BB R A N F O R DR A N F O R D H H I G HI G H S S C H O O LC H O O L

"Improved Learning For Everyone"185 East Main Street Branford, Connecticut 06405

203-488-7291 FAX – 203- 315-6740

ADMINISTRATION

Edmund C. Higgins, Ph.D. Principal

Anna C. Puglia Assistant Principal

David W. Maloney Assistant Principal

Lee Panagoulias Assistant Principal

PROGRAM LEADERS

Christian Miller English

Peter Bouley Social Studies

Nicholas Rinaldi Mathematics

Lee Panagoulias Science

Leslie Casanova World Languages

Madelyn Paskiewicz Fine & Practical Arts

Kathleen Doonan Special Education

Michael Griffin Horizons

Jake Palluzzi/Savas Synodi Athletic Directors

GUIDANCE COUNSELORS

GUIDANCE COUNSELOR GRADES

9-12Doug White A-CEd Hayes D-HAmy Olszewski I-MCheryl Ryan N-RMike Callan S-Z

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HOW TO USE THIS CATALOGThe PROGRAM OF STUDIES and the course registration process will be explained to you during class

assemblies. After discussing course offerings with your teachers, you and your parent/guardian will have an opportunity to meet with your counselor to review graduation requirements, BHS Graduation Expectations, career goals, and college entrance requirements. During this conference your counselor will discuss course / level placements and elective options.

You are advised to take this process seriously and make your choices wisely. Before you meet with your counselor you should complete the following:1 Read all the information in Sections I-IV.2 Review your past academic performance.3 Discuss your plans with your family and your counselor to develop your long-range program.4 Consider your goals and the courses that will help you to achieve these goals.

Take courses that will challenge you to stretch your mind and your imagination. What subjects do I need to meet graduation requirements? What courses do colleges and employers want me to have? What subjects am I most interested in? Which subjects are usually hardest / easiest for me? What would I like to do after graduation? What is my career goal? What activities will I be involved in next year? How might they affect my choice of courses?

5 Discuss course descriptions / requirements with your teachers and Department Chairpersons. 6 TAKING 3 OR MORE "AP" COURSES WILL REQUIRE A SIGNIFICANT ALTERATION OF YOUR OUT-OF-SCHOOL

RESPONSIBILITIES. 7 Fill in the course registration form PRIOR to your scheduled conference with your counselor.

Finally, YOUR SCHEDULE OF COURSES IS THE MOST IMPORTANT THING YOU WILL HAVE TO DECIDE ON IN HIGH SCHOOL. Our general requirements ensure that you will receive a balanced education in all areas, with strong emphasis on the skills and competencies required to live successfully in the rapidly changing world of the 21st century. The elective programs that you choose should prepare you in a meaningful way for your future and should give you the opportunity to expand your horizons by providing new learning opportunities.

BE SURE TO CHECK OUT THE SPECIAL PROGRAMS SECTION AT THE BACK OF THIS BOOK.

PLEASE BE AWARE THAT IN THIS YEAR, AS IN EVERY YEAR, LOW ENROLLMENT MAY RESULT IN THE ELIMINATION OF COURSE OFFERINGS DURING THE REGISTRATION PROCESS.

DESKTOP PUBLISHING BY JOANNE HILLEDITIED BY

DR. EDMUND C. HIGGINS

CHRISTIAN MILLER

PETER BOULEY

NICHOLAS RINALDI

LEE PANAGOULIAS

LESLIE CASANOVA

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MADELYN PASKIEWICZ

MICHAEL GRIFFIN

DISCRIMINATION POLICYDISCRIMINATION POLICY

BRANFORD HIGH SCHOOL DOES NOT DISCRIMINATE ON THE BASIS OF RACE, COLOR, NATIONAL ORIGIN, SEXUAL ORIENTATION, DISABILITY OR AGE IN ITS PROGRAMS AND ACTIVITIES.

THE FOLLOWING PERSONNEL HAVE BEEN DESIGNATED TO HANDLE INQUIRIES REGARDING THE NONDISCRIMINATION POLICIES:

FOR SECTION 504 – LEN BONN AT BRANFORD HIGH SCHOOL 488-7291FOR TITLE IX – ANNA PUGLIA AT BRANFORD HIGH SCHOOL 488-7291, DR. MARY PERARO AT THE

BRANFORD BOARD OF EDUCATION 488-7276*************

THIS SCHOOL IS AUTHORIZED UNDER FEDERAL LAW TO ENROLL NON-IMMIGRANT STUDENTS

DISCRIMINATION -GRIEVANCE PROCEDURE

The Branford Board of Education agrees to comply with Title IX of the Education Amendments of 1972 and the regulations promulgated pursuant thereto. Title IX prohibits discrimination in education.

Individuals who believe there is discrimination in Branford High School may share their concerns with any administrator, Ms. Virginia Aiello 315-7824 or Mrs. Suzanne Serviss 315-7827. These staff members will explain the appeal procedure and the individual’s rights under Title IX.

Allegations of discrimination may also be referred to Dr. Mary Peraro 488-7276 at the Board of Education Office, or Anna Puglia 4887291 at BHS who are the designated Title IX Coordinators .

Any concerns about section 504 may be referred to Len Bonn at Branford High School.

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B R A N F O R D H I G H S C H O O L" I m p r o v e d L e a r n i n g F o r E v e r y o n e "

The course selection process is extremely important and deserves your fullest attention because you will live for the next school year with the decisions you make now. Those decisions will either limit or open opportunities for you upon graduation. This PROGRAM OF STUDIES has been prepared to help you make wise course selections for the next school year. To help you in your course selection process, this booklet contains valuable information, including:

* Branford Public Schools’ graduation requirements * BHS’s Performance Graduation Expectations and Standards of Assessment* Academic expectations from a variety of college admissions offices * NCAA eligibility requirements* Course descriptions which include the skill and content learner outcomes which are assessed in each

course* Descriptions of special programs that open up learning opportunities beyond the traditional classroom.

You should be familiar with all of these items so you can plan a program of studies that will help you achieve your goal of graduation and success after high school.School and learning are the top priorities for every high school student. Therefore, you should take a course of studies that will challenge you to stretch your mind, to explore new areas of interest and learning while, at the same time, allowing you to fulfill your out of school responsibilities. The entire staff, teachers, department leaders, guidance counselors, and administrators are ready to answer your questions and guide you toward a program that will meet your individual needs. Please select your courses with care. THE SCHEDULE THAT YOU DEVELOP DURING THIS TIME WILL BE TREATED LIKE A CONTRACT - YOU WILL BE EXPECTED TO TAKE ALL THE COURSES ON YOUR SCHEDULE.

COURSE REGISTRATION CALENDAR

Class of 08 (Current Juniors, Incoming Seniors)Junior Class Parent Coffee Thursday, Feb. 1Class Orientation Meeting Wednesday, Jan. 31, Advisory TimeRegistration Meetings Feb. 5-9

Feb. 12-16

Class of 09 (Current Sophomores, Incoming Juniors)Sophomore Class Parent Coffee Thursday, Feb. 15Class Orientation Meeting Wednesday Feb. 14, Advisory TimeRegistration Meetings Feb. 26-Mar. 2

Mar. 5, 9, 12

Class of 10 (Current Freshman, Incoming Sophomores)Freshman Class Parent Coffee Thursday, Mar. 8Class Orientation Meeting Session I: Wednesday, Mar. 21, Advisory TimeClass Orientation Meeting Session II: Wednesday, Mar. 28, Advisory

Time

Junior College Program - Students Wednesday, Mar. 14, Advisory Time

Class of 11 (Current 8 th Grade, Incoming Freshman) 8Th Grade Parent Coffee @ BHS Monday, Mar. 12, 7:30 pm Library8Th Grade Parent Coffee @ BHS Tuesday, Mar. 13, 7:30 pm Library8Th Grade Parent/Student Orientation Thursday, Mar. 15, 7:30 pm BHS/AUDRegistration Meetings @ WIS Mar. 26-30, Apr. 2-5Registration Meetings @ St. Mary’s School Apr. 4

CAPT Mar. 6, 7, 8, 13, 15

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No registrations

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C O N T E N T SHOW TO USE THIS CATALOG 2DISCRIMINATION POLICY 3CALENDAR FOR COURSE REGISTRATON 4CONTENTS 5BRANFORD PUBLIC SCHOOLS’ MISSION STATEMENT 6BRANFORD HIGH SCHOOL’S STATEMENT OF PURPOSE AND EXPECTATIONS 7

SECTION ONE GRADUATION REQUIREMENTS & EXPECTATIONS 8Branford Public Schools’ Graduation Requirements 8SENIOR GRADUATION EXHIBITION 9PERFORMANCE GRADUATION REQUIREMENTS 10-21

SECTION TWO ACADEMIC SCHOOL POLICIES 22Minimum Course Load Requirement 22Rank-In-Class/ Academic Grade Point Average 22, 23Prerequisite Policy 24Honors Option 24Honors/Pass/Fail Option 24Credit Make-up Due To Failure/Lack Of Attendance 25Course Withdrawal Limitations 25Early Out For Seniors 27

SECTION THREE COURSE SELECTION PROCESS 28

SECTION FOUR COLLEGE ADMISSIONS 29NCAA Eligibility Requirements 30

SECTION FIVE COURSE DESCRIPTIONS 32Language Arts 32Reading 39Social Studies 40Mathematics 47Science 52World Languages 58Career and Technical Education 62BHS Futures in Information Technology 63, 64Business and Technology Education 65Technical Education 70Family Consumer Sciences (Home Economics) 75Art 78Music 82Physical Education/Health 84

SECTION SIX SPECIAL PROGRAMS 85School-To-Career / Career Exploration World Languages Special Programs @ YaleAdvanced Placement (A. P.) HorizonsBusiness Cooperative Work Experience Peer ConnectionsSpecial Education SAT PreparationClassroom Aide Interdistrict Magnet SchoolsTech. Prep SystemsDriver Education

INDEX 93

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B R A N F O R D P U B L I C S C H O O L S

M I S S I O N S T A T E M E N TWE, THE MEMBERS OF THE BRANFORD PUBLIC SCHOOLS COMMUNITY, ARE COMMITTED TO DEVELOPING LIFE-LONG LEARNERS WHO ARE CAPABLE AND CONFIDENT, WHO CONTRIBUTE TO THEIR COMMUNITY, AND WHO SUCCEED IN A CHANGING GLOBAL SOCIETY.

I N S T I T U T I O N A L G O A L SIn order to achieve this mission, the faculty and administration of the Branford Public Schools join with parents and members of the community -1. To foster continuous growth toward excellence in each student, class, and school.2. To enhance community understanding and appreciation of the schools.3. To enhance the schools' effectiveness in responding to the increased demand to serve an expanded role in

student and community life.4. To increase management efficiency and effectiveness.5. To promote growth opportunities for staff which will enable them to experience continuous improvement.6. To develop and maintain facilities which meet growing and changing educational and community needs.7. To broaden the use of advanced technologies which support continuous improvement of the educational process.8. To develop in each student an understanding of and an ability to function in a multi-cultural interdependent

world.STRATEGIC PLANNING FOR SCHOOL IMPROVEMENT

FALL – 1993

N E A S C A C C R E D I T A T I O N S T A T E M E N TBranford 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 give 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 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:

NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES,209 BURLINGTON ROAD, BEDFORD, MASSACHUSETTS 01890

(781) 271-0022, FAX (781) 271-0950.Branford High School is accredited by the Connecticut State Department of Education and is a member of the New EnglandAssociation of Colleges and Secondary Schools.

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BRANFORD HIGH SCHOOL’S

MISSION STATEMENT & EXPECTATIONS FOR STUDENT LEARNING1

The mission of BHS is to foster academic and personal excellence. To this end, we join with the home and community to cultivate skills, attitudes and talents that will prepare our graduates not only to succeed in college and careers, but also to become informed, responsible citizens who respect diversity, value lifelong learning and lead fulfilling lives.

