language Arts) or math MCAS

scaled score is 238 or below.

3. Once initiated, an EPP “stays” with the student until he/she graduates, identifying the student’s strengths

and weaknesses and describing the assessments administered by Medfield High School on a regular basis to

determine if the student is moving toward proficiency.

4. EPPs are currently not required for science

5. Each EPP will review student’s strengths and weaknesses, based on MCAS and other assessment results,

coursework, grades, and teacher input.

6. Each EPP will include the courses the student will be required to take and successfully complete in grades

11 and 12.

Information about EPPs was sourced at the Massachusetts Department of Elementary and Secondary Education web

site.

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MCAS Test Format

Four types of questions are used on MCAS tests:

• Writing prompts are included only on ELA Composition tests and require students to respond by creating

a written composition. Student compositions are scored independently by two scorers for topic

development based on a six-score point scale, with students receiving from 2 to 12 points and standard

English conventions, based on a four-point scale, with students receiving from 2 to 8 points.

• Multiple-choice questions requiring students to select the correct answer from a list of four options.

Responses to the multiple choice questions are scored on a scale of 0 to1 point.

• Open –response questions requiring students to generate, rather than recognize, a response. Students

create a one or two-paragraph response in writing or in the form of a narrative or chart, table, diagram,

illustration, or graph, as appropriate. Students can respond correctly using a variety of strategies and

approaches. Responses to open-response questions are scored using a scoring guide, or rubric, for each

question. The scoring guides indicate what knowledge and skills students must demonstrate to earn 1, 2, 3,

or 4 score points. Answers to open-response questions are not scored for spelling, punctuation, or grammar.

• Short-answer questions are included only on mathematics tests and require students to generate a brief

response, usually a numerical solution or a brief statement. Responses to short-answer questions are scored

on a scale of 0 to1 point.

Typical MCAS Testing Schedule

MCAS Test Who takes the test Typical Testing Dates Other Testing Dates

ELA

All grade 10 students End of March/Early April November: Retest AND 11th

and 12th

grade students new to Medfield who

have not taken MCAS

Math

All Grade 10 students Mid May November: Retest AND 11th

and 12th

grade students new to Medfield who

have not taken MCAS

Biology, Physics, or

Chemistry

All Grade 9-11 students

who have not passed a

science MCAS

Early June February: Biology only-Retest

MCAS Results

• Student MCAS scaled score results for each test are mailed directly to parents/guardians. Included with this

information is a detailed explanation of each student’s score.

Students with IEPs and MCAS Testing

• While no MCAS content will be altered for students with IEPs, specific MCAS-approved accommodations

for administering the test listed on a student’s signed IEP will be honored.

Retests

• Offered in ELA & math in November and biology in February

• Maximum score on ELA and math retests is 238 and EPP remains in place

• Students receiving above a 220 on ELA or math retests have shown the competency determination required

for graduation but must still have an EPP in place

• Students interested in receiving qualifying scores for the Adams Scholarship must take the Spring tests

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COLLEGE TESTING PROGRAMS

Medfield High School offers a variety of testing for students through both the College Board and ACT. For

additional information on any of these programs, please contact your guidance counselor or visit the

websites listed below. The following programs are offered at Medfield High School in the area of college

testing:

1. PRELIMINARY SCHOLASTIC APTITUDE TEST/NATIONAL MERIT SCHOLARSHIP QUALIFYING

TEST (PSAT/NMSQT) is recommended to all juniors in October. This test also serves as a qualifier for

the National Merit Scholarship program.

2. SAT REASONING TESTS are offered at Medfield High School in October and June and at other area

high schools at various times throughout the year.

3. SUBJECT TESTS are offered in various subjects.

4. ADVANCED PLACEMENT (AP) are advanced level courses that culminate with an examination which

provide an opportunity for students to receive college credit.

For additional information on these programs, please check the College Board website at

www.collegeboard.com.

1. PLAN is recommended to all sophomores in October as a practice and predictor of scores for the ACT.

A career interest inventory is part of this test.

2. ACT is an alternative to the SAT for many students. This test is a national college admission

examination that consists of tests in English, Mathematics, Reading, and Science. The ACT is offered at

Medfield High School in February and at other area high schools at various times throughout the year.

For additional information on these programs, please check the ACT website at www.actstudent.org.

THE JOHN AND ABIGAIL ADAMS SCHOLARSHIP

The Adams Scholarship will provide a tuition waiver for eight traditional semesters of undergraduate

education at Massachusetts state colleges and universities. In order to use the tuition waivers students

must first apply to the colleges or universities and be accepted. Massachusetts public high school

students automatically qualify for the Adams Scholarship when they:

1. Score in the Advanced category in either the Mathematics or the English language arts section of

the grade 10 MCAS test.

2. Score in the Proficient or Advanced category on the second subject (Mathematics or English

language arts).

3. Have a combined MCAS score on these assessments that ranks in the top 25% in their school

district.

Students are required to maintain a G.P.A. of 3.0 for continued eligibility beyond the freshman year.

STANLEY Z. KOPLIK CERTIFICATE OF MASTERY TUITION WAIVER AWARD

To qualify as a candidate for the Stanley Z. Koplik Certificate of Mastery Tuition Waiver Award, a

student must score “Advanced” on at least one grade 10 MCAS test subject, and score at least “Proficient”

on the remaining sections of the grade 10 MCAS. To receive the Certificate of Mastery, students must

fulfill additional requirements through one of the following combinations covering both fields of

arts/humanities and mathematics/science:

• 2 Advanced Placement Exams (scores must be three or higher); or

• 2 SAT II exams (scores determined by the DOE to be comparable to three or higher on an AP exam); or

• 1 AP exam and 1 SAT II exam (in a different subject); or

• 1 AP exam and 1 other achievement (such as outside forums through competitions,

publications, recognition awards, and selection for participation on a regional, statewide, national, or

international level); or

• 1 SAT II exam and 1 other achievement

Recipients of the Stanley Z. Koplik Certificate of Mastery Tuition Waiver are eligible for an award of a non-

need-based tuition waiver for state-supported undergraduate courses. Individual student awards shall be

no more than the resident undergraduate tuition rate at the participating institution. Students are also

required to maintain a G.P.A. of 3.3 for continued eligibility.

