Manchester Essex High School - Course of Studies 2008-2009

MANCHESTER ESSEX REGIONAL HIGH SCHOOL

COURSE OF STUDIES

MANCHESTER ESSEX REGIONAL HIGH SCHOOL

Office of the Principal January 2008

Dear Manchester Essex Regional High School Students,

This Program of Studies delineates the courses offered at our school for the 2008-2009 school year. As you will discover, Manchester Essex Regional High School offers you, the students, a wide array of courses designed to challenge your minds and prepare you for meeting your individual goals.

For each student, the selection of an appropriate course of studies is an essential component of a meaningful high school experience. As you peruse these pages, consider taking those courses that not only lead you towards your future goals, but also those that pique your curiosity. Each course has something to offer the individual student seeking to expand their knowledge and learn more about the world around them.

Please take time to read through the academic planning information including the section outlining course changes and add/drop policies. Pay close attention to all graduation requirements that apply to all students. Please speak to your teachers and Guidance staff about any prerequisite requirement before you move forward on course selections.

The curriculum at Manchester Essex Regional High School is rich and varied. Avail yourself to some of the elective opportunities that exist as you learn more about yourself and your developing interests. The faculty, staff and administration at the school exist to assist you in your educational journey and to provide you with the information you need to create the schedule that is right for you.

MANCHESTER ESSEX REGIONAL HIGH SCHOOL

Manchester-by-the-Sea, Massachusetts 01944

Telephone (978) 526-4412

Mr. James Lee, Principal

Mr. Paul F. Murphy, Assistant Principal

Mrs. Sharon Maguire, Director of Guidance

DEPARTMENT CHAIRMEN

Mr. David Dooley, Foreign Language

Mrs. Erica Everett, Science

Mr. Dan Jewett, Social Studies

Mr. Daniel Lundergan, Mathematics

Dr. John Stuart, English

DISCLAIMER STATEMENT

Subsequent to publication of this catalog, Manchester Essex Regional High School reserves the right to make changes in courses, program requirements, policy and regulations as circumstances, funding, and enrollment dictate. There is no guarantee that any course listed in this catalog will be offered in any given semester. The on-going work of aligning the curriculum with the Massachusetts Frameworks will, of necessity, result in changes in course content. Students and parents will be informed if changes in course content create a significant difference between the course descriptions as it appears in this Program of Studies and the revised course content.

TABLE OF CONTENTS

Accreditation Statement 1

Information for Academic Planning 3-11

Community Service Graduation Requirement 12

Business Education 16-17

Computer Science/Technology 18-19

Foreign Language 25-31

Physical Education and Health 37

Social Studies 42-46

Technical Studies 46-47

Policy of Non-Discrimination

It is the policy of the Manchester Essex Regional School District not to discriminate on the basis of race, gender, color, religion, sexual orientation, national origin, age, or disability in its educational programs, services, activities, or employment practices. Inquiries regarding the application of the Manchester Essex Regional School District nondiscrimination policy may be referred to the Civil Rights Coordinator at 36 Lincoln Street, Manchester, Massachusetts 01944.

Manchester Essex Regional High School

Accreditation Statement

Manchester Essex Regional 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.

MANCHESTER ESSEX REGIONAL SCHOOL COMMITTEE

Ms. Susan Beckmann, Chairperson

Dr. Marcia Adams O’Neil, Superintendent of Schools

MISSION STATEMENT

The mission of Manchester Essex Regional High School is to provide a rigorous, well-rounded educational program in a learning environment that encourages individual growth and prepares all students for the diverse challenges of their futures.

EXPECTATIONS FOR STUDENT PERFORMANCE

The student is able to:

1. Read critically for a variety of purposes

2. Communicate clearly to an intended audience

Expressing original thoughts/ideas

Receptive communication

3. Write effectively

4. Identify and utilize technological and informational resources to gather and synthesize information

5. Demonstrate problem solving and critical thinking skills

6. Experience personal growth through participation in elective offerings, extra-curricular opportunities and

school-sponsored activities

7. Demonstrate respect for themselves, others, and the community

8. Participate in activities that foster citizenship and contribute to the community

INFORMATION FOR ACADEMIC PLANNING

The following materials should provide students and parents with the information needed to build a solid academic plan for the high school years, with dual goals of meeting graduation requirements and designing a program that challenges each student to meet his or her full potential. Good planning requires ongoing communication among students, parents, teachers and Guidance. We welcome your questions and encourage individual meetings with your child’s guidance counselor as needed.