Academic Expectations

THE BRANFORD HIGH SCHOOL GRADUATE IS ABLE TO:

READ NON-FICTION ACTIVELY AND CRITICALLY FOR A VARIETY OF PURPOSES

WRITE USING STANDARD ENGLISH FOR A VARIETY OF PURPOSES AND AUDIENCES

CONVEY IDEAS AND/OR FEELINGS THROUGH A CHOSEN AREA OF THE FINE AND PRACTICAL ARTS

USE TECHNOLOGY TO FIND, ORGANIZE AND COMMUNICATE INFORMATION

UTILIZE EVIDENCE TO FORMULATE, SUPPORT, AND PRESENT POSITIONS

UNDERSTAND AND APPRECIATE TEXTS FROM MANY LITERARY PERIODS AND CULTURES

COMMUNICATE MATHEMATICALLY

USE MATHEMATICAL REASONING IN PROBLEM SOLVING

DEMONSTRATE AN UNDERSTANDING OF AND APPLY THE BASIC PRINCIPLES OF BIOLOGICAL, EARTH AND/OR PHYSICAL SCIENCE

IDENTIFY AND DESIGN TECHNIQUES FOR SOLVING PROBLEMS IN SCIENCE OR TECHNOLOGY

DESIGN AND EXECUTE A MAJOR PROJECT THAT FULFILLS THE STUDENT’S OWN STATED PURPOSE

Civic and Social Expectations

THE BRANFORD HIGH SCHOOL STUDENTS DEMONSTRATE:

THE ABILITY TO BE CONTRIBUTING MEMBERS OF THEIR COMMUNITY

RESPECT FOR THEMSELVES, THEIR FELLOW STUDENTS, THE FACULTY, STAFF, AS WELL AS THEIR SCHOOL AND COMMUNITY

A RECOGNITION AND AN UNDERSTANDING OF THE BENEFITS OF DIVERSITY IN THEIR SCHOOL AND COMMUNITY

INTEGRITY WHILE PARTICIPATING IN ALL ACADEMIC AND SOCIAL ACTIVITIES

AN UNDERSTANDING OF THE LIFE-LONG VALUE OF PERSONAL PHYSICAL FITNESS AND GOOD HEALTH

1 Approved unanimously by the BHS faculty in June 2003 and by the Branford Board of Education in August 2003

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SSECTION OONE

M I N I M U M G R A D U A T I O N R E Q U I R E M E N T S E N G L I S H 4 . 0 0 CREDITS

S O C I A L S T U D I E S 3 . 0 0 M A T H E M A T I C S 3 . 0 0S C I E N C E 2 . 0 0P H Y S I C A L E D U C A T I O N / H E A L T H 1 . 0 0F I N E & P R A C T I C A L A R T S * 1 . 0 0E L E C T I V E S 6 . 0 0

T O T A L C R E D I T ST O T A L C R E D I T S 2 0 CREDITS

G R A D U A T I O N R E Q U I R E M E N T S

A new state law requires all school systems to insure that all students are able to perform CAPT [Connecticut Academic Performance Test] related skills at an acceptable level before they are graduated. To meet this new requirement, as well as to insure that all BHS graduates have successfully demonstrated proficiency in other significant competencies and skills, the Branford Board of Education approved the Performance Graduation Requirements listed below.

In addition to the existing credit based graduation requirements cited above, to be graduated from Branford High School a student must demonstrate ‘proficiency’ in areas of reading, writing, mathematics, science, technology, the arts, civics, community service, as well as the skills of an autonomous learner. To demonstrate ‘proficiency’ a student must earn a ‘proficient’ rating of “3” or better on the following BHS Performance Graduation Requirements:

1. Read non-fiction actively and critically for a variety of purposes

2. Write using standard English for a variety of purposes and audiences

3. Convey ideas and/or feelings through a chosen area of the fine and practical arts

4. Use technology to find, organize and communicate information

5. Utilize evidence to formulate, support, and present positions

6. Understand and appreciate texts from many literary periods and cultures

7. Communicate mathematically

8. Use mathematical reasoning in problem solving

9. Demonstrate an understanding of and apply the basic principles of biological, earth and/or physical science

10. Identify and design techniques for solving problems in science or technology

11. Design and execute a major project that fulfills the student’s own stated purpose

12. Demonstrate the ability to be contributing members of their community

Except for the last two, these performance requirements are aligned to multiple course offerings in various departments so students who enroll in those courses can develop the appropriate skills and understandings, and be assessed for the purpose of meeting these performance graduation requirements.

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Total Credits 20 creditsCommunity Service 40 hours; a journal of activities and a reflective essaySenior Graduation Exhibition Successful completion of the exhibition

‘S E N I O R G R A D U A T I O N E X H I B I T I O N -To demonstrate the skills of an autonomous learner, each student is expected to design and execute a major project that fulfills the students own stated purpose. In fulfilling this graduation requirement, each student is expected to address five key questions:

1. What activities am I going to participate in as part of my Senior Graduation Exhibition?2. What are my learning goals for this involvement?3. What are my plans to achieve my learning goals?4. How will I present my learning achievement to an audience?5. What did I learn from this experience that I might apply to future independent learning?

Each senior is assigned to a faculty advisor who meets with the senior in regularly scheduled advisory periods. In addition, each senior selects a Content Consultant who is knowledgeable of the student's topic and who works closely with the individual student.Senior Graduation Exhibition Calendar

September- November Proposal PhaseNovember - March Research and Development PhaseApril - May Presentation PhaseApril - May Reflection Phase

SPECIAL PROGRAM: EARLY START SENIOR GRADUATION EXHIBITION

Juniors may elect to begin the Senior Graduation Exhibition prior to becoming seniors. An Early Start Option is available to students wishing to begin their Senior Graduation Exhibition in the spring of their junior year and complete their work the following December. Students who elect this option must be able to devote significant time during the summer months and the early part of their senior year to this requirement.

Students who enroll in this program fulfill each of the Senior Graduation Exhibition requirements in the same fashion as students who begin the Senior Graduation Exhibition Program in September EXCEPT:

They begin in April instead of September; They meet with an advisor regularly during the school year and during the summer, as needed,

instead of just during the school year and; They complete the Senior Graduation Exhibition in January, rather than in May.

SENIOR GRADUATION EXHIBITION - EARLY START REGISTRATION INFORMATIONStudents should discuss the Early Start option when they meet with their guidance counselor during course

registration conferences. They must submit a completed Early Start application to the Career Office and attend Early Start orientation meetings in March to be considered for the program. Students who plan to participate in the regular Senior Graduation Exhibition Program need not take any action during their course registration conference. They will automatically be given advisors in September 2007.

Early Start – Senior Graduation Exhibition Calendar April – June Proposal Phase June – October Research and Development Phase November – January Presentation Phase November – January Reflection Phase

- Seniors accepted into the Early Start Program upon successful completion of the Proposal Phase make a binding commitment to complete the Early Start Program by mid-year of their senior year. Early Start Seniors cannot change to the regular program after August 15, 2007. - A senior who plans to complete BHS studies by the end of the fall semester (January, 2008) must participate in the Early Start Program. These individuals are encouraged to discuss this option with their counselor during their course registration conference.

COMMUNITY SERVICE – To demonstrate that one is a contributing member of the community, a student must complete at least 40 hours of community, maintain a journal of that service, and write a reflective essay about what was learned through the service experiences.

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B R A N F O R D H I G H S C H O O L ’ S P E R F O R M A N C E G R A D U A T I O N R E Q U I R E M E N T S

Branford High School is committed to "Improved Learning For Everyone." In pursuit of that goal, the BHS faculty, Branford Board of Education and Branford High School Community, have developed twelve Performance Graduation Requirements that clearly identify what ALL students should know and be able to do when they graduate from BHS.

Performance Graduation Requirements identify the skills and concepts every graduate is expected to achieve. Accordingly, the high school's educational program focuses on students acquiring and demonstrating those requirements as they progress towards graduation. Teachers, students, and parents can identify specific academic weaknesses and strengths and then focus attention on improving weaknesses and optimizing their strengths. Also, all students, teachers, parents, community-members, taxpayers, employers, and college admissions now know what each graduate is expected to know and be able to demonstrate.

Performance Graduation Requirements are aligned with and are the main focus of almost all courses in the educational program. In these courses the students are expected to develop and demonstrate how well they have achieved those outcomes. Student work/performance in the course earns a rating indicating the quality of the student's performance in meeting that Learner Outcome. A '3' rating is of a proficient / good enough quality to meet the graduation requirement. A '5' rating is an excellent performance; while a '1' rating indicates a basic performance in need of improvement.

While traditional courses, grades, transcripts, and evaluations of student learning will continue to be used throughout the high school experience, students are expected to achieve a '3' or better on each of the 12 PGRs. Such an achievement indicates the student is an "autonomous learner" -- able to learn whatever is needed to be successful in the rapidly changing world in which they will be living, working, and raising a family.

With the new “Performance Graduation Requirements” for the Class of ’06, a new transcript will be generated for each graduate that records that student’s best performance on each of the PGRs

HOW DO PERFORMANCE GRADUATION REQUIREMENTS [PGRs] IMPACT CLASSES?Performance Graduation Requirements are identified goals towards which teachers will shape lessons so all

students will, before graduation, achieve a "proficient" or better level of performance in each of the twelve PGRs. Most courses offered in the educational program are aligned with one or more of the PGRs. Some courses,

especially in world languages and social studies, have identified additional departmental outcomes that students are expected to demonstrate at the end of their course of study. Whether they be PGRs or departmental outcomes, by the end of the course, the students are expected to demonstrate those skills and competencies. The teacher, using the performance standards developed for that purpose, will assess the student's performance and award a rating based on the performance standard’s rubric. Those rating are reported to the parents at the end of each semester.

HOW DO PGE RATINGS RELATE TO GRADE?GRADES traditionally reflect a student's overall performance in a class in comparison to his/her peers and the

teacher's expectations for students at that grade level. The grade a student earns in a course includes a number of components, including effort, homework, essay writing, oral participation, promptness, etc. - all combined into an overall evaluation of the student's performance in that course. Thus, an "A" in history says that the student, based upon all the expectations for that course and for students at that grade level, is among the top of students in that course. With the PGRs, however, the major component of any student's grade is the quality of that student's performance in meeting the specific expectation identified in the PGR and its performance standard.

RATINGS are focused on specific skills and content learning. Ratings are designed to reflect performance standards that would apply beyond the given classroom and/or even our school. For example, "Excellent" writing is excellent no matter by whom it is done or where it is done. "Excellent" writing for one teacher should be "excellent" writing for another teacher; "excellent" in Branford should be similar to "excellent" writing in other high schools. The ratings are designed to reflect performance standards that can be applied to everyone and against which one can measure one's progress in meeting those standards.

Students earn a rating of 1, 2, 3, 4, or 5 depending on the quality of their performance in demonstrating each of the skills and/or content outcomes aligned to the given course. Their performance is assessed against the standards that describe different qualities or levels of achievement. Because these are performance standards designed to assess whether a student knows or can perform at a level expected of a high school graduate,

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freshmen, even good students, may experience some difficulty in achieving the ‘proficiency’ or higher standard of performance. As the student improves, the ratings the student earns will increase. It will be the student's 'best ratings' used to determine if the student has met the PGR. (see below)

An analogy with a race offers an appropriate way of understanding the difference between grades and ratings. A student may win the 100-yard dash with a personal best of 11.7 seconds. Everyone knows the student did well because s/he came in first, but everyone also knows that the standard for 'excellence' in the 100-yard dash is 10 seconds. In both the class and in the race the student who earns the 'A' knows s/he did very well. However, s/he also understands that s/he still has a way to go to achieve the higher standard of 'excellence' in the 100-yard dash or for the graduation requirements.