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SUMMER SCHOOL

Any student may attend an approved summer school program for make-up, remedial, or enrichment

purposes. Approval Process:

A written request by the parent or guardian for the student to attend summer school must be submitted

to and approved by the high school Dean of Academics before the close of school in June. This request

must have the prior approval of the content specialist of the subject in question, the guidance counselor,

and in some cases, the subject teacher, if credit is to be granted at Medfield High School. Summer School Credits:

Medfield High School will grant credit for courses taken at summer school as follows:

1. Only one new course (five credits) with 120 hours of instruction from an accredited summer

school program may be taken.

2. A course that was failed during the school year may be made up to gain credit, as long as the

student had remained in the course for the entire school year.

3. A grade of C- or better must be earned in the summer school course.

4. No more than two subjects may be taken for make-up credit during any one summer session.

5. A maximum of three major courses taken for credit in summer school can be applied toward

graduation.

6. No more than one sequential course* in a given subject matter area may be taken to meet

qualifications of a prerequisite or to receive credit for a previously failed course.

7. Upon successful completion of a summer course, the student can receive credit for the course as

well as the grade earned. Quality points for the course will NOT be included in the student’s

GPA.

*Sequential Courses:

Students making up a sequential subject, either failed or in which less than the prerequisite grade was

earned, must meet the following conditions:

1. Earn a grade of C- or better in summer school to be granted credit.

2. Take a qualifying examination upon return to school in the fall and obtain a grade of C- or the

prerequisite grade if the student is to continue in the sequence. This exam will be administered

and corrected by the content specialist of the subject in question.

Summer Tutoring for Make-up Credit

A student who may be unable to attend summer school may meet requirements through tutoring

according to the following provisions:

1. Prior approval of the content specialist of the subject in question and the Dean of Academics or

Principal must be obtained.

2. Work must be done with a tutor approved by the school.

3. A minimum of twenty clock hours of tutoring will be necessary.

4. Tutoring must observe the course outlines provided by the department concerned.

5. Within the first week of school at a time specified by the school, the student must take an

examination and a minimum grade of C- (or the prerequisite grade needed) earned. The exam will be

administered and corrected by the content specialist of the subject in question.

A. A grade will be assigned.

B. Credit will be granted.

C. The sequence can be continued.

D. Quality point credit will not be included in the student’s GPA. Students and parents should

understand that meeting the minimum requirements for graduation may not fulfill entrance

requirements for post-secondary schools. Therefore, parents and students must check the

admissions requirements for each specific school to which the student may apply and the

required test results needed to complete the application.

NIGHT SCHOOL COURSES AND CREDIT

1. Night school courses may be taken only by seniors in jeopardy of not graduating in June, and only

with the approval of the Dean of Academics, counselor, content specialist and parents.

2. A minimum of 30 clock hours must be spent in classroom time to receive credit for such a course.

3. Quality points for the course will not be included in the student’s GPA. However, a grade and credit

will be given upon successful completion of the course.

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GUIDANCE PROGRAM

The Medfield High School guidance office is comprised of five guidance counselors whose goal is to work

with students on making a smooth transition to the high school, to recognize and fulfill their academic,

emotional, and social needs, and to successfully transition out of high school towards their future plans.

Over the course of a student’s high school experience, the guidance counselors work with students both

in individual and group classroom settings to provide them with the support and resources they need

regarding academics, jobs and careers, and future planning.

Over the course of high school, the counselors deliver a developmental curriculum to students, which

aligns with the Massachusetts Curriculum Framework for guidance.

Grade 9

• Orientation to the high school

• Introduction to support resources

• Goal setting

• Introduction to academic vocabulary (transcript, grade point

average)

• Course selection

Grade 10

• Vocational unit

• Interview skills training & résumé writing

• Career exploration

• Course selection

Grade 11

• Future planning information sessions (for students & parents)

• Standardized testing timelines

• Post-secondary options

• College searches & visits

• College application terminology & overview

• Course selection

Grade 12

• Continued future planning

• Financial aid & scholarships

• Transition out of high school

The guidance office strives to keep families informed about their work with students. The office maintains

a website for general information and utilizes the web-based programs Edline and Naviance to assist

students and families with course selection, interest inventories, and future planning. The guidance

office also provides students with information about current job opportunities, peer and private tutoring,

and scholarships.

Guidance counselors are available to students during the school day, as well as before and after school by

appointment. Counselors are available for individual counseling, parent-teacher conferences, classroom

guidance and larger group information sessions. Parents and teachers may refer students to a counselor,

or students may choose to seek out their counselor independently. Please contact your child’s guidance

counselor at any point with any questions or concerns.

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EXTRACURRICULAR ACTIVITIES/ELIGIBILITY STANDARDS

Participation in extracurricular activities involves human development which may be quite different from

that learned in the classroom environment. Such activities are valuable in contributing to the

development of leadership, cooperation and respect for others. Students are encouraged to take

advantage of extracurricular activity offerings.

All students who participate in extra-curricular activities (athletics, drama, all clubs, student government,

and student organizations) are subject to the following eligibility standards:

1. Students must pass a minimum of six (6) subjects during the preceding term.

2. Ineligibility takes effect the day report cards are issued.

3. For participation in the fall, final grades from the previous spring will be used (not fourth quarter

grades.)

CHAPTER 622 OF THE GENERAL LAWS

(DISCRIMINATION)

An important piece of legislation affecting the public schools was passed in August 1971. This law,

Chapter 622 of the General Laws, Acts of 1971, is referred to as “An Act to Prohibit Discrimination in the

Public Schools.” The law reads as follows:

“No child shall be excluded from or discriminated against in admission to a public school of any

town or in obtaining the advantages, privileges, and courses of study of such public school on

account of race, color, sex, religion or national origin.”

The law makes it clear that all aspects of public school education must be fully open and available to

members of both sexes and of minority groups. No school may exclude a child from any course, activity,

service or resource available in that public school on account of race, color, sex, religion or national origin

of such child.

The Medfield School System has taken steps to see that this law is adhered to both in letter and spirit in

the five areas of school policy affected by law: school admissions, admissions to courses of study,

guidance, course content and extracurricular and athletic activities.

If parents have any questions or concerns regarding Chapter 622 and how it affects their children, they

should not hesitate to contact the school principal.