Number of Courses: Students are encouraged to take as intensive a four-year program as possible. To meet the mandate of the Education Reform Law, passed in 1993, students are expected to be enrolled in courses for the entire day, except those who are receiving services through an Individual Education Plan or have permission from the Principal. There are seven periods in the day….each class is approximately 45 minutes long, with a longer block in the middle of the day that includes lunch. Most core courses are yearlong and award 5 credits. Electives may be yearlong or semester courses of 2.5 credits. Each student is encouraged to enroll in 35 credits per year but is required to carry at least 30 unless otherwise approved by the Principal.

GRADUATION REQUIREMENTS:

A total of 110 credits is required for graduation, along with successful completion of all areas of the MCAS examination required by the State of Massachusetts, 40 hours of Community Service, and attendance at MERHS for at least one semester.

Specific requirements include:

Subject Area Credits

Mathematics 3 years 15

Social Studies 3 years 15 (5 must be US History)

Physical Education 1 year 2.5 in the 9^th grade

2.5 in the 10^th grade

Community Service 40 hours 20 to be completed by the end of 10^th grade

The remainder of the 110 credits may be taken in elective areas.

Students are required to carry the equivalent of 30 credits annually and to pass the equivalent of 25 credits annually to be promoted to the next grade.

Failure to earn a minimum of 20 credits in any given year will result in students repeating the year, they would, however, be able to advance in those courses they passed but their Y.O.G. would increase by one year.

Students who earn between 20 and 24.5 credits will be eligible to attend summer school as long as in the course or courses that they failed and intend to make up in summer school they had earned at least a 50% average for the year.

There is a possibility for students to “catch up” with their class and graduate “on time” provided that they begin to take courses at an approved community college or a college such as North Shore Community College or Salem State College no earlier than their junior year.

Students are encouraged to go beyond requirements in the core areas, especially if planning to major in a particular subject in college. In addition, all students are strongly urged to take Spanish or French throughout their high school years. Two years of a foreign language are required to attend a state college or university and, in many cases, three or four years are required by other colleges to which our students frequently apply.

The following are examples of typical schedules:

9^th Grade Schedule Credits

English 9 (College Prep or Honors) 5

World History II (College Prep or Honors) 5

Foreign Language (College Prep or Honors) 5

Algebra I or Geometry (College Prep or Honors) 5

Phys. Sci. (College Prep or Honors) or Bio. (Honors) 5

Rhetoric & Argument (Honors) or another elective 5

10^th Grade Schedule Credits

English 10 (College Prep or Honors) 5

U.S. History I (College Prep or Honors) 5

Foreign Language (College Prep Honors or AP) 5

Geometry or Algebra II (College Prep or Honors) 5

Biology (College Prep or Honors) or Chemistry (Honors) 5

Lincoln Douglas Debate (Honors) or another elective 5

11^th Grade Schedule Credits

English 11 (College Prep, Honors or AP) 5

U.S History II (College Prep, Honors AP) 5

Foreign Language (College Prep, Honors or AP) 5

Algebra II or Pre-Cal. (College Prep or Honors) 5

Chemistry or another science elective (College Prep, Honors or AP) 5

Lincoln Douglas Debate (Honors), Marketing I or another elective 5

12^th Grade Schedule Credits

English 12 (College Prep, Honors or AP) 5

Government, (College Prep, Honors or AP), Global Issues, or History Through Film 5

Foreign Language (College Prep, Honors or AP) 5

Prob. and Stat., Coll. Alg/Trig., Pre-Cal., or Calculus 5

Physics or another science elective (College Prep, Honors or AP) 5

Two 5 credit Electives 10

4^th Quarter senior year = Internship option (SCORE) 6 credits

Special Programs for School Credit: Students are afforded opportunities to earn credits outside the traditional school curriculum through the following programs; all options must be pre-approved by the Guidance Department and the Principal.

1. Work Study…an academic/work option for students who wish to acquire job training/experience in an area closely related to their strongest scholastic aptitudes and/or intended career. Students must be entering their junior or senior year to qualify and should apply for consideration to the Guidance Department. Transportation must be arranged by the student. Continued participation in the program dependent upon good academic standing in other classes. Up to 10 elective credits may be earned each year. More information is available in the Guidance Office. This class may only be taken Pass/Fail.

2. Teaching Assistant…available, as the schedule permits, to students who have demonstrated a mastery in a subject area and wish to work cooperatively with a teacher in lesson planning, classroom activities, individual tutoring and modeling good scholarship. Up to 5 credits will be awarded per year. Opportunities are also available at the Manchester Memorial School.