WHAT ARE BHS PERFORMANCE RATINGS?Like grades, performance ratings are a shorthand way of describing the quality of a student's performance

compared, not to one's peers, but to an accepted standard of excellence. Performance standard’s ratings describe varied levels of achievement including the "proficient" or "Graduation" level. Performance standards also describe higher levels of performance that reflects a generally accepted description of excellence.

A “1” rating – Not Proficient - says that the student has not demonstrated the quality of performance expected for a Branford High School graduate.

A “2” rating – Approaching Proficiency – says the student has demonstrated a quality of performance that is near to ‘proficiency’, but not yet at the level required for graduation.

A “3” rating – Proficiency - says that the student is performing at an acceptable level for a BHS graduate and is ready to go on to the next level of performance, in school or on the job.

A “4” rating – Honors – says the student has performed above the level expected for a high school graduate.

A “5” rating – Excellence - says that the student has achieved a level of performance that no matter where s/he went to school would be considered excellent. [e.g.: passing the Advanced Placement Test].

A '5' rating represents an excellent performance for graduating seniors no matter what high school they attend. Thus, it would be unlikely that a student would achieve '5s' for all outcomes and/or all graduation requirements. It would be very challenging for a student to achieve '5s' on a majority of the graduation requirements.

The following terms are the verbal equivalent of the rating's number:PERFORMANCE

RATINGDESCRIPTIVE LABEL EXPLANATION OF TERMS

5 Excellence Performing at a level of excellence even for the next level of education

4 Honors Performing significantly above what is expected for high school graduation

3 Proficiency Performing a significant level of achievement expected to be attained by all students even though it may take some students longer than others

2 Approaching Proficiency Performing below the level of achievement needed to graduate

1 Not Proficient Still learning; still needs to make significant progress

The BEST rating earned for an outcome is the final rating for each of the Performance Graduation Requirements. The Graduation Expectation rating of 3 – Proficiency - is the minimum required rating for graduates.

Also, by focusing on the best ratings, the students will be motivated to improve. They realize that each attempt may be their final rating and that less successful attempts will not prevent them from achieving the higher rating.

HOW DO SPECIAL ED, TRANSFER, ESL AND 'VERY LOW ACHIEVING BUT NOT SPED' STUDENTS FIT INTO THIS PROCESS?

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A. SPECIAL EDUCATION- Branford High School Performance Graduation Requirements apply to all students, including students requiring special education pursuant to section 10-71a, except when the Planning and Placement Team for such student determines the expected standard of performance for a graduation requirement is not appropriate. Such Planning and Placement Team may adjust the standard of performance and/or the graduation expectation. The PPT will determine if any PGRs, skills and content Learner Outcomes, and/or standard of performance need to be adjusted.

B. TRANSFERS - As with any student who transfers into BHS, especially students from non-traditional or foreign schools, we have to interpret the student's transcript into BHS requirements and programs. If the student transfers early enough in his/her high school career, s/he will be expected to meet Branford High School's PGRs.A review committee will make any necessary recommendations based on the incoming student's academic record and the amount of time expected to lapse before the student is graduated.

C. ESL - With the increasing number of students from foreign countries, a process similar to the SPED-Transfer review committee assess the student's performance and makes modifications to the language-related requirements on a case-by-case basis.

D. LOW ACHIEVING STUDENTS - A student who struggles just to be minimally successful in school but who is not 'learning disabled' and, therefore, has no PPT process to adjust the graduation standards. Learning is primarily a matter of effort and time [some students 'learn' more quickly / more slowly]. Performance Assessments more clearly identify students' academic weaknesses and allow them to focus on those areas where they need extra work / support.A review panel, like the one above, will make modifications if, and only if, the student consistently demonstrates that s/he has taken advantage of the available support rather than avoiding the extra work needed to achieve at the graduate standard.

If you have any questions, suggestions, ideas, PLEASE share them with us.

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B R A N F O R D H I G H S C H O O L ' SP E R F O R M A N C E G R A D U A T I O N R E Q U I R E M E N T S

FOR THE CLASSES OF 2006 AND ON

THE BRANFORD HIGH SCHOOL GRADUATE IS ABLE TO

BHS PGR# 1 READ NON-FICTION ACTIVELY AND CRITICALLY FOR A VARIETY OF PURPOSES

DEFINE NON-FICTION 5 Accurately defines and identifies non-fiction in a variety of forms; consistently provides appropriate examples

of works of non-fiction.4 Effectively defines, identifies, and understands a variety of forms of non- fiction; frequently provides

appropriate examples of works of non-fiction.3 Generally defines and identifies non-fiction in a variety of forms and is able to provide appropriate examples

of works of non-fiction.2 Rarely defines non-fiction and lacks clarity or the ability to provide appropriate examples of works of non-

fiction.1 Can not tell the difference between fiction and non-fiction.

UNDERSTANDING OF MAIN IDEAS .5 Thoroughly understands the use of vocabulary and language; firmly explains the importance of content, and

supports his/her understanding; makes strong and precise connections to the main idea.4 Substantial understanding of the use of vocabulary and language; effectively explains and supports the

importance of content; makes clear connections to the main idea.3 General understanding of use of vocabulary and language; briefly explains importance of content, and

occasionally supports understanding; makes adequate connections to the main idea. 2 Rarely understands the use of vocabulary and language; rarely understands the importance of content and

frequently cannot support understanding of material because he/she is unclear of the main idea. 1 limited understanding of vocabulary use and language; unable to explain importance of content, cannot

support understanding of material, and is unclear on or unable to make connections to the main idea.

INTERPRETATION OF TEXT 5 Accurately uses new knowledge and makes connections to a wide variety of materials.4 Uses prior knowledge to comprehend selections and to apply to related materials.3 Generally comprehends facts and makes some connections; applies knowledge to a limited amount of related

materials.2 Rarely understands the material at a basic level and rarely makes connections or applies knowledge to related

materials.1 Difficulty understanding the material at a basic level and does not make connections or apply knowledge to

related materials.

DRAWING CONCLUSIONS 5 Critically reads and processes information; very effectively analyzes and draws conclusions based on content

and life experiences; uses an open forum discussion as part of a culminating activity.4 Consistently reads and processes information; effectively analyzes and draws conclusions based on content

and life experiences; uses an open forum discussion as part of a culminating activity with teacher as facilitator.

3 Generally draws accurate conclusions from the text; makes some implications and sometimes supports interpretations with appropriate evidence; makes some reflections from material and generally participates in discussion as part of culminating activity with teacher as facilitator.

2 Difficulty drawing conclusions from the text; misses clear implications, tends to ignore details and has difficulty reflecting and evaluating content; poorly organizes a position based on a variety of sources and rarely participates in discussion as part of culminating activity with teacher as facilitator.

1 Fails to draw conclusions from the text; misses clear implications, ignores details; does not reflect, has difficulty with the evaluation of content, and cannot organize a position based on a variety of sources; does not participate in culminating activity.

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VARIETY OF PURPOSES/SOURCES 5 Critically reads and thoroughly understands a variety of sources of non-fiction; can independently apply non-fiction

sources to inter-disciplinary learning; can accurately locate and find purpose in their reading.4 Effectively reads and understands a variety of sources of non-fiction; with minimal assistance, can apply non-fiction

sources to inter-disciplinary learning and find purpose in his/her reading.3 Generally reads and understands a variety of sources of non-fiction; with some assistance can apply non-fiction

sources to inter-disciplinary learning and generally find purpose in his/her reading.2 Rarely reads a variety of sources of non-fiction and has difficulty finding purpose for reading and understanding non-

fiction.1 Does not read non-fiction from a variety of sources.

BHS PGR#2 WRITE USING STANDARD ENGLISH FOR A VARIETY OF PURPOSES AND AUDIENCES

ORGANIZATION 5 Writing is consistently clear and stays on topic throughout; sequence of ideas is logical and effective; writing includes

inviting introduction and powerful conclusion; strong, focused body paragraphs used to build or extend main idea; smooth and clear transitions between ideas clearly show how ideas connect.

43 Writing is generally clear and on-topic, but may be inconsistent in some spots; sequence of ideas is generally well-

ordered. Introduction and conclusion evident, but may reflect main idea in an incomplete manner; most components of body paragraphs are organized and on-topic; with few missing pieces; most transitions are consistently clear and smooth or some transitions omitted.

25 Writing is unclear and/or off-topic; sequence of ideas generally without order, or ordered illogically; introduction

and/or conclusion omitted or flawed in some way; body paragraphs not clearly organized and/or off-topic; transitions unclear or absent.

IDEAS & CONTENT 5 Details naturally fit and strongly connect to major ideas of topic; main idea is richly supported and developed with

specific evidence, relevant examples and ideas, and/or insightful connections; uses original, creative ways to accurately relate material and explore main ideas beyond a surface or literal level; all required elements of assignment included.

43 Details naturally fit and generally indicate a connection to major ideas of topic; main idea is sufficiently supported

and developed with evidence, examples and ideas, and/or meaningful connections; uses original, creative ways, in an effort to relate material and explore main ideas beyond a surface or literal level; most required elements of assignment included.

21 Details do not fit nor do they consistently connect to major ideas of topic; main idea is not supported or developed

with specific evidence, relevant examples and ideas, and/or insightful connections; does not use original, creative ways to accurately relate material and does not explore main ideas beyond a surface or literal level; little or no evidence of assignment’s required elements

STYLE 5 Sophisticated word choice combines with varied sentence structure to clearly and powerfully convey the intended

message and purpose in an interesting, precise, and natural way43 Word choice and sentence structure adequately convey the intended message or purpose but may need refining.21 Limited word choice and sentence variety inhibit expression of intended message or purpose.

VOICE 5 Writing articulates a powerful personal response, reflects individual perspective, and develops connections to topic

in an engaging and compelling manner.43 Writing shows some evidence of personal response, individual perspective, and connections to topic.21 Writing seems indifferent, uninvolved, or distanced from topic.AUDIENCE AND PURPOSE

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5. A clear purpose is established and maintained in an engaging and compelling manner; writing demonstrates strong understanding of audience and/or task.

43. Writing generally demonstrates a clear sense of purpose through use of appropriate content; writing demonstrates an

understanding of audience and/or task21 A clear purpose is not established; writing demonstrates a limited understanding of audience and/or task.GRAMMAR, MECHANICS, CONVENTIONS 5 Writing demonstrates a strong grasp of conventions; consistently demonstrating proficiency with spelling,

capitalization, punctuation; grammar and usage are correct and enhance clarity and credibility.43 Writing demonstrates adequate grasp of conventions; some inconsistency with spelling, capitalization, punctuation;

grammar and usage may detract from clarity and/or credibility.25 Writing demonstrates weak grasp of conventions; contains numerous errors in spelling, capitalization, and/or

punctuation; grammar and usage interfere with clarity and credibility.