CHAPTER 766

(SPECIAL SERVICES)

Students may be evaluated by specialists and receive services, if eligible, during the school day. If there

are any questions on the process of referring students for evaluation, or on students who have individual

education plans, please contact the Director of Pupil Services at 508-359-7135. Special education

classes are offered each year based on student needs.

CHAPTER 71 (STUDENT RECORDS)

The Regulations Pertaining to Student Records were developed by the Massachusetts State Board of

Education to ensure parents, students and former students of their rights of confidentiality, inspection,

amendment and destruction of student records. Students and their families may seek further information

regarding these rights through the guidance office or main office of the school.

The student’s transcript (name, address, telephone number and birthdate; the name, address and

telephone number of the parent or guardian; course titles; grades; grade level completed) may only be

destroyed sixty years after graduation, transfer or withdrawal from the school system.

Student’s temporary records (all information not contained in the transcript) may include

standardized test scores, GPA, medical records, school-sponsored extra-curricular activities and

evaluations by teachers, counselors and staff. Temporary records will be provided to the student or

destroyed upon leaving the school system.

In limited circumstances, the school, with the approval of the Superintendent, may release a

student’s name, address, telephone listing, date and place of birth, major field of study, dates of

attendance, weight and height of members of athletic teams, class participation in officially recognized

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activities and sports, degrees, honors and awards, and post-high school plans without the consent of the

eligible student or parent; provided that the school gives public notice of the types of information it may

release and allows eligible students and parents a reasonable time after such notice to request that this

information not be released without the prior consent of the eligible student or parent.

The eligible student or the parent shall have access to the student record. Access shall be provided

as soon as practicable and within ten days after the initial request. Upon request for access, the entire

student record, regardless of the physical location of its parts, shall be made available.

Upon request, copies of any information contained in the student record shall be furnished to the

eligible student or the parent, or to a school to which a student may desire to transfer.

No third party shall have access to information in or from a student record without the specific,

informed written consent of the eligible student or the parent. A school may disclose information

regarding a student to appropriate parties in connection with a health or safety emergency if knowledge of

the information is necessary to protect the health or safety of the student or other individuals.

This includes, but is not limited to, disclosures to the local police department and the Department of

Social Services.

A non-custodial parent must submit a written request for access to records each year stating that

said parent continues to be entitled to unsupervised visitation with the student and is eligible to obtain

access as set forth in 603 CMR 23.07 (5) (a). In accordance with No Child Left Behind Act (NCLB) and the National Defense Authorization

Act (NDAA), school districts must now provide, upon request, the names, addresses, and telephone

numbers of all secondary students (grades 9 through 12) to military recruiters and institutions of higher

education, provided that the school notifies parents and students of their right to request that this

information not be released without their prior written consent and that the school complies with such

requests. Parents and students who are at least fourteen years old, may submit a written request to the

Guidance Content Specialist requesting that the student’s name, address and telephone number not be

released. For more information regarding this, please contact your son or daughter’s guidance counselor.

CHAPTER 670 0F THE ACTS OF 1974 (STUDENT RIGHTS)

CHAPTER 670 was passed to amend Chapter 71 of the General Laws defining rights and responsibilities

of public secondary school students.

Section 82- Deals with student rights of freedom of expression (speech, assembly, print).

Section 83- Eliminates dress codes, except for standards of health, safety and cleanliness.

Section 84- Prohibits student suspensions for conduct not connected with school.

Section 86- States that Sections 82-84 shall apply only to cities and towns which accept the same.

ACCREDITATION STATEMENT

Medfield High School is accredited by the New England Association of Schools and Colleges, Inc., a non-

governmental, nationally recognized organization whose affiliated institutions include elementary schools

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 group 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: NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES

209 BURLINGTON ROAD BEDFORD, MASSACHUSETTS 01720

(781) 271-0022

16

HONOR ROLL

• High honors – All A’s

• Honors – All A’s and B’s

• Any student with a grade of C, D, F or I in any subject is excluded from consideration regardless

of grade average.

• Grades earned in courses that meet fewer than three times per week are not included in the

grade average. (Exception at the high school: band, chorus, jazz choir and jazz band). However,

grades of C, D, F or I in these areas do exclude the student from the honor roll.

• A student must earn grades in five or more courses that meet three or more times per week to be

eligible for honors. HONOR ESSAYISTS

Each year two graduating seniors will be recognized at graduation exercises by being named Honor

Essayists. A representative faculty committee will select these essayists. The committee will utilize the

following criteria in selecting the Honor Essayists:

• High academic achievement that places the student in the top 10 percent of the academic

GPA range of the class

• Outstanding work in both arts and sciences

• The ability to speak and write articulately

• Evidence of leadership

• Good citizenship involving social responsibility

• Impeccable character

• A positive attitude toward learning

• Active involvement in extra-curricular activities, including but not limited to clubs, sports,

volunteer work, and community service

The faculty committee will use the following process for the selection of Honor Essayists:

1. Identify the top 10 percent of the academic GPA range after first semester of the senior year.

2. Notify eligible students by letter during the month of February including a description of the

application process and criteria for selection.

3. By March 18th, eligible students wishing to be considered will submit a completed portfolio

application to the committee, including:

a. Transcript

b. A well constructed and articulated essay to be delivered at graduation (approximately 5

minutes in length)

c. Three (3) letters of reference attesting to leadership, citizenship, character, and attitude

towards learning. Letters of reference from relatives are not acceptable.

d. Mid-April, the selection committee will review portfolios and interview those students with

completed portfolios

e. The committee will select the two essayists no later than the first week in May, and the

principal will notify all applicants of their status.

STUDENT COUNCIL HONOR RECOGNITION AWARDS

The Student Council will give Paul Revere Bowls to senior students who have achieved academic

excellence by placing in the top 10 percent of the class at the close of the second marking period.

NATIONAL HONOR SOCIETY Eligibility:

Any student in the tenth, eleventh, or twelfth grade is eligible. Requirements set by the National and Local

Council include "Scholarship", “Leadership", "Service" and "Character".