3. Independent Study…developed at the initiative of an individual student who wishes to investigate a topic independently, especially if a need cannot be met within the regular curriculum. Such a course requires consultation with a teacher who is willing to supervise the work and permission of a Guidance Counselor, the Department Chairman, and the Principal. Credit will vary and course may only be taken Pass/Fail.

4. College Courses…may be taken by any student who meets the criteria established by the college. All such courses may be included on a student’s transcript with the notation that high school credit was or was not granted. Students may opt to take up to three college courses for high school credit but must have them pre-approved by the Department Chairman and the Principal in writing. The school will assume no costs for tuition for any course.

5. Virtual High School…In an effort to expand its quality course offerings, Manchester Essex Regional High School recently became a member of the Virtual High School Team. Virtual High School is a project that currently offers over 150 courses to high school students all over the world. Students work with a teacher from another school via the internet to complete coursework in one of the many courses offered. The teacher evaluates their work and a quarterly grade is assigned. All VHS grades are recognized and awarded credit by MERHS. Applications and further information are available from your Guidance Counselor. Please note that no student is eligible for a Virtual High School course if that course is currently available in the Program of Studies at Manchester Essex Regional High School.

6. Exchange Programs…either abroad or through U.S. private schools and organizations.

This option is recommended only for those students in stro strong academic standing who can complete all requirements for graduation (especially 4 years of English) within the framework of the program. Detailed information regarding the proposed curriculum and credentials of the program must be provided in writing in the advance stages of planning, and approval must be in writing from the Principal before the exchange begins. See the Guidance Counselor to initiate this process.

Attendance Policy and Course Credit: Students have a maximum of twenty (20) undocumented, excused absences for a full year (5 credits) course and ten (10) undocumented, excused absences for a half year course (2.5 credits) before course credit is jeopardized. Seniors participating in SCORE (senior internship) may have fifteen (15) undocumented, excused absences prior to commencement of the program. Any student who exceeds these limits will lose full credit for the course(s) in question. See Student Handbook for more detail.

Course Withdrawal/Change Policy: Dropping a course requires the approval of parents, teacher, and department chair. If dropping a course would result in a student carrying fewer than 30 credits for the year, the deletion will not be allowed unless an appropriate course can be added. A student who drops a course during the year may not complete that course in summer school. The policies for withdrawing from courses or changing levels are:

1. Courses dropped during the first four weeks do not appear on the report card.

·Add/Drop: Students requesting a change to drop or add a course must do so within the recognized add/drop period of four weeks. Withdrawals occurring before the fifth week of a course will not be noted on the transcript. Withdrawals occurring after the deadline will be noted on the transcript as a “WP” or a “WF.”

·Add/Drop forms are available in the Guidance Office and must be signed by the current teacher, a parent and a Guidance Counselor. No student may begin a new schedule until this process is completed.

2. Courses dropped after four weeks have a grade recorded for the quarter and a

“WF” or “WP” (withdrawn) recorded for the remaining quarters and for the year.

3. Upward level changes may occur during the first six weeks of the first marking period.

Change in Placement (Level):

· Complete a Placement Review Form which is available in the Guidance Office and submit to the Guidance Counselor.

· Placement Review Form will be reviewed by the Department Chairman, and a decision will be made regarding the request for a level change.

· Any appeals regarding decisions in level change must be directed to the Principal.

4. Downward level changes may occur during the first six weeks of the first and second marking periods of a year-long course.

Change in Placement (Level):

· Complete a Placement Review Form which is available in the Guidance Office and submit to the Guidance Counselor.

· Placement Review Form will be reviewed by the Department Chairman, and a decision will be made regarding the request for a level change.

· Any appeals regarding decisions in level change must be directed to the Principal.

From the sixth school week on students must wait until the conclusion of the marking period to make ability level changes. There will be no level changes made during the third or fourth marking period.

5. There will be no parental overrides when there are clearly defined departmental

criteria and/or stated course prerequisites.

6. Parents/students shall not have the opportunity to make schedule changes based upon

teacher preferences.

7. An Academic Review Board, comprised of three department chairmen, appointed

annually by the principal, will meet as needed for the purpose of considering

exceptions to the Course Withdraw/Change Policy.

*In order to maintain class sizes that are equitable for all students, the Administration considers the selection of a course to be a yearlong commitment to that class. Only extraordinary circumstances will be considered after the course change deadline as outlined above and in the MERHS Student/Parent Handbook.