BHS PGR # 3 - CONVEY IDEAS AND/OR FEELINGS THROUGH A CHOSEN AREA OF THE FINE AND PRACTICAL ARTS

CRAFTSMANSHIP 5 Within a specific medium consistently applies appropriate technical skills; demonstrates masterful use of technical

skills; demonstrates a clear understanding of health and safety procedures with tools and materials 43 Within a specific medium generally applies appropriate technical skills; demonstrates proficient use of technical skills;

demonstrates a clear understanding of health and safety procedures with tools and materials21 Within a specific medium rarely-applies appropriate technical skills; demonstrates proficient use of technical skills;

demonstrates a clear understanding of health and safety procedures with tools and materialsCREATIVE PROCESS 5 Consistently demonstrates originality through innovation or applying a unique perspective; exploration of numerous

ideas before choosing appropriate solutions to solve problem; the use of a combination of several ideas with extensive elaboration; self expression (ideas/emotions) through an exceptional piece of work; the ability to clearly communicate ideas to a specified audience

43 Generally demonstrates originality by moving beyond the traditional and predictable; exploration of many ideas before

choosing appropriate solutions to solve problem -the use of a combination of some ideas with elaboration.; self expression (ideas/emotions) through a well-crafted piece of work; the ability to communicate ideas to a specified audience

21 Rarely demonstrates: originality without moving beyond the traditional and predictable -exploration of ideas before

choosing appropriate solutions to solve problem; the use of a combination of ideas with elaboration; self expression (ideas/emotions) through a piece of work; the ability to communicate ideas to a specified audience

DIALOGUE 5 Consistently includes thorough and fluent use of content specific terminology for comprehensive individual and group

discussions; clearly supporting, describing, and justifying work; in-depth reflection, constructive criticism, and self-assessment

43 Generally includes effective content specific terminology for-appropriate individual and group discussions; supporting,

describing and justifying work; meaningful reflection, constructive criticism, and self-assessment21 Rarely employs content-specific terminology for-appropriate individual and group discussions; supporting, describing

and justifying work; meaningful reflection, constructive criticism, and self-assessment

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REFLECTION 5 Throughout the process consistently analyzes the effectiveness of choices and methods; interprets the results of

work/performance accurately; considers the relevance and impact (self, community and/or globally) of work/performance to future endeavors

43 Throughout the process generally analyzes the effectiveness of choices and methods; interprets the results of

work/performance accurately; considers the relevance and impact (self, community and/or globally) of work/performance to future endeavors

2Throughout the process rarely analyzes the effectiveness of choices and methods; interprets the results of work/performance; considers the relevance and impact (self, community and/or globally) of work/performance to future endeavors

BHS PGR # 4 USE TECHNOLOGY TO FIND, ORGANIZE, COMMUNICATE INFORMATION

LOCATE 5 Consistently and independently locates a wide variety of diverse sources for the retrieval of information.43 With minimal support, locates a wide variety of diverse sources for the retrieval of information.21 Does not locate a wide variety of diverse sources for the retrieval of information.ORGANIZE 5 Consistently and independently selects, saves, and stores retrieved information in the appropriate application and

location.43 With minimal support, selects, saves, and stores retrieved information in the appropriate application and location.21 Does not select, save, and store retrieved information in the appropriate application and location.PROCESS 5 Constantly and independently evaluated and synthesizes information43 With minimal support, evaluates and synthesizes information21 Does not evaluate and synthesize informationCOMMUNICATE 5 Consistently and independently interprets, uses, and presents retrieved information using a variety of tools and

appropriate formats43 With minimal support, interprets, uses, and presents retrieved information using a variety of tools and appropriate

formats21 Does not interpret, use, and present retrieved information using a variety of tools and appropriate formats.

USE RESPONSIBLY 5 Consistently practices personal responsibility; ownership of ideas, and source citation when using technology and

information4.3 Wit minimal support, practices personal responsibility, ownership of idea and source citation when using technology

and information21 Does not practice personal responsibility, ownership of ideas, and source citation when using technology and

information

BHS PGR #5 UTILIZE EVIDENCE TO FORMULATE, SUPPORT, AND PRESENT POSITIONS

DEVELOP THESIS 5 Provides a clear, thoughtful, and engaging statement of position on the topic/question; maintains thesis throughout

the assignment

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43 Provides a clear statement of a position on the topic/question; maintains thesis throughout the assignment.2 Position needs to be stated more clearly. Struggles to maintain thesis.1 Topic/position is missing, or incomplete

ANALYZE AND APPLY EVIDENCE 5 Independently, accurately, and insightfully analyzes information in detail; effectively applies evidence to support the

argument; voice of student is evident.43 Independently analyzes information to determine its relevance; adequately applies the evidence to support the

argument. 2 Has difficulty determining relevance; uses a mix of relevant and irrelevant information; struggles to apply evidence to

support the argument.1 Makes little attempt to determine, or totally misjudges, relevance; does not apply evidence to argument.

EVALUATE SOURCES 5 Clearly distinguishes between fact and opinion; accurately identifies the source's credibility, and/or potential bias and

provides a strong, organized explanation43 Distinguishes between fact and opinion; attempts to identify and explain the source's credibility and/or potential bias. 2 Struggles to distinguish between fact and opinion; struggles to identify source's credibility and/or potential bias.1 Does not distinguish between fact and opinion; does not attempt to identify the source's credibility and/or potential

bias

CONSIDER/EVALUATE CONTRASTING POSITION 5 Detailed, effective explanation and evaluation of contrasting position(s)43 Moderately effective explanation and evaluation of contrasting position(s)2 Limited attempt to explain and evaluate contrasting position(s)1 No attempt to explain and evaluate contrasting position(s)

DRAW AND EVALUATE CONCLUSIONS 5 Draws supported and balanced conclusions with a well-developed explanation; provides an objective reflection of the

implications of their assertions43 Draws supported conclusions and possible implications of position.2 Lacks explanation, provides inaccurate information, or merely provides a list of ideas.1 Does not identify, develop, or evaluate any conclusions, implications, or consequences.

BHS PGR# 6 UNDERSTAND AND APPRECIATE TEXTS FROM MANY LITERARY PERIODS AND CULTURES

INITIAL UNDERSTANDING 5 Shows a perceptive understanding of the text and can accurately summarize the plot43 Shows a basic understanding of the text and can generally summarize the plot21 Shows limited understanding and/or serious misunderstanding of the text and cannot summarize the plot

DEVELOPING AN INTERPRETATION 5 Independently produces an in-depth analysis of character development; independently identifies and appreciates most

figures of speech, symbols, and nuances/tone from the text and accurately relates the significance of these elements to plot, theme, and character development; independently identifies and communicates theme and relates it to human nature

43 Produces a moderately effective analysis of character development; identifies and appreciates some figures of speech,

symbols, and nuances/tone from the text and relates the significance of these elements to plot, theme, and character development; identifies and communicates theme and relates it to human nature with minimal to moderate assistance

21 Ineffective analysis of character development; identifies and appreciates few figures of speech, symbols, and

nuances/tone from the text and does not relate the significance of these elements to plot, theme, and character development; unable to identify theme and relate it to human nature

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MAKING CONNECTIONS 5 Independently offers relevant connections between the text, other texts, coursework, current events, and/or personal

experiences/ observations; consistently supports connections with appropriate examples from the text43 Offers basic connections between the text, other texts, coursework, current events, and/or personal experiences/

observations; adequately supports connections with examples from the text21 Offers little to no connections between the text, other texts, coursework, current events, and/or personal

experiences/ observations; does not support connections with examples from the text

CRITICAL STANCE 5 Makes perceptive judgments about the literary quality of the text and supports these judgments with relevant examples

from the text43 Partially and with some degree of accuracy makes judgments about the literary quality of the text and adequately

supports these judgments with examples from the text21 Does not make or support any judgments about the literary quality of the text

BHS PGR #7 COMMUNICATES MATHEMATICALLY

PERTINENT MATHEMATICAL CONCEPTS 5 Accurately applied appropriate concepts; work demonstrates complete understanding43 Somewhat accurately applied appropriate concepts; work demonstrates moderate understanding21 Inaccurately applied, missing and/or inappropriate concepts used; work shows limited or no understanding

VALID MATHEMATICAL TERMINOLOGY 5 Correctly used appropriate terminology in an explanation that demonstrates a thorough understanding of the term(s)

use of the term(s) 43 Generally accurate use of appropriate terminology in an explanation that demonstrates an acceptable level of

understanding of the term(s) and how they are used in communicating mathematically21 Rarely accurate using appropriate terminology in an explanation with little evidence that the term(s) are truly

understood

CLARITY OF IDEAS 5 Clear, logical and organized performance/work demonstrated a thorough understanding of the appropriate

ideas/concepts; appropriate use of visual aids made presentation highly effective43 Somewhat logical and organized performance/work clearly demonstrated an acceptable understanding of the

appropriate ideas/concepts; appropriately used visual aids were effective21 Little logical or organization was demonstrated in the performance/work; limited understanding of basic

ideas/concepts was evident; visual aids were ineffective or limited.

BHS PGR #8 USES MATHEMATICAL REASONING IN PROBLEM SOLVINGUNDERSTANDING REAL WORLD PROBLEMS 5 Accurately restates problems using the appropriate symbolism, such as, but not limited to: formulas, equations, units

of measure, labels, and diagrams and identifies all critical details relevant to the problem43 Some accuracy in restating problems, using some, but not all of the appropriate symbolism, such as, but not limited

to: formulas, equations, units of measure, labels, and diagrams and identifies most of the critical details relevant to the problem

2

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1 Inaccurately restates problem without appropriate symbolism and/or cannot identify the critical details relevant to the problem.

LEGIBLE AND ORGANIZED 5 Work is neat and easily read and demonstrates the use of a clear and thorough step by step procedure43 Work is somewhat neat and read with some difficulty but presents most of the expected step by step procedure21 Work is difficult or cannot be read and/or does not present an expected step by step procedureSOLUTIONS AND CONCLUSIONS ARE EXPLAINED AND SUPPORTED BY CALCULATIONS 5 Accurately solves the problem using relevant calculations and theory; uses calculations to find appropriate and

accurate solutions; uses solutions to draw appropriate and accurate conclusions43 Incorrectly solves the problem due to minor miscalculations; solves the problem but does not fully support the

solution with appropriate calculations; uses the solution to draw some appropriate and accurate conclusions21 Limited evidence of how to solve problems using relevant calculations and theory; does not support solutions with

appropriate calculations; does not use solutions to draw appropriate and accurate conclusions.

BHS PGR #9 DEMONSTRATES AN UNDERSTANDING OF AND APPLY THE BASIC PRINCIPLES OF BIOLOGICAL, EARTH, AND/OR PHYSICAL SCIENCE

IDENTIFIES, DESCRIBES, AND CLARIFIES CONCEPT(S) 5 Clearly articulates a correct understanding of the concept(s) and the relationship of its component ideas using correct

terminology in an independent manner43 Identifies the concept(s) and some of its component ideas and terminology with some assistance21 Does not identify the concept(s), or any of its component ideas and terminology, even with considerable assistance.APPLIES CONCEPT(S) 5 Is consistently able to apply concept(s) to specific events/circumstances/problems to demonstrate an understanding and

form valid conclusions without assistance43 Is often able to apply concept(s) to specific events/circumstances/problems to demonstrate an understanding and form

valid conclusions with minor inaccuracies and some assistance21 Rarely applies concept(s) to specific events/circumstances/problems to demonstrate an understanding, and cannot form

valid conclusions without considerable assistance

BHS PGR# 10 IDENTIFY AND DESIGN TECHNIQUES FOR SOLVING PROBLEMS IN SCIENCE OR TECHNOLOGY

IDENTIFY PROBLEM AND DEVELOP HYPOTHESIS5 Clearly states the problem and identifies independent and dependent variables; independently develops a thorough

prediction (hypothesis) using scientific concepts and principles43 Partially states the problem and identifies independent and dependent variables; with assistance, develops a prediction

(hypothesis) using scientific concepts and principles.21 Does not identify the problem or independent and dependent variables; does not develop a prediction (hypothesis)

using scientific concepts and principles.

DESIGN AND PERFORM EXPERIMENT 5 Independently develops and follows an efficient and appropriate strategy (procedure) that matches the stated problem,

and applies all proper safety precautions43 With some assistance, develops and follows a strategy (procedure) that matches the stated problem, and applies all

proper safety precautions

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21 Does not develop a strategy (procedure) that matches the problem, and does not apply all proper safety precautions.

COLLECT DATA 5 Accurately measures, records, and labels data using appropriate units43 Often accurately measures, records, organizes, and labels data using appropriate units21 Seldom accurately measures, records, organizes, or label data using appropriate units.