Membership in the NHS will be based upon the following combination of national and local

requirements:

1. Candidates must be full-time students and members of 10th, 11th or 12th grade.

2. Candidates must have been in attendance at MHS for the equivalent of one semester.

3. Candidates must have a cumulative scholastic grade point average of 3.33. Candidates shall

then be evaluated on the basis of service, leadership and character. The selection process will

begin after the close of first semester grades each year.

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4. All four criteria – scholarship, leadership, service, and character – will be considered in the

selection process.

5. Parents and students must understand that membership in the NHS is a privilege, not a right.

6. Appeals of the decision of the Faculty Council for the selection of members begin with the Faculty

adviser and may then be referred to the Principal.

7. In order to continue membership in the NHS, students must maintain the standards under

which they were admitted. Members whose academic marks fall below the scholarship standards

under which they were admitted will be given one warning to improve their grades to the

standard. At the end of the semester following a warning, students who have failed to raise their

cumulative unweighted grade point average to a minimum of 3.33 will be dismissed from the

NHS. In addition, members who fall below the standards of leadership, service or character or

who violate school rules will be reviewed by the Faculty Council for possible dismissal from the

National Honor Society. In all cases pending dismissal, members will have the right to a hearing

before the Faculty Council. For more information, please see the National Honor Society link on

the Medfield High Club’s page: www.medfield.net.

8. Seniors who are members in good academic standing of the NHS are awarded the privilege of

wearing gold tassels at the graduation ceremony.

FRENCH HONOR SOCIETY

New Members:

1. Must have an A- average or higher in French during semester of selection.

2. Must have cumulative A- or better in French, based on three preceding semesters.

3. Must have a B- or better in all other subjects during semester of selection.

4. Must have cumulative average of B- in all other subjects, based on three preceding semesters.

Current Members:

Students must be enrolled in a French course at MHS to remain in the Society.

If a member's grade in French drops below an A-, but not less than a B -, the student is placed on

probation for a period of (2) quarters. During that period, the student becomes a non-voting member. If

the student raises his or her grade in French to a B+ or better by the next quarter, he or she will be

reinstated as a full member. If the student does not obtain a B+ or better by the end of the probation

period he or she will be expelled from the Society. After the probationary period the student's average

starts anew. Any member with a grade below a B- in French will be dismissed from the Society and will

have to repeat the original process for gaining membership.

Earning and maintaining membership in the French National Honor Society is also dependent on

upholding the standards of good behavior and integrity outlined in the Medfield High School handbook.

Acts of plagiarism/cheating and those warranting suspension are grounds for dismissal. Removal from

the Society for any behaviors is at the discretion of the advisor.

SPANISH HONOR SOCIETY

Students who meet the following criteria will be deemed eligible for, and will be offered induction into, the

Spanish Honor Society:

1. Must have an Honors average in Spanish for three (3) consecutive semesters immediately prior to

induction. Honors average is defined as having maintained at least an A- for each of the three

semesters. A grade lower than A- breaks the consecutive chain. This specifically means that the

term A- does not refer to an aggregate average.

2. Students whose averages fall below an Honors average for any semester subsequent to induction will

be placed on probation and must regain an Honors average the next semester in order to remain an

active member. For these purposes, we will define Honors average as at least an A- average in

Spanish I through IV, and a B average in Spanish V honors and/ or AP.

3. Categories of membership are: active, inactive, probationary, and honorary. Honorary memberships

are reserved for those who are not students, but have made significant contributions to the Society.

This may include: parents, a teacher, guest speaker, etc. Only active members are eligible for

consideration for scholarships offered through the Society.

4. Moral and ethical attributes must be above reproach. Faculty members will be asked to comment on

this aspect of candidates’ qualifications. Candidates with a documented history of

cheating/plagiarism, chronic violation of school rules, poor attendance, or similar behavior patterns

18

suggesting a minimal commitment to school, will not be offered induction regardless of grade average.

5. Members who have violated the moral code of ethics expected of the Honor Society membership will

be dismissed from the society at the discretion of the adviser.

6. Members will be asked to participate in activities designed to promote interest in the study of Spanish

and will be asked to agree prior to induction to participate in all such programs.

7. In order to be enrolled in the society, a student must be enrolled in a Spanish course at MHS.

ACADEMIC INTEGRITY

Medfield High School’s core values clearly uphold academic honesty and personal integrity. Cheating is

an unacceptable practice that cannot be condoned by the teaching staff and administration. Examples of

cheating include, but are not limited to:

1. Looking at another student’s work during a test or quiz

2. Copying answers from another student or teacher

3. Possessing cheating sheets with answers on them, or writing answers elsewhere that you can refer to

during a test or quiz

4. Talking during a test or quiz

5. Plagiarism (any use of another’s ideas, phrases, words or opinions without giving credit to that person

in the form of footnotes or references [even if you’ve paraphrased the ideas]. Plagiarism is also

submitting work that is not one’s own.)

6. Copying homework

7. Computer cheating:

a. cheating using the Internet or other people’s disks

b. using information obtained from Internet sources without documentation

c. copying ideas, phrases, words from Internet sources without documentation and using them

in an assignment

d. copying homework

e. using an Internet source where papers can be purchased and submitting this work as your

own

f. using Internet translation services for your foreign language paper/project/homework

8. Having a native speaker do a foreign language paper/project for you

9. Providing another student with answers or allowing another student to copy your work

10. Sending or receiving text messages or photographs of test information

11. Collaborating on a take-home assessment when the teacher has instructed you not to.

Cheating issues concerning daily homework will be dealt with at the discretion of the teacher. All other

cheating and plagiarism issues will be addressed by the teacher and the following will occur:

1. A conference between the student and the teacher

2. If the teacher determines cheating, the student will receive a zero for that particular exam, project,

quiz or assignment.

3. The teacher will call the students’ parent(s) to report the incident and will send a follow-up letter to

the parents (copy to Dean of Academics, Dean of Students, Guidance and Faculty Council).

4. The Dean of Academics will meet with the student to discuss the incident and to discuss the

consequences of further infractions.

5. A second infraction in any course will result in failure of that course for the semester (or the quarter

in the case of a semester course). (For example, if the first incident were in a science class, and the

second incident were in an English class, the student would fail the English class for the semester. If

both incidents were in a Math class, the student would fail the Math class for the semester). The

student will also be suspended from school for a day, and there will be a parent conference involving

the student, parent(s), guidance counselor and Dean of Academics.