Repeating A Course / Summer School: Students who wish to make up a failure in a course through summer school may do so by repeating the course or enrolling in a course equivalent. Prior to enrolling in a course equivalent, the student must have signed approval by his or her Guidance Counselor and the subject area Department Chair. Only students earning an average of 50 for a full-year course prior to summer school may enroll in a summer course equivalent. Students earning an average less than 50 will be required to repeat the full-year course at MERHS. Summer school is an option only for those students who have failed a course, not for students who wish to substitute a full year program. Please refer to Graduation Requirements for summer school eligibility criteria.

Definitions of Levels: Each student who graduates from MERHS is prepared to go on to higher education. On average, 90% of our graduates elect to go directly to college; others opt for an interim experience, the military or employment. Our entire curriculum, therefore, is a college preparatory program with room for individuals to work at different levels in all the core areas, according to their particular strengths and weaknesses. In the 9^th and 10^th grades two levels are offered: Prep and Honors. In the 11^th and 12^th grades sixteen Advanced Placement courses are added, so that a total of three levels is available for the last two years of high school. Levels represent the different academic standards offered in our courses; the definitions below are those standards represented by indicators teachers have found to be useful and observable. Decisions regarding placement are made on an individual basis, using teacher recommendations, grades from prior courses, placement and standardized test scores where applicable, and input from the student, parents, and the Guidance Counselor.

1. Indicators…College Prep Level

a. Career and Educational Goals: It is expected that the student will be prepared for college, other postgraduate education, military service or employment.

b. Communication Skills: The student is expected to exhibit well-developed writing, speaking, and listening skills. This includes proper grammar and syntax, along with recognition of his/her communication style. He/she will be able to take notes on lectures, make outlines and deliver oral reports. In foreign language, the student will work toward better listening, comprehension and speaking at a level that will enable ease at traveling or living in countries where the language is spoken.

c. Creativity/Originality: The student is expected to exhibit:

· a depth of questioning and problem solving

· courageous imagination and willingness to experiment

· an intuitive sensing

· a playfulness and perseverance in the manipulation of media and materials

· sensitivity and openness to the unexpected

· critical self-evaluation

· an original style

d. Homework: The student should expect homework to be assigned regularly to reinforce and review. Most students will have to spend about 2-3 hours per night on assignments outside of class.

e. Independence: The student may sometimes need the teacher’s attention and probing questions to produce successful performance. The student should be able to follow written and oral directions with little need for the teacher’s help.

f. Pace: The student is expected to grasp new material, but reinforcement and review are provided as needed.

g. Performance : The student is expected to attain a “C” average or better at the College Prep Level.

h. Reading Level: The student is expected to be at or above grade level in reading comprehension and vocabulary. He/she also exhibits some evidence of reading beyond assignment.

i. Student Motivation: The student is expected to aspire to do well in activities and to meet all expectations set by the teacher.

j. Thinking Skills: The student is expected to do various levels of thinking, including both concentrating on quick recall and the ability to apply learning material to new learning material and new situations. He/she will be required to analyze and solve complex problems.

2. Indicators…Honors or Advanced Placement

a. Career and Educational Goals: It is expected that the student is being prepared for all colleges and graduate schools.

b. Communication Skills: The student is expected to exhibit critical writing, speaking, and listening skills. Communication should show personal style and voice. The student is expected to outline, take notes, and deliver oral reports with clarity and accuracy. In a foreign language, he/she is expected to understand at the appropriate level when addressed, write clearly with attention to grammar and syntax, and speak fluently in the foreign language.

c. Creativity/Originality: The student is expected to frequently exhibit:

· a depth of questioning and problem solving

· courageous imagination and willingness to experiment

· an intuitive sensing

· a playfulness and perseverance in the manipulation of media and materials

· sensitivity and openness to the unexpected

· critical self-evaluation

· an original style

d. Homework: The student is expected to do homework that is frequent and demanding. Homework may deal with new material. Most students would have to spend about 2-3 hours per night on assignments outside of class.

e. Independence: The student is expected not to need a great deal of support from the teacher and to follow directions from any source with common sense, judgment, and ability to modify. The student is expected to pursue topics beyond the assigned material.

f. Pace: The student is expected to grasp new material rapidly. Thus, courses are accelerated and minimal review is offered.

g. Performance: The student is expected to attain a “B” average or better at the Advanced level.

h. Reading Level: The student is expected to be significantly above grade level in reading comprehension and vocabulary. The student is expected to exhibit evidence of reading beyond the assignment.