ORGANIZE AND PRESENT DATA 5 Appropriately organizes data into data tables, graphs, and diagrams43 Generally organizes data into data tables, graphs, and diagrams21 Seldom organizes data into data tables, graphs, or diagrams.

DRAW CONCLUSIONS 5 Fully develops and discusses a conclusion based on results; analyzing the prediction (hypothesis)43 Does not fully develop or discuss a conclusion; analysis may incorrectly refer to the prediction (hypothesis)21 Does not accurately develop or communicate a conclusion; limited analysis of results

DISCUSS VALIDITY 5 Reliability of data and validity of experiment is thoroughly discussed’ several possible experimental errors and

procedural improvements are identified43 Reliability of data and validity of experiment is generally discussed; few possible experimental errors and procedural

improvements are identified21 Reliability of data and validity of experiment is not discussed; possible experimental errors or procedural

improvements are not identified.

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BHS PGR # 11 DESIGN AND EXECUTE A MAJOR PROJECT THAT FULFILLS THE STUDENT'S OWN STATED PURPOSE

PORTFOLIO 5 In addition to the criteria for Proficiency, (3), the portfolio: provides evidence of rigor in the choice of project

with the content being challenging to gather/learn/organize (portfolio evidence); exhibits a serious commitment to the project as a learning experience thorough the presentation of information gathered/learned in an well organized and logical manner(portfolio evidence); provides substantial evidence of continuing reflection, self-evaluation, and/or adjustment of the learning plan in the journal entries and the materials gathered for the portfolio.(journal evidence)

4 The written portfolio exceeds the standards of the 3 assessment level but falls short of the standards for the 5 assessment level.

3 The written portfolio adheres to the process and requirements of each component as described in the Senior Graduation Exhibition Handbook and includes the following: Statement Of Intent; Learning Plan; appropriate sources (at least 5 sources documented using MLA format); content consultant application and verification; appropriate number of journal entries (50) that provide evidence of serious study, reflection, and self-evaluation and/or adjustment to the learning plan; artifacts (including research notes from a minimum of five sources; draft outline; Works Cited page (MLA format);

2 The written portfolio approaches, but has not attained the acceptable standards of the 3 assessment level.1 The student did not adhere to the criteria for Proficiency.

ORAL PRESENTATION 5 Demonstrates superior communication skills that are characterized by exemplary clarity and focus; effective

use of standard English grammar; riveting engagement of the audience; highly skilled organization; a polished delivery that provides overwhelming evidence of careful and comprehensive preparation; effective use of multiple visual aids that integrates the student’s learning goals and learning plan; highly effective demonstration that the student’s plan was followed or properly adjusted and the student’s goals were achieved.

4 The oral presentation exceeds the standards for the 3 assessment level but falls short of the standards for the 5 assessment level.

3 The oral presentation adheres to the process and requirements of each component as described in the Senior Graduation Exhibition Handbook and has a logically presented description of the learning plan used to achieve the senior’s established learning goals, including a description of obstacles that developed during the learning process and the means that were used to overcome them; at least one visual aid that was used to illustrate the process and/or provide evidence that the learning goals were achieved (e.g. PowerPoint, display board); concluded, prior to questions and answers, in less than 20 minutes and presented to three assessors, one designated by the student

2 The senior's oral presentation approaches, but has not attained the acceptable standards of the 3 assessment level.

1 The senior's written portfolio falls significantly short of the acceptable standards of the 3 assessment level.

BHS PGR # 12 DEMONSTRATE THE ABILITY TO BE A CONTRIBUTING MEMBER OF HIS/HER COMMUNITY

5 The student participated extensively in several and helped lead one or more volunteer service activities dedicated to helping the community, comprising [75+] hours of service; effectively completed journal and reflective essay; shared the experience through a presentation that effectively communicated a sense of responsibility to help meet a community's need and encouraged others to participate in volunteer activities; received high written commendation for efforts from supervisors

43 The student participated in one or more volunteer service activities dedicated to helping the community,

comprising [40+] hours of service; satisfactorily completed the journal and reflective essay that summarizes the agency’s need, the actions taken on behalf of that need and what was learned from participating in this program; received written acknowledgment of efforts from supervisor(s).

21 The student participated in volunteer activities for less than [40] hours; journal and reflective essay were

partially completed; shared the experience through a presentation but inadequately explained the community's needs, the actions taken to meet that need and/or what was learned; received a less satisfactory acknowledgment of efforts from supervisor(s).

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SSECTION TTWO

AA C A D E M I CC A D E M I C S S C H O O LC H O O L P O L I C I E SP O L I C I E S

MINIMUM COURSE LOAD REQUIREMENT

All FULL-TIME STUDENTS will be enrolled annually for a minimum of FIVE and ONE-HALF courses / credits plus Physical Education / Health.

In addition to this minimum course load, all freshmen must take the required Research and Study Skills Through Technology Course.Exceptions to these requirements will be made only in rare instances. Such exceptions must be approved

by the Administration.

In place of the traditional RANK IN CLASS that distorted the academic achievement of our students in a negative manner, the Board of Education approved a policy that provides for the high school to send to colleges the student’s weighted Academic Grade Point Average and the distribution of the graduating class’s weighted Academic Grade Point Averages so the colleges will have a more accurate understanding of how well the student performed in the core academic courses. Data from a variety of sources and a variety of organizations clearly demonstrate that colleges do not need Rank in Class and the lack of such a rank would not hurt a student applicant. In fact, the lack of a rank in class has been shown to help the vast majority of students who do apply to college without hurting the applications of the top students. If anyone would like to see this data, please contact BHS.

The reason for this policy is simple – students with very similar Academic Grade Point Averages –almost the same number going out to 3 or more decimal places – end up with a disproportionate difference in their respective class ranks. For example, there can be a difference of 80 places in rank between a student with a B+ average and another student with a B- average. Rank in Class would put the student with a B- average in the bottom half of the class and thus at an extreme disadvantage when applying to college.

COURSE LEVELS

Branford High School offers classes on three levels: 1) STANDARD; 2) HONORS and 3) ADVANCED PLACEMENT. Enrollment in Honors / AP courses is open to students interested in meeting the challenge of a ‘college-like’ course [see Prerequisite Policy on page 24]. While students are encouraged to rise to these challenges, it should be recognized that students enrolling in three or more Advanced Placement courses at the same time will require a significant readjustment of out-of-school priorities.

WEIGHTING OF COURSES Values GRADES AP HONORS STANDARD 97-100 A+ 20.25 19.5 18.093-96 A 18.75 18.0 16.590-92 A- 17.25 16.5 15.087-89 B+ 15.75 15.0 13.583-86 B 14.25 13.5 12.080-82 B- 12.75 12.0 10.577-79 C+ 11.25 10.5 9.073-76 C 7.5 7.5 7.570-72 C- 6.0 6.0 6.067-69 D+ 4.5 4.5 4.563-66 D 3.0 3.0 3.060-62 D- 1.5 1.5 1.550-59 F 0 0 0

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GRADINGA = Excellent X = Loss of Credit or PGR due rating to excessive absencesB= Good WP = Withdrew from course (Passing at the time)C= Fair WF = Withdrew from course (Failing at the time)

D= Poor P+ = Honors for a Pass/Fail courseF = Failure P = Passing for creditI = Incomplete Au = Audit (no credit)

Note: WP, P, P+ do not affect grade point average. X, WF is a "0" in determining Grade Point Average and will affect grade point average, rank-in-

class, and honor roll. It is required to be made up within 7 school days after the end of the quarter.

GRADE POINT AVERAGE A student’s Official Grade Point Average is determined at the end of the seventh semester. Only grades earned in Branford High School will be used in calculating GPA. To receive a BHS GPA a student must be enrolled in Branford High School for at least three semesters including the student's junior year and have earned 7.5 credits in “core academic courses”.Courses designated as "HONORS" AND / OR "ADVANCED PLACEMENT" are offered IN THE THIRD OR LATER YEARS OF AN ACADEMIC PROGRAM. There are several ‘accelerated’ courses that Freshman and Sophomores can take prior to when most of their peers would take them. There are also several “Honors” courses that can be taken during the Sophomore year and in other courses in the second year of an academic program. An “Honors Options” is available to Sophomores. (see Honors Option – page 24 ) "Advanced Placement" courses may be offered by any program in which an "AP" course of studies / test is offered.While ADMISSION TO "HONORS" AND / OR "AP" COURSES may be open to any interested student, the student must earn at least a "C+" in the given course to receive the extra grade weight given to these particular courses. Grades of “C+” or higher earned in "Honors" and / or "AP" courses will receive an extra weighting. See chart above. Only grades earned in courses considered to be in the Core Academics, (courses / credits required for graduation within a Core Academic Program, e.g.: United States History; Algebra) and established sequence of courses in a Core Academic Program, (e.g.: French 1, 2, etc.) will be used to determine the students' "Academic Grade Point Average". For all other purposes, an overall, grade point average for all courses taken at Branford High School will be used. (BOE approved. 12/91)

IN PLACE OF REPORTING CLASS RANK TO POST SECONDARY INSTITUTIONS, A GRAPHIC REPRESENTATION OF AN INDIVIDUAL’S OVERALL LEVEL OF PERFORMANCE IN RELATION TO HIS/HER CLASS WILL BE SENT.

CRITERIA FOR THE BRANFORD HIGH SCHOOL HONOR ROLLThe purpose of the B.H.S. Honor Roll is: "To honor those students who have achieved an above average or superior level in their chosen course of studies for a given marking period." There are three types of distinction included on the Honor Roll: HIGH HONORS; HONORS; and SPECIAL RECOGNITION.

To earn High Honors / Honors a student must, during the given marking period: carry the minimum required course load; earn no grade lower than a "C" in any/all courses; earn an "P+" or "P" in any Honors/Pass/Fail course; make up any "I" within 7 days of the end of the quarter; not have received a "WF".For HIGH HONORS students must earn an "A-" or better average for the marking period.For HONORS students must earn a "B" or better average grade for the marking period.For SPECIAL RECOGNITION a student must increase his/her average grade from one marking period to the next by one-half letter grade or more.To earn BHS ANNUAL HIGH HONOR STUDENT or BHS ANNUAL HONOR STUDENT recognition, the student must earn Honor Roll recognition for a sequence of four (4) marking periods in a row. The student is awarded a special pin for this significant achievement at the fall “Annual Honors Breakfast”. The maximum number of BHS Honor Student Pins that can be earned by one student is four (4).

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B.H.S. PREREQUISITE POLICY

FOR ‘STANDARD LEVEL’ COURSES IN MATH AND WORLD LANGUAGES , students should achieve a ‘C-‘ to take the next standard level course in a sequence [except for Basic Geometry and Algebra 1B]. For students who did not achieve the ‘C-‘ but who wish to continue in the standard sequence, summer school or an independent study followed by a departmental assessment will be available. The independent study/assessment option will require the student to demonstrate the motivation as well as the skills and competency needed to perform in the next course.

IN ALL OTHER DEPARTMENTS ADMISSION TO THE NEXT STANDARD LEVEL COURSE in a sequence is based on passing the prior course in the sequence.

FOR ADMISSION TO HONORS LEVEL COURSES IN MATH AND WORLD LANGUAGES , students should achieve a ‘B-‘ in the preceding honors course in the sequence. For students in a standard level course or for students who did not achieve that ‘B-‘ but wish to take the challenge of the honors level course, summer school or an independent study followed by a departmental assessment will be available. The independent study/assessment option will require students to demonstrate the motivation as well as the skills and competency needed to perform at the honors level.

IN ALL OTHER DEPARTMENTS ADMISSION TO HONORS LEVEL COURSES IS based on passing the prior course in the department.