6. A third infraction in any course will result in failure of that course for the year (or the semester in the

case of a semester course). The student will also be suspended from school for three days, and there

will be a parent conference involving the student, parent(s), guidance counselor and Dean of

Academics.

7. In the event of a theft of an examination, the student(s) will be given a three-day suspension and a

zero on the exam. Please note that because cheating is a flagrant violation of school rules, it must be reported to the National Honor Society if it involves a member of the NHS, whereby the member would be subject to dismissal.

19

COURSE LEVELS/COURSE PLACEMENT

Our goal is for all students to be placed at a level where the work and the pace will challenge but not

overwhelm them.

Teachers make recommendations for appropriate course placement for students in January and

February*. Teacher recommendations for your son/daughter’s courses will appear on his/her online

course registration form. Should you want to ask questions or discuss a course recommendation, please

contact the teacher who made the recommendation. If the discussion with the teacher does not answer

your question and/or you continue to disagree with the placement recommendation, parents can choose

to begin the appeal process. In this process, a parent and student wishing to appeal a placement

recommendation must meet with the appropriate content specialist for additional information. Please

plan carefully. The required meetings and signed appeal form must be submitted to the guidance

department prior to April 12, and parents/students must understand that this course appeal will only

occur if the requested class has not reached its recommended student capacity.

*Please see individual department sections for more specific placement information

COURSE CHANGES

► Changing from one semester course to a different semester course

• All required forms (available in guidance) must be completed and submitted to the academic dean

within the first 15 school days of the course.

• This change is allowed only for sound educational reasons and only if there is room for this

student in the new course.

• If this course change is approved by the academic dean within the first 15 school days of the

course, only the new course will be part of the student’s transcript.

► Changing from one full-year course to a different full-year course (if this is a level change, see section

below on changing from one level to another):

• If all required forms are complete and submitted to the academic dean within the first 15 days of

the class meeting, the same rules apply as listed about semester courses.

• After 15 days, changing year-long courses is carefully monitored and only occurs when a student

experiences serious difficulty in a course IN SPITE OF a consistent and concerted effort on the

part of the student to succeed. Attendance at extra help, attendance at math lab or writing

center (if applicable), consistency in completing homework assignments, and peer tutoring

represent evidence of consistent and concerted effort on the part of the student to succeed in the

class.

• There must, however, be room in the new course for the student. If there is no room in the new

course, the student must stay in the original course until the end of the first semester (Terms 1 +

2). At the end of the first semester, every effort will be made to investigate alternative courses.

• Should this course change occur prior to the mid-point of Term 1, a W will be recorded on the

student’s transcript for the term grade in the original course.

• Should this course change occur after the mid-point of Term 1, the grade earned in the original

course will be included on the student’s transcript for Term 1.

• A final grade of W will appear on a student’s transcript next to any year-long course change after

the first 15 school days.

► Changing from one level to another:

• Changes from one level to another should be made, if possible, by the end of the first term, and

all required forms must be signed and approved by the academic dean. All level changes in a

course must be made by the end of the first semester (Terms 1 + 2) and all required forms must

be signed and approved by the academic dean.

• When the academic dean approves a level change for a student, grades will depend upon the

timing of the level change. The teacher, content specialist and academic dean will meet to

determine whether enough work will be completed in the new course to allow for a grade in that

course, or whether the original course grade will be entered for the term. The final grade for the

original course will be a W.

► Important information about dropping a course:

• If a student drops a course at any time during the school year, s/he cannot take a make-up

summer course for credit. Instead, the student must take an original credit summer school

course (120 hours). The opportunity to take a make-up course is reserved only for students who

complete the course during the school year.

20

SECTION I

BUSINESS AND TECHNOLOGY EDUCATION

BUSINESS EDUCATION PHILOSOPHY

Business Education deals with relationships, methods, attitudes and knowledge necessary for the

individual student to understand the world of business and adjust successfully to it. The program hopes

to provide the student with marketable skills that will help them to succeed in business and in life.

BUSINESS EDUCATION OBJECTIVES

1. Students will learn about several business areas that provide lifelong consumer needs.

2. Students will learn basic business principles in preparation for study at the collegiate level.

TECHNOLOGY EDUCATION PHILOSOPHY

As information managers of the 21st century, our students will need to be able to think critically, solve

problems, make informed decisions, and form value judgments. Basic life skills include the ability to

work cooperatively, to communicate effectively, and to use technology competently. Students will

collaborate to produce projects and assignments utilizing interactive multimedia resources and

curriculum related courseware. As members of an international global community, students will

communicate with their peers via telecommunications, video, and computer technology. The study of

computer programming, as a science and an art, demands clear and logical thinking. Expansion of

computers into business and personal use demands computer proficiency. TECHNOLOGY EDUCATION OBJECTIVES

1. Students will become proficient in the use of integrated software applications.

2. Through the study of computer programming, students will develop an understanding of the powers

of deductive reasoning, logic, problem solving and an appreciation for the subsequent generation of

applications.

3. Students will use multimedia technology to design and create projects.

4. Students will utilize computer courseware that implements and enhances the curriculum.

5. Students, as information managers of the 21st century, will utilize the converging technologies of

computer, telecommunications, and video and other interactive multimedia.

6. Students will experience the fun, the opportunity for enrichment, and the potential for creative

expression which technology provides.

7. Students will learn the legal and ethical parameters of using technology.

8. Students will acquire skill in performance and knowledge of theoretical principals of specific

technologies through participation in significant learning experiences.

9. Students will use problem-solving abilities relative to material, processes and products used in a

technological society.

COURSE PLACEMENT

All courses are taught at the College level.

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BUSINESS ELECTIVES AND TECHNOLOGY ELECTIVES

The following electives are available to students in grades 9-12:

APP DEVELOPMENT INTRODUCTION TO GRAPHIC DESIGN

INTRODUCTION TO WEB DESIGN TECHNOLOGY HELP DESK

VIDEO PRODUCTION AND TECHNOLOGY VIDEO PRODUCTION AND TECHNOLOGY II

WEB 2.0 TOOLS

The following elective is available to students in grades 9 and 10 only:

INTRODUCTION TO BUSINESS

The following electives are available to students in grades 10-12 only:

ENTREPRENEURSHIP ACCOUNTING I

The following electives are available to students in grades 11 and 12 only:

ACCOUNTING II

ACCOUNTING I (Grade 10-12)

Full Year 5 credits

Accounting I offers an opportunity to learn methods of recording business transactions. Students

become familiar with the accounting cycle and learn how to keep simple, effective records for a small

business using a double entry system. This course is recommended for those students planning to enter

a business career, operate their own business, or attend college majoring in business or accounting.