FOR ADMISSIONS TO ADVANCED PLACEMENT COURSES , students should achieve a ‘B-‘ in the preceding course in the given department. Sophomores in standard level courses or students who did not achieve the ‘B-‘ seeking admissions to AP courses are required to complete an independent study/assessment provided by the department so they better understand the demands of AP and are able to demonstrate the motivation, skills, and competency needed to perform at the AP level. Most of that study/assessment by sophomores should be completed prior to course registration in February and March.

HONORS OPTIONThe mission of Branford High School is to foster academic and personal excellence through a curriculum designed to challenge all students with a unique combination of instruction and assessment strategies. Each department seeks to motivate and recognize students who want to go beyond the existing curriculum to deepen their knowledge and understanding of key concepts and content presented in the classroom. In the attempt to fulfill that mission, each department, in specific second year classes, is offering sophomores the option to earn “Honors”. In these courses, during the first marking period, the higher expectations for the ‘honors option’ will be distributed and explained to students. Sophomores interested in earning ‘honors’ by participating in the ‘honors option’ will be given a pre-honors option assignment so they can better understand the expectations of the ‘honors option’ program. The higher expectations for the ‘honors option’ will be clearly stated and include the use of analytic rubrics to assess the collection of the student’s work demonstrating the achievement of the higher ‘honors’ expectations that are completed on time.

HONORS / PASS / FAIL OPTIONStudents may elect to take a course on an honors/pass/fail basis if the course is taken above the minimum

course load (not including physical education). An "F" in a pass/fail course will affect grade-point average and rank-in-class. An Honors or Pass will be recorded on the student's transcript but will not affect Grade Point Average.

Students wishing to be evaluated on an honors/pass/fail basis in a particular course must receive permission from their counselor during the first 25% of the course. Specific dates for this purpose will be printed in the Student Handbook.

A student may audit a class if the course load requirement is fulfilled and the permission of an administrator and class instructor is granted. An audited course is taken for no credit and on a “seats available” basis.

COURSE CHANGES

During the course registration process the student selects his/her courses for the ensuing year. It is imperative that s/he review his/her options carefully with his/her guidance counselor, teacher, and parents because

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requests for schedule changes after the close of the school year will be seriously considered only under the following conditions:

1. To add a course that is available during his/her assigned study.2. To change a course/level to meet prerequisite requirements.3. To correct a clerical/technical error.4. To add a necessary course to meet graduation requirements.

Requests for a change in teachers will not be honored unless there is documentation that the particular student and teacher have had prior difficulties.

All requests for a course/level changes must be submitted in writing within one week of the start of school by completing a Schedule Change-Student Request Form available from the Counseling Career Center. The completed and signed request form is to be turned into the student's guidance counselor, who will notify the student and all teachers involved if the change will be made and the effective date of the course change.

COURSE WITHDRAWAL LIMITATIONS

In order to receive permission to withdraw from a course, the student must, after the Withdrawal, still be carrying the minimum required course load.

If a student receives permission to WITHDRAW WITHIN ONE WEEK AFTER THE FIRST PROGRESS REPORT, no record will be kept that the student was enrolled in the course. However, if a student receives permission to withdraw after the deadline, it will be noted on the student's transcript, depending on the teacher's evaluation of the student's performance, as a Withdrawal Pass or a Withdrawal Fail.

STUDENTS SHALL CONTINUE WITH THEIR SCHEDULE OF CLASSES UNTIL THE EFFECTIVE DATE OF THE COURSE CHANGE or WITHDRAWAL.

CREDIT MAKEUP DUE TO FAILURE OR LACK OF ATTENDANCEStudents may make up lost credits in courses due to failure or lack of attendance by:

Taking the course in Summer School; Taking the course again during the following school year; A student may take the next course in the English sequence (e.g. English 10) ONLY if the

student has passed or is taking the preceding course (e.g. English 9)

EXCEPT FOR COURSES LABELED AS "ADVANCED", CREDIT TOWARDS GRADUATION WILL NOT BE AWARDED TWICE FOR THE SAME COURSE.

INDEPENDENT STUDY

Independent Study gives the student the opportunity to study a subject above and beyond what is available within the present curriculum. The student will design a plan, timeline, and identify an advisor with his/her guidance counselor. The completed proposal will be approved by the student’s administrator (Mr. Maloney grades 10, 12, Mrs. Puglia grades 9, 11). Independent Study will be assessed on the basis of honors, pass or no credit. Contracts will be available in the Guidance Office.

Independent study can only be above the minimum course requirements can not be in place of a course that is being taught by BHS can not be in place of a course required for graduation except if it is being used to make up the course’s

grade and/or credit grades are only: Honors; Pass; No Credit. With No Credit, the independent study will not appear on the

student’s transcript does not count towards athletic eligibility 65 hours of study = ½ credit 130 hours of study = 1 credit

From now on the format for placing these kinds of learning activities on the transcript will be in categories, i.e.: BHS Independent Study - Science Yale Independent Study - Cultures On-line Independent Study - Math

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Correspondence Independent Study - World Languages

No matter what grade is received - on the BHS transcript only "Pass" or "Fail" will appear - except for BHS Independent Study, where Honors maybe given for "A" level work. If the course giver sends a separate transcript for a student, that transcript will be attached to the BHS transcripts - one for courses and grades and one for PGRs. If the course giver sends a list of students who participated with their grades, no transcript will be attached to the two BHS transcript. Credits [never grades] earned via on line and/or correspondence courses will only be accepted towards meeting graduation requirements if:

The organization/institution is accredited by one of the six, federally recognized, regional accreditation agencies

The course/program taken is above the minimum course requirements The course/program taken is not in place of a course that is being taught by BHS The course/program taken can not be in place of a course required for graduation except

if it is being used to make up the course's grade and/or credit While BHS will accept the credit earned by the successful completion of such courses/programs the grades will not be included in BHS grade point average The course/program does not count towards athletic eligibility

ON-LINE / CORRESPONDENCE PROGRAMS

Credits [never grades] earned via an on-line and/or correspondence course will only be accepted towards meeting graduation requirements if:

The organization/institution is accredited by one of the six, federally recognized, regional accreditation agencies

The course/program taken is above the minimum course requirements The course/program taken is not in place of a course that is being taught by BHS The course/program taken can not be in place of a course required for graduation except if it is being used to

make up the course’s grade and/or credit While BHS will accept the credit earned by the successful completion of the such a course/program, the

grades will not be included in the BHS grade point average The course/program does not count towards athletic eligibility 65 hours of study = ½ credit 130 hours of study = 1 credit

AUDIT A CLASS

Students may audit a class if the course load requirement is fulfilled and the permission of an administrator and class instructor is granted. An audited course is taken for no credit and on a “seats available” basis.

PHYSICAL EDUCATION / INTERSCHOLASTICS MEDICAL EXCUSE

A physical condition may limit a student’s involvement in the Physical Education Program. To make such a request the student must:

1. obtain a Physical Education Medical Excuse Form from the school nurse;1. have his/her doctor specify the nature of the student's physical/health condition and what specific types of

physical activities the student should avoid because of that condition;2. return the completed from to the school nurse2. obtain an alternative assignment from his/her teacher

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EARLY OUTSeniors who will have met all of the Branford High School graduation requirements by the end of the Fall

Semester, AND who have an alternative educational plan for the Spring Semester may apply for Early Out. A student must apply for Early Out during the Spring Semester of the Junior Year.

SENIOR INTERNSHIP PROGRAMCareer exploration is vital for all students no matter their individual interests, aspirations and capabilities.

The Senior Internship Program is an extension of the BHS Career Center’s community outreach program and allows students another opportunity to demonstrate their ability to be contributing members of their community.

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SECTION THREE

C O U R S E S E L E C T I O N P R O C E S S

The selection of courses by students determines the number and allocation of teachers, building utilization, schedule preparation, and other considerations that have a definite cost factor.

THEREFORE, IT IS VERY IMPORTANT THAT YOU SELECT YOUR COURSES

WITH GREAT CARE.

SCHEDULING PROCESS

1. The process of course selection for next year begins in January with class meetings.

2. All 9th and 11th grade students and parents are scheduled to meet with their counselors to review specific needs, concerns, course / level recommendations and to select electives.

3. Prior to these conferences, students should have:

Reviewed the course offerings in this PROGRAM OF STUDIES

Talked to their teachers and/or Department Chairs to review available courses for next year

Completed the course selection form provided by the Guidance Department.

4. If a student requests an Honor Level placement, the request will be honored. However, once in the 'Honor Level’, requests to move to Standard Level may not be possible because of class sizes or schedule conflicts.

5. Parental signature is required on all Course Selection Sheets.

6. Students will be notified as soon as possible if a course is canceled. In order to facilitate the selection process, students will be requested to provide second choices for their electives at their Scheduling Conference. If scheduling conflicts prohibit placement in a first choice, the second choices will automatically be utilized in an attempt to complete the student’s schedule of classes.

7. Students will be notified if there is a course conflict with their core academic choices. A conference will take place with their counselor to resolve the conflict.

8. Students who fail required courses should immediately re-schedule with their counselor .

9. Students may adjust their course choices for next year ONLY if they do so before the end of the present school year. After that, course changes will be made ONLY for the following reasons and then only if class size permits the change; otherwise, all course choices will be considered FINAL.

To replace a study hall with a course.

To compensate for Summer School courses.

To correct for unexpected failure or to meet prerequisite requirements.

To correct a technical/clerical error.

To meet graduation requirements (Senior Class).

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SECTION FOUR

C O L L E G E A D M I S S I O N S

Entrance requirements for different colleges vary; however, there are certain basic requirements upon which colleges generally agree. All colleges appear to be increasing their admissions requirements and the competition for being accepted to college is also increasing . For example, the following requirements will apply for students entering

MANY STATE INSTITUTIONS. SELECTIVE COLLEGES

English 4 credits English 4 creditsMathematics 3 (Geom - Algebra 2)* Mathematics 4Single For. Lang. 3 Social Studies 4Social Studies 3 Laboratory Sciences 3-4Laboratory Sciences 2 Modern Languages 3Academic Electives 2 Academic Electives 2

Listed below are examples of basic minimum requirements for specific college programs:

LIBERAL ARTS SCIENCE ENGINEERING

English 4 credits English 4 creditsSocial Studies 3 Social Studies 3Mathematics (thru Algebra 2) 3 Mathematics 4Science 2-3 Foreign Language 3Foreign Language 3 Chemistry & Lab 1Fine/Practical Arts 1 Physics & Lab 1

Fine/Practical Arts 1

BUSINESS ADMINISTRATION NURSING

English 4 credits English 4 creditsSocial Studies 3 Social Studies 2Mathematics 4 Mathematics 3 Foreign Language 2-3 Foreign Language 2-3Science 2 Biology & Lab 1Fine/Practical Arts 1 Chemistry & Lab 1

Physics & Lab 1Fine/Practical Arts 1

Highly selective colleges expect a student to take a very demanding program of studies and do well in comparison. Admissions counselors also urge high school seniors to take a demanding and challenging program during their senior year. College acceptances may be withdrawn if a student does not perform at a level equal to or better than that of previous years.

* NCAA eligibility regulations count only math courses from Algebra 1 on.

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NCAA FRESHMAN - ELIGIBILITY STANDARDS

The NCAA initial-eligibility rules have changed.If you plan to enroll in any Division I or Division II college or university in fall 2005 or after, please read this information carefully. For students entering any college or university after August 1, 2005, your NCAA initial eligibility will be evaluated under the new rules as described on this sheet. For students entering any Division 1 college or university on or after August 1, 2008, your NCAA initial eligibility will be evaluated under the 16 core-course rule as described on this sheet.