Accounting I (College) Course #704

ACCOUNTING II (Grades 11-12)

Full Year 5 credits

Advancement in the theory of accounting procedures is the purpose of this course. Through advanced

accounting practice sets, students are shown how actual business papers and books are used in order to

tie together all the theory presented in the program. Students will be introduced to manufacturing cost

accounting in addition to continuing their study of retail and service accounting.

Prerequisite: Permission of Instructor.

Accounting II (College) Course #705

APP DEVELOPMENT (Grades 9-12)

One Semester 2.50 credits

Students will explore the process of designing and creating original mobile applications that can be

accessed from and utilized on an IOS or Android device. Students will learn the basics of computer

programming to add interactivity to their applications.

Computer Application Development (College) Course #460

ENTREPRENEURSHIP (Grades 10-12)

One Semester 2.5 credits

This course will take the student through a step-by-step process of creating a small business from

scratch. Its focus will be on selecting a business, preparing a business plan, and managing the

operation. Biographies of famous entrepreneurs are used to analyze the keys to their success.

Entrepreneurship (College) Course #722

INTRODUCTION TO BUSINESS (Grades 9-10)

One Semester 2.5 credits

This course serves as an introduction to the Business Education program. Students will be introduced to

the stock market, personal banking, consumer economics, and careers in business.

Introduction to Business (College) Course #700

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INTRODUCTION TO GRAPHIC DESIGN (Grades 9-12)

One semester 2.5 credits

Students taking this course will be introduced to the concepts of Graphic Design by utilizing the Elements

of Art & Principles of Design. Through the instruction of Adobe’s Creative Suite of software (Photoshop,

Illustrator, and InDesign) students will be able to produce varied visual communication projects with;

typography, illustration, imagery, and layout. This is a hands-on course that will emphasize real-life,

project-based exercises using test, graphics, photos, and scanners. These skills will provide students

with the ability to make a variety of publications (i.e. packaging, pamphlets, brochures, magazines &

book covers, and logo designs).

Introduction to Graphic Design (College) Course # 458

INTRODUCTION TO WEB DESIGN (Grades 9-12)

One Semester 2.5 credits

This course provides students with step by step activities that will teach the skills needed to plan and

create a web site. The first part of the semester will focus on html basics to create a web project. A

variety of hands-on activities will be combined with Macromedia Dreamweaver in the second part of the

semester, to help students with web design projects. Emphasis will be on the fundamentals of web

basics, computer basics and web graphics.

Introduction to Web Design (College) Course #450

TECHNOLOGY HELP DESK (Grades 9-12)

One Semester 2.5 Credits

As Medfield High begins to explore a 1:1 learning environment, providing technology support for students

and faculty will be critical to its success. Students taking this class will learn about technology,

hardware (macs, pc’s, ipads, etc) software (MS Office, Apps, etc), operating systems (Windows, Android,

iOS) and a whole lot more. Students will use this knowledge to help run a technology help desk that will

provide assistance and training to students and staff. As this is a new initiative, students will have input

into the role and functionality of the help desk. If you are comfortable with technology and are interested

in helping others, this course is for you.

Technology Help Desk (College) Course #459

VIDEO PRODUCTION AND TECHNOLOGY (Grade 9-12)

One Semester 2.5 credits

This course provides a hands-on experience in video production for students interested in learning the

skills involved in this medium. Instruction includes activities and topics associated with the use and care

of video equipment as well as production techniques, script writing, taping, and editing. Students will

also have opportunities to be involved with local community cablevision. Some time outside of class may

be required.

Video Production and Technology (College) Course #955

VIDEO PRODUCTION AND TECHNOLOGY II (Grades 9-12)

One Semester 2.5 credits

This course builds upon knowledge and skills learned in Video Production and Technology. Instruction

includes mastery of final cut pro express, critical analysis of media and directing and exploration of

internet video distribution. Additionally, students will learn the proper application of special effects and

lighting. Students will be expected to produce projects that reflect advanced editing, directing and

understanding of various techniques to produce high quality videos suitable for media distribution and

broadcast. Some time outside of class may be required.

Prerequisite: Successful completion of Video Production and Technology (a grade of B- or better).

Video Production and Technology II (College) Course #957

WEB 2.0 TOOLS (Grades 9-12)

One Semester 2.5 Credits

Web 2.0 is about revolutionary new ways of creating, collaborating, editing and sharing user-generated

content online. It is also about ease of use. In this course you will learn about tools that are currently

being used at Medfield High School i.e. (Animoto, Glogster, Google Docs, Voicethread) while also exploring

the future of these web based tools. Technology has never been easier or more accessible to all.

Web 2.0 Tools (College) Course #461

23

SECTION II

ENGLISH

ENGLISH PHILOSOPHY

The aim of the English Department is to improve students’ awareness of the importance of language and

literature in their lives and to stress competence in the skills of reading, writing, speaking and listening.

The English program emphasizes development of critical thinking skills, effective communication of ideas,

both oral and written, and comprehension of literary works. Literary and media works, selected for

excellence in content and style, are intended to promote aesthetic appreciation, critical evaluation skills,

and humanistic attitudes.

ENGLISH OBJECTIVES

1. Students will read, comprehend, interpret, evaluate and respond to written material.

2. Students will read and respond to various genres of significant literature.

3. Students will write as a means of developing fluency and as a tool for learning.

4. Students will write standard English in a grammatically acceptable, coherent, and well-organized

manner.

5. Students will speak effectively in formal and informal situations to communicate ideas and

information.

6. Students will listen critically and analytically.

7. Students will develop critical thinking skills through the study of language and literature.

English Placement Process

To make sure students are appropriately challenged but not overwhelmed, it is important that the

placement process consider each student thoughtfully. Our department goal is to find the right level of

challenge and the right depth/pacing for each student. We are looking for the level where each student

can increase writing, thinking, and reading skills best. While all courses follow the same curricula and

target the same exit skills, the pacing, delivery methods, level of independence, type of homework, and

assessments vary between levels.