THE NEW RULE: - INCREASES the number of core courses from 13 to 14. This additional core course may be in any area: English, mathematics, natural/physical science, social science, foreign language or nondoctrinal religion/philosophy. The breakdown of core-course requirements is listed below. - CHANGES the Division I initial-eligibility index, or sliding scale. See next page for the Core GPA/test score sliding-scale index. - The 16 core-course rule INCREASES the number of core courses from 14 to 16 for Division I only. Students must complete three years of mathematics (Algebra I or higher), and four years of additional core courses. The additional core course may be taken in any area: English, mathematics, natural/physical science, social science, foreign language or nondoctrinal religion/philosophy. The breakdown of the requirements is listed below.

DIVISION I2005-2007

DIVISION I16 CORE-COURSE RULE

2008 and after

DIVISION II2005 and after

14 Core Courses:4 years of English.2 years of mathematics

(Algebra I or higher).2 years of natural/physical science (1 year of lab if offered by high school).1 year of additional English,mathematics or natural/physical science. 2 years of social science. 3 years of additional courses(from any area above, foreignlanguage or nondoctrinal religion/philosophy).

16 Core Courses:4 years of English.3 years of mathematics

(Algebra I or higher).2 years of natural/physical science (1 year of lab if offered by high school).1 year of additional English,mathematics or natural/physical science. 2 years of social science. 4 years of additional courses(from any area above, foreignlanguage or nondoctrinal religion/philosophy).

14 Core Courses:3 years of English.2 years of mathematics

(Algebra I or higher).2 years of natural/physical science (1 year of lab if offered by highschool) 2 years of additional English,mathematics or natural/physical science. 2 years of social science. 3 years of additional courses(from any area above, foreignlanguage or nondoctrinal religion/philosophy).

PLEASE NOTE: Computer Science is being eliminated as an acceptable core-course area for students first entering any college or university on or after August 1, 2005. Students entering college on or after August 1, 2005, may not use any computer science courses in meeting the core-course requirements, unless the course receives graduation credit in mathematics or natural/physical science, and is listed as such on the high school’s list of NCAA-approved core courses..

OTHER IMPORTANT INFORMATION

In Division II, there is no sliding scale. The minimum core grade-point average is 2.000. The minimum SAT score is 820 (Verbal and Math) and the minimum ACT sum score is 68.

Students first entering a Division I or Division II collegiate institution on or after August 1 , 2005, must meet the new 14 core-course rule.

Students first entering a Division I collegiate institution on or after August 1, 2008, must meet the 16 core-course rule.

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The SAT combined score is based on the Verbal and Math sections only. The new writing section will not be used.

If you have any questions about NCAA eligibility, please call the NCAA Initial Eligibility Clearinghouse toll free at (877)262-1492. You may also visit the web site at www.ncaaclearinghouse.net.

DIVISION ICORE GRADE-POINT AVERAGEI

TEXT-SCORE SLIDING SCALENEW CORE GPA/Test Score Index

Core GPA SAT ACT3.550 & above 400 37

3.525 410 383.500 420 393.475 430 403.450 440 413.425 450 413.400 460 423.375 470 423.350 480 433.325 490 443.300 500 443.275 510 453.250 520 463.225 530 463.200 540 473.175 550 473.150 560 483.125 570 493.100 580 493.075 590 503.050 600 503.025 610 513.000 620 522.975 630 522.950 640 532.925 650 532.900 660 542.875 670 552.850 680 562.825 690 562.800 700 572.775 710 582.750 720 592.725 730 592.700 730 602.675 740-750 612.650 760 622.625 770 632.600 780 642.575 790 652.550 800 662.525 810 672.500 820 682.475 830 692.450 840-850 702.425 860 702.400 860 712.375 870 722.350 880 732.325 890 742.300 900 752.275 910 762.250 920 772.225 930 782.200 940 792.175 950 802.150 960 80

2.125 960 812.100 970 822.075 980 832.050 990 842.025 1000 852.000 1010 86

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SSECTION FFIVE

C O U R S E D E S C R I P T I O N S

L LANGUAGE AARTS

REQUIRED PROGRAMBased on Connecticut’s Common Core of Learning, the English program is designed to develop proficiency in reading, writing, speaking, listening and viewing. Assessments, which are linked to school, district and state goals, range from conventional essays and tests to creative projects and multi-media presentations. The ultimate goal is for students to become active, engaged learners with a life-long interest in literature and language.

Students must earn four credits by passing courses that fulfill the English requirement. A failure in a required course must be made up either in summer school immediately following the failure or during the next academic year. A student may take the next course in the English sequence (English 10, for instance) only if he or she has passed or is taking the preceding course (in this case, English 9).

Students may fulfill the English graduation requirement in several ways. For example, freshmen may take the standard, one-credit English 9 or the interdisciplinary Civilization and Literature, a two-credit course that satisfies freshman requirements in social studies as well as English. Depending on their interests and the advice of their teachers, seniors may select full-year or semester-length courses. While credit from Electives for Further Enrichment applies toward graduation, it does not fulfill the specific graduation requirement in English.

LLANGUAGE AARTS

GRADE 9 OPTIONS

English 9Civilization And Literature for 1 English & 1 Social Studies creditResearch and Study Skills through Technology (Required for all)

GRADE 10English 10

GRADE 11 OPTIONS

English Honors 11Contemporary American Studies for 1 English & 1 Social Studies Credit

American LiteratureGRADE 12 OPTIONS

Advanced Placement English Literature and CompositionEnglish Honors 12World Literature

O RThe World Literature Semester P L U S one of the following electives

Acting Workshop Public Speaking Film Study Writing the EssayRead On Advanced Film Study Advanced Read On

E L E C T I V E S F O R F U R T H E R E N R I C H M E N TPublications/Newspaper

Advanced Publications/Newspaper Creative Writing

Publications/Yearbook

Advanced Publications/Yearbook

COURSE DESCRIPTIONSGRADE NINE1120 - ENGLISH 9 1 cr. Freshman English affords students extensive opportunities for growth in writing, literary understanding, speaking, listening and viewing. Selections encompass all genres and a wide range of authors, from classical to contemporary, including Homer, Shakespeare, Hemingway and Orwell. In addition to developing essential skills, students also do group projects and apply research techniques and technological competencies acquired in Research and Study Skills through Technology.

Performance Graduation Requirements2 Write using standard English for a variety of purpose and audiences6 Understand and appreciate texts from many literary periods and cultures

1129 - CIVILIZATION AND LITERATURE (1 cr. English and 1 cr. Social Studies) 2 cr.This two-credit, double-period program integrates ninth-grade English and Social Studies. By presenting history and literature thematically as well as chronologically, the course invites students to relate the material to their own lives and to the world around them. Like English 9, students are afforded the opportunity for growth in writing, literary understanding, speaking, listening, and viewing. Students not only reinforce and extend their essential language arts and social studies skills, but also design long-range projects independently and cooperatively. Successful completion of this program fulfills both the English and Social Studies requirements for Grade 9.

Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes2 Write using standard English for a variety of purpose and audiences5 Utilize evidence to formulate, support, and present positions6 Understand and appreciate texts from many literary periods and cultures

11111 - RESEARCH AND STUDY SKILLS THROUGH TECHNOLOGY ½ cr.Required of all freshmen, this technology-based course is designed to help students develop research and study skills essential to academic success. Every student writes a formal research paper. The reading/study skills teacher and the technology teacher supervise each step in the process, from researching the topic to organizing information and formatting the final document. Since the course meets every other day for the entire year, by June all students become very familiar with the extensive technologies available at Branford High. Opportunities for students to assess their learning styles and career aptitudes are also included in the curriculum. Students develop an electronic portfolio which will be maintained throughout their four years of high school.

Performance Graduation Requirements 1 Read non-fiction actively and critically for a variety of purposes 4 Use technology to find, organize and communicate informationIT Strand: All

GRADE 101220 - ENGLISH 10 (Honors Option see page 24 ) 1 cr.This course reinforces and extends skills acquired in freshman English, but students are also expected to broaden their writing skills, explore deeper connections to literature, and expand their literary understanding. Ranging from A Frankenstein to A Separate Peace, all units are designed to stretch the students’ minds and imaginations. A major component of all course work, learning activities, and assessment is CAPT-related writing, reading, and editing skills.

Performance Graduation Requirements2 Write using standard English for a variety of purpose and audiences6 Understand and appreciate texts from many literary periods and cultures

GRADE ELEVEN All juniors must register for a year-long course on American literature (English Honors 11, Contemporary American Studies, or American Literature).

1310 – ENGLISH HONORS 11 11 1 cr.This course explores the central themes in American literature through a mix of classic, modern and contemporary authors from culturally diverse backgrounds. Emphasis is placed on the reflective reading of literary texts and the composition of increasingly elaborate essays. Class participation and a variety of oral presentations are required. Students in this course should plan to spend one hour a night on assignments. Extensive summer reading, which includes Steinbeck’s The Grapes of Wrath along with notes, is absolutely required.

Performance Graduation Requirements2 Write using standard English for a variety of purpose and audiences6 Understand and appreciate texts from many literary periods and cultures

1332 CONTEMPORARY AMERICAN STUDIES 11 (1 cr. English and 1 cr. Social Studies) 2 cr.Similar in spirit to Civilization and Literature, this course combines history and literature of the post-World War II era to deepen the student’s understanding of contemporary America. Through varied writing assignments, individual and group presentations, creative activities and interdisciplinary readings, students will enhance the skills needed for academic success - from composition, discussion and literary understanding, to critical thinking, research and historical analysis.

Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes2 Write using standard English for a variety of purpose and audiences5 Utilize evidence to formulate, support, and present positions6 Understand and appreciate texts from many literary periods and cultures

1326 - AMERICAN LITERATURE 11 1 cr.This course explores the rich diversity of American literature. Discussions and papers not only foster literary understanding, but also invite students to relate the material to their own lives and to the world around them through varied writing and reading assignments. SAT preparation as well as opportunities for independent reading

Performance Graduation Requirements2 Write using standard English for a variety of purpose and audiences6 Understand and appreciate texts from many literary periods and cultures

GRADE TWELVE

Seniors must take either a full year of world literature (AP, English Honors 12 or World Literature) or the World Literature Semester. Students choosing the semester option in world literature must balance their selection with an elective that fulfills the English graduation requirement (see pp. 27).

1511 - AP ENGLISH LITERATURE AND COMPOSITION 12 1 cr.Prerequisite: see Prerequisite Policy on page 24This course provides a college-level experience in preparation for the AP exam. Chosen for their stylistic, cultural and intellectual value, all selections are by renowned authors, from Sophocles, Shakespeare, and Wordsworth to Kafka, Ellison, and Maxine Hong Kingston. Papers generally entail five to six pages of literary analysis, while tests simulate actual AP exams. Since composition instruction focuses on polishing style and refining argumentation, entering students should already possess strong writing skills. Extensive summer reading, including Crime and Punishment, is absolutely required along with notes. Class participation counts for fifteen to twenty percent of the grade.

Performance Graduation Requirement2 Write using standard English for a variety of purpose and audiences6 Understand and appreciate texts from many literary periods and cultures

1410 – ENGLISH HONORS 12 12 1 cr.This challenging curriculum in world classics from antiquity through the twentieth century includes works by Sophocles, Shakespeare, Dickens, Camus and Hesse. The on-going development of writing skills, student-led discussions and creative projects are central components of the course, which culminates in a major author paper and presentation by each student. Extensive summer reading, which includes Siddhartha and The Woman Warrior along with notes, is required

Performance Graduation Requirements2 Write using standard English for a variety of purpose and audiences6 Understand and appreciate texts from many literary periods and cultures

1422 - WORLD LITERATURE 12 1 cr.In contrast to The World Literature Semester (Course #1421), this course includes novels, Shakespeare’s Macbeth, enrichment activities in the humanities, and more opportunities for independent reading and research. In addition to studying some of the finest works by famous authors from all parts of the globe and writing critical as well as personal essays, students design multi-faceted group presentations on relationships between literature and culture.