All students in Grades 9, 10, and 11 take a 20-minute in-class standardized reading comprehension test.

This data will be used to help teachers with the placement process for each student. Most students are

appropriately challenged by their current English level and will remain in the same level as the previous

year. However, some students whose consistent excellence and superior academic motivation indicate

they are ready for the next “level up” in English may be recommended to the next level by their English

teacher. Others, who are misplaced and struggling in their current placement, may be recommended to

“move down” to a level more appropriate for their overall success. All students will learn about their

recommended placement in English for the following year from their current English teacher. For the

majority of students, the placement process for English will be complete at this point.

Some students, after hearing about their English placement, may decide they want to appeal and “move

up” a level beyond the recommendation. To appeal a teacher’s placement recommendation, student(s)

and parent(s)/guardian(s) must complete all the steps outlined below, including the after-school

placement essay. Only students wishing to appeal the teacher’s recommended level of English placement will

complete the steps below. None of the steps can be skipped, and each must be completed in order.

o Step 1: Complete a 45-minute after-school English placement essay. Students must

attend one of the four scheduled after-school opportunities to complete this requirement. � For 2013, these after-school appeal placement essays will be held on

January 7, 8, 9, and 10 at 2:10 pm in Room 219.

o Step 2: The parent(s)/guardian(s) of students will email the content specialist in English

to schedule a meeting. The student, parent(s)/guardian(s), and the content specialist will

attend this meeting, and the content specialist will review academic expectations for the

next “level up” for the student. In addition, the results of the standardized reading

comprehension test and the placement essay will be reviewed.

o Step 3: The student, parent(s)/guardian(s), and content specialist will all sign the

appeal form by the April 12, 2013 deadline, and this change will be made to the

student’s schedule for the next school year.

24

AP Literature and Composition (senior year only): See course description.

Honors English classes focus on analytical writing, upper level style techniques, and syntactical

sophistication. Honors pacing/delivery is demanding and challenging. It often precludes

grammar/structural review techniques. Students are expected to have exceptional written and oral

organizational skills. Novels are often read independently and assigned for a short reading period.

Homework is typically in essay format. Independent work is stressed. Although teachers are careful to

remind student about homework and due dates, Honors students must take responsibility for these

deadlines. Punctuality and readiness are non-negotiable expectations at the Honors level. Long-term

assignments are a hallmark of Honors classes. They are often done completely independent of classroom

discussion and frame an important part of Honors homework; other short-term writing, responding, and

reading assignments are given daily.

C1 level courses follow the identical curriculum, but analytical writing delivery is, by design, at a more

moderate and incremental pace. Analytical writing is an important part of the curriculum, and faculty

work closely with classes to help students understand the blueprint of sound analytical writing, crafting

lessons to incrementalize each portion of the writing process. Often, but not always faculty offer peer

editing and rough draft opportunities to ready students for the final and graded submission. Grammar

delivery is similar, with review, practice, and application delivered at an appropriate and incremental

pace. Our novels are often showcased within our classroom discussion; time is set aside to help students

understand the relationship of plot to theme. Guide questions and/or in-class discussion are part of our

novel unit design. Homework is given on a daily basis; this includes reading assignments as well as

written work.

C2 level courses share the same curriculum and emphasize identical exit skills; however delivery in a C2

class is tailored to student need. Writing instruction includes emphasis on pre-writing, organizational

strategies, rough drafting, and editing. Time is devoted to mastery at each of these important stages in

the writing process. Delivery is, by design, incremental. Handouts, organizational aids including graphic

organizers, and study questions help ensure students gain understanding and mastery in reading,

writing, and communication. Novels are part of in-class discussions where students gain mastery in

understanding the relationship between plot and such complex concepts as symbol and theme.

Grammar, an important part of writing mastery, is a key component in C2 English. Instruction includes

ways to integrate good grammar skills into student writing. Homework is given on a daily basis. This

includes reading assignments as well as written work.

SEQUENCE OF COURSES GRADE 9

All freshmen are required to pass a full year of English 9.

GRADE 10

All sophomores are required to pass a full year of World Literature. Students may also elect Speech, SAT/ACT Preparation or Creative Writing.

GRADE 11

All juniors are required to pass a full year of American Literature. The following elective courses are

also available.

Advanced Writing Seminar (H) Journalism Creative Writing SAT/ACT Preparation Expository and Analytical Writing Shakespeare Film Theory Speech The Holocaust Yearbook Design and Publishing

25

GRADE 12

All seniors are required to pass a full year of English Literature or AP English Literature and

Composition. The following elective courses are also available:

Advanced Writing Seminar (H) Journalism Creative Writing Shakespeare Expository and Analytical Writing Speech Film Theory Yearbook Design and Publishing The Holocaust

REQUIRED COURSES

ENGLISH 9 (Grade 9)

Full year 5 credits

This course is designed to provide students an integrated study of literature, composition, grammar and

usage, and vocabulary. Development and improvement of students’ skills in literal and inferential

reading composition, written and oral communication, and abstract and critical thinking are major goals

of Grade 9 English.

English 9 (College II) Course #102

English 9 (College I) Course #101

English 9 (Honors) Course #100

Honors students are required to complete a teacher-selected outside reading novel in preparation for an assessment scheduled for the first week of class in September. This assessment includes an in-class writing component.

WORLD LITERATURE (Grade 10)

Full year 5 credits

In this course students will read literary works of major writers from around the world from 1800 to the

present and explore characteristics of the various literary periods. This course will integrate grammar,

usage, mechanics, vocabulary development, and oral communication. Additionally, students will analyze,

criticize, and respond to their reading through a broad range of writing experiences.

World Literature (College II) Course #143

World Literature (College I) Course #142

World Literature (Honors) Course #141

Honors students are required to complete a teacher-selected outside reading novel in preparation for an assessment scheduled for the first week of class in September. This assessment includes an in-class writing component.

AMERICAN LITERATURE (Grade 11)

Full year 5 credits

This course is designed for juniors to strengthen their appreciation and interpretation of literature,

writing ability, understanding of grammar, oral expression, vocabulary development and research skills.

This course provides students with a comprehensive study of outstanding works of American literature in

a variety of genres. Students also review and apply the basic principles of expository writing, grammar,

and usage to their own compositions. Furthermore, the techniques and skills of clear, logical, and

effective analytical writing and thinking are stressed.

American Literature (College II) Course #135

American Literature (College I) Course #134

American Literature (Honors) Course #133 Honors students are required to complete a teacher-selected outside reading novel in preparation for an assessment scheduled for the first week of class in September. This assessment includes an in-class writing component. Students enrolled in Honors American Literature are strongly encouraged to enroll in (H) Advanced Writing Workshop.

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ENGLISH LITERATURE (Grade 12)

Full year 5 credits

This course is designed as a chronological survey of English literature from Beowulf to the present.

Students will become familiar with major British writers and genres. Regular reading and frequent

analytical writing assignments are required.

English Literature (College II) Course #150

English Literature (College I) Course #151

English Literature (Honors) Course #152 Honors students are required to complete a teacher-selected outside reading novel and paper. The paper is due the first full day of September classes.

ADVANCED PLACEMENT ENGLISH LITERATURE AND COMPOSITION (Grade 12)

Full Year 5 credits

This Advanced Placement course in English Literature and Composition engages students in careful

reading and critical analysis of literature originally written in English from the sixteenth century to the

present. Through close reading of selected texts, students should deepen their understanding of

structure, style, theme, figurative language, symbolism, and tone. Writing is an integral part of the

course, and assignments focus on the critical analysis of literature and include expository, analytical, and

argumentative essays. As part of fulfilling course expectations in AP Literature and Composition,

students will take the AP Exam in May.

Advanced Placement English Literature and Composition Course #153

Prerequisite:

• Approval of current English teacher and Content Specialist

• B+ or better in Honors American Literature

• Strong reading, writing and communication skills.

AP English Literature and Composition students will be required to read two works of literature

and complete one paper due the first full day of September classes and prepare for one assessment on the second piece of literature.

LITERATURE ELECTIVES

(With the exception of Advanced Writing Seminar, all English electives are offered at the college level)

FILM THEORY (Grades 11-12)

One semester 2.5 credits

This semester elective will explore the origins of film, its cultural impact, important film movements, and

analytical theory. Class time will be dedicated to viewing and analyzing films, helping students

understand the medium’s importance and impact. Online journaling, analytical essays, and a

culminating project where students will be study an assigned filmmaker, create a presentation analyzing

that filmmaker.

Film Theory (College) Course #122

THE HOLOCAUST: A study of history, literature, and hope (Grades 11 and 12)

One Semester 2.5 credits

Certainly one of the darkest periods in history and certainly worthy of examination, this course is also

about hope and resilience, a study of the human spirit’s ability to endure and regenerate. Students will

divide the two marking periods between the historical factors that set the stage for the Holocaust

including the social and economic forces that nourished it. The beginnings of modern anti-Semitism,

propaganda, the Final Solution, and the mass complicity of prejudice are part of the course design. In

the literature portion of the course, prose and poetry by victims and survivors with additional titles

embracing the themes of man’s inhumanity to man and its counterpoint, the resilience of hope will be

covered. Carried out methodically and systematically, the Holocaust is a seminal event in the human

experience. Therefore, it will be examined with historical, political, psychological and sociological lenses.

This course is discussion-based, and grading will include projects merging topics of historical significance

and literature. Graded assignments include essays ranging from personal reflection to analysis.

The Holocaust (College) Course #645

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SHAKESPEARE (Grades 11-12)

One semester 2.5 credits

No writer has reflected the Elizabethan Age with greater accuracy than William Shakespeare; yet, he

created characters, developed incidents, and explored themes that are “not of an age, but for all time.”

This course provides an in-depth study of several Shakespearean tragedies, comedies, and histories.

Students will demonstrate their understanding of the universality, structure, and content of the plays in

written analyses, oral discussions, and performance activities.

Shakespeare (College) Course #149

WRITING ELECTIVES

ADVANCED WRITING SEMINAR (Honors Elective) (Grades 11-12)

One semester 2.5 credits

This seminar is designed to expose students to the craft and techniques of collegiate level writing. Class

participants survey several diverse units of composition including but not limited to expository, analytical

and creative writing. In addition to completing the course curriculum, Advanced Writing Seminar

students are trained to serve as peer tutors and expected to assist in the Writing Center with language

arts tutoring. This class is offered both fall and spring semesters. Students may take Advanced Writing

Seminar for repeat credit as an independent study.

Prerequisite for Advanced Writing Seminar: English teacher recommendation, writing sample and

approval of the instructor.

Advanced Writing Seminar (Honors) Course #126

CREATIVE WRITING WORKSHOP (Grades 10-12)

One semester 2.5 credits

Creative writing is a workshop aimed at developing the student’s ability to write poetry and short fiction.

Daily writing is required. The student must be willing to revise and share his or her work with classmates

in order to evaluate writing techniques and develop the ability to judge effective writing. Emphasis will be

placed on the student as editor of his or her own work and that of his or her peers. The course is

recommended for any student with a strong commitment to writing.

Creative Writing (College) Course #118

EXPOSITORY AND ANALYTICAL WRITING (Grades 11-12)

One semester 2.5 credits

This course is designed to help students prepare for the type and depth of writing expected in college.

Assignments are structured to teach writing as a process. Close attention is paid to gaining analytical

skills, sentence and paragraph structure, word choice, organization, and coherence. There is strong

emphasis on rewriting for the purpose of developing clarity and coherence in students’ writing. Students

write a variety of essays including, when applicable, the college application essay.

Expository and Analytical Writing (College) Course #116

JOURNALISM (Grades 11-12)

One Semester 2.5 credits

Students in this course will learn the primary facets of print media. Class members will master the

principles of reporting and editing by surveying several specific units of study, including: news, feature,

editorial, and sports writing. Students will also become proficient with computer publishing tools (for

instance, Adobe Publisher and Web Publishing. Participants in journalism will also organize and publish

the MHS newspaper, a publication showcasing the current events of the school community. Meeting

deadlines, producing a high volume of written work, and developing sound editing and revision strategies

will be primary goals for the course.

Pre