Performance Graduation Requirements2 Write using standard English for a variety of purpose and audiences6 Understand and appreciate texts from many literary periods and cultures

1421 - THE WORLD LITERATURE SEMESTER 12 ½ cr.Primarily through short stories and plays, students will study eminent authors from Africa, South America, the Far East, Europe and North America. Cultural reflections as well as the universality of human experience are examined. Discussions, writing assignments, and independent research develop literary understanding.

Performance Graduation Requirements2 Write using standard English for a variety of purpose and audiences6 Understand and appreciate texts from many literary periods and cultures

ELECTIVES WHICH FULFILL ENGLISH REQUIREMENTS

While these courses are open to all students in the designated grade levels, seniors who elect The World Literature Semester must balance their selection with a course from this category.

1334 – ACTING WORKSHOP 11, 12 ½ cr.This course includes works of dramatic literature from a variety of times and traditions. Students analyze characters, identify the dramatic elements that make plays “work” on stage, present in-class monologues and short scenes, and perform in at least one fully realized production that will be open to an invited audience.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

1842 - FILM STUDY (See also Advanced Film Study, Course #1843) 11, 12 ½ cr.This course will help students develop skills of visual literacy. They will learn to evaluate films from an aesthetic viewpoint, to investigate the nature of film as a distinctive art form and to better understand the concepts and skills inherent in visual expression and the "electronic environment.” Journals and critical essays are required.

Performance Graduation Requirement2 Write using standard English for a variety of purposes and audiences

1843 - ADVANCED FILM STUDY 11, 12 ½ cr.Prerequisite: see Prerequisite Policy on page 24.Designed for students with an avid interest in cinema, this course focuses on the careers of major directors. Students not only learn to recognize the names of persons most responsible for constructing a film, but also develop a more sophisticated ability to appreciate, analyze and discuss works produced by these masters. As a culminating activity, a major presentation on a director of the student’s choice is required.

Performance Graduation Requirement2 Write using standard English for a variety of purpose and audiences

1125 - PUBLIC SPEAKING 11, 12 ½ cr.Through a series of carefully sequenced activities, students develop skills needed to be interesting and effective speakers in a variety of contexts, informal as well as formal. Assignments range from explanations, personal reminiscences, tributes and entertaining sales pitches, to argumentation, debates and impromptu speeches. As part of preparation for class, writing and research skills are reinforced. Since it also includes coaching for the Senior Graduation Exhibition, the course is highly recommended for students seeking to polish their presentation skills.

1325 - READ ON 11, 12 ½ cr.This course is designed for upperclassmen that enjoy reading and work well independently. In consultation with the teacher, students explore themes and authors, fiction and nonfiction, of their choice. Vocabulary, writing assignments and journal responses are generated by the readings.

Performance Graduation Requirements2 Write using standard English for a variety of purposes and audiences6 Understand and appreciate texts from many literary periods and cultures

1330 – ADVANCED READ ONPrerequisite: see Prerequisite Policy on page 24.Designed for students with an avid interest in literature, this course further enables the reader to pursue and explore various authors and genres. Writing assignments and vocabulary development will be generated by the readings.

Performance Graduation Requirements2 Write using standard English for a variety of purposes and audiences6 Understand and appreciate texts from many literary periods and cultures

1336 - WRITING THE ESSAY 11, 12 ½ cr.In this course students learn how to write more effective descriptive, personal and persuasive essays. The curriculum includes techniques for generating and organizing ideas, understanding the writing process, strengthening argumentation, constructing effective introductions and conclusions, and revising drafts. During class, students engage in pre-writing activities, confer with the teacher, do style-building activities, write impromptus to develop fluency, examine professional models, and engage in self- and peer-assessment.

Performance Graduation Requirement2 Write using standard English for a variety of purposes and audiences

ELECTIVES FOR FURTHER ENRICHMENTWhile these courses count toward the twenty credits required for graduation, they do not satisfy the specific graduation requirements in English and may not be used to make up for failing a required English course.

1740 - CREATIVE WRITING 11, 12 ½ cr.Students will write short stories, poems, and brief plays. The course includes techniques for generating ideas, constructing plots, revealing character, invigorating dialogue and polishing poetry. In class, students engage in a variety of individual and group activities, work on drafts, confer with the teacher, discuss models, brainstorm ideas, and share their work with their peers.

Performance Graduation Requirements3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

9948 - PUBLICATIONS/YEARBOOK 9-12 ½ cr.9949 - ADVANCED PUBLICATIONS/YEARBOOK 9-12 ½ cr.Students learn all aspects of yearbook production, including fundraising, publication law, editing, and computerized layout design. Cooperative group work, time management and journalistic writing techniques are stressed. The end product is THE MILESTONE, the Branford High School yearbook. Students are strongly encouraged to sign up for both semesters of this class. Advanced Publications may be taken more than once for credit.

Performance Graduation Requirement99483 Expressively demonstrate concepts, ideas, and emotions in a chosen area of the arts

Performance Graduation Requirements99493 Expressively demonstrate concepts, ideas, and emotions in a chosen area of the arts

IT Strand: Digital Media, Technical Writing, Web Development and Administration

1744 - PUBLICATIONS / NEWSPAPER 9-12 ½ cr.1745 - ADVANCED PUBLICATION /NEWSPAPER 9-12 ½ cr.Students not only learn all aspects of newspaper / newsletter production -- from news writing, feature writing, editorial writing, editing, and proofreading to graphic design and layout -- but also acquire first-hand experience by publishing the school newspaper. Any student interested in journalism or communication is encouraged to take this course and Advanced Publications/ Newspaper. Students are strongly encouraged to register for both semesters of this class. Advanced Publications may be taken more than once for credit.

1847 JUNIOR STRATEGIES FOR SAT & ACT : VERBAL 11 - 1st and 2nd sem. ½ cr.1848 SENIOR STRATEGIES FOR SAT & ACT: VERBAL 12 - 1st sem. ½ cr.The focus of this course is to strengthen critical thinking, verbal skills, and timed response to writing prompts in preparation for the SAT and ACT exams. The emphasis is on vocabulary development, test-taking strategies, critical reading, timed writings, and editing skills. Attention is also paid to college application essay.

Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes2 Write using standard English for a variety of purposes and audiences

READING COURSES11100 - REMEDIAL READING 9-12 1 cr.This course is required for students who have been determined to need remediation based on the results of either the Connecticut Mastery Test or the Stanford Diagnostic Reading Test.

Performance Graduation Requirement1 Read non-fiction actively and critically for a variety of purposes

1641 – ESOL - FOR NON-ENGLISH SPEAKING STUDENTS 9-12 1 cr.This course is designed specifically for newly arrived students with virtually no English proficiency.

1642 - ESOL – LEP 9-12 1 cr.This course is designed for students with limited English proficiency.

Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes2 Write using standard English for a variety of purposes and audiences6 Understand and appreciate texts from many literary periods and cultures

11110 - ESOL READING 9-12 1 cr.This course is designed for students with limited English proficiency who have been determined to need remediation based on the results of the Connecticut Mastery Test or the Language Assessment Scales. Special emphasis is placed on English phonetic rules for decoding.

Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes6 Understand and appreciate texts from many literary periods and cultures

S O CI AL S T UDI E SS O CI AL S T UDI E SThe goal of the Social Studies Curriculum is the development of autonomous, life-long learners who can think and act independently. The Graduation Performance Expectations' Learner Outcomes and Connecticut’s Common Core of Learning and Social Studies Framework drive the curriculum.

Specific Learner Outcomes: skills, knowledge, understandings, values, attitudes and attributes which are essential to the total development of all students, are introduced and assessed as the student progresses through the integrated program of social studies. Competency reinforcement is on going and encouraged by varied instructional techniques, hands-on learning and interdisciplinary activities. The Learner Outcomes in each course are the major components of each course. The content/concepts/skills of each course help to define the character and serve the primary function of being the means through which Learner Outcomes are addressed.

The following performance expectations are the focus of the Social Studies Program, however, there are several Performance Graduation Requirements (PGRs) and other expectations aligned with various courses offered in the Social Studies Program.

Demonstrate knowledge of democratic/constitutional principles that enable him/her to contribute actively within a political system.

Analyze basic economic problems confronting individuals, nations, and the world.

Explain how different cultures express, communicate and instill their most important ideas.

D E P A R T M E N T A L R E Q U I R E M E N T SD E P A R T M E N T A L R E Q U I R E M E N T S

Students are required to earn THREE (3) Social Studies credits from the courses on the left side of the list below for graduation. Students must take either one of the freshman history courses and, per state law, students must take and PASS We the People. Any remaining required credits can come from either A) a combination of American Studies courses and a freshman history course or B) from American Studies courses. Students can take elective courses at any time and are encouraged to do so.

REQUIRED COURSES

9 Civilizations 1 cr. ORCivilization & Literature 2 cr. (1 Soc St; 1 Eng)

10 We the People ½ cr.

AMERICAN STUDIES COURSES

10 - 12 American Character ½ cr.American Culture as Reflected in the Arts ½ cr.Protest, Reform and Revolution ½ cr.Technology & Rise of the Industrial State ½ cr.The United States & the World ½ cr.Criminal Justice ½ cr.

11 - 12 Contemporary Amer. Studies 2 cr. (1 Soc St; 1 Eng)

Honors 19th Century American History ½ cr.Honors 20th Century American History ½ cr.Honor Junior Humanities 1 cr.AP United States History 1 cr.

ELECTIVE COURSES (Encouraged) 9 - 11 Psychology

½ cr. 9 - 12 China & the Eastern World

½ cr. 10 - 12 Art History

½ cr. 11 - 12 Money & Personal Finance

½ cr.Sociology½ cr.AP European History1 cr.

12 AP Psychology1 cr.Honors World Views & Philosophies1 cr.Honors Economics1 cr.

G R A D E N I N EG R A D E N I N Ehe Civilizations throughout History program is designed to provide freshmen with an overview of world cultures and their development within the global community. Major concepts drawn from the disciplines of history and the social sciences - anthropology, economics, geography, law and government, philosophy,

political science, psychology, and sociology will be applied. Significant emphasis will be placed upon the development of lifelong attitudes, goal setting, personal responsibility and interpersonal relations through the implementation of exercises in the enabling skills of reading, writing, speaking, listening and viewing. Four major themes - Democracy, Humanism, Myth and Religion, and Art are stressed throughout each course.

TTSELECT ONE OF THE FOLLOWING TWO COURSES:

2116 - CIVILIZATIONS 9 1 cr.This course is designed to provide students with the opportunity to investigate the political, economic, social, and cultural themes in the history of civilization. Man's struggle for political power and economic security, the role of religion and religious institutions in government and daily life, and the continuing changes in the ways men and women think of themselves and their world as expressed in philosophy, literature, and the arts are themes that will be explored. The characteristics and significance of historical eras will become evident as a result of studying the evocative details of history.

Performance Graduation Requirement(s) 1 Read non-fiction actively and critically for a variety of purposes 2 Write using standard English for a variety of purpose and audiences 5 Utilize evidence to formulate, support and present positions

2129 - CIVILIZATION AND LITERATURE 9 2 cr.: 1 Eng. & 1 Soc. StudiesThis two-credit, double period program integrates ninth-grade English and Social Studies. By presenting history and literature thematically as well as chronologically, the course invites students to relate the material to their own lives and to the world around them. Students not only reinforce and extend their essential language arts and social studies skills, but also design long-range projects independently and cooperatively. Successful completion of this program fulfills both the English and Social Studies requirements for Grade 9.

Performance Graduation Requirement(s) 1 Read non-fiction actively and critically for a variety of purposes 2 Write using standard English for a variety of purpose and audiences 5 Utilize evidence to formulate, support and present positions 6 Understand and appreciate texts from many literary periods and cultures

A M E R I C A N S T U D I E SA M E R I C A N S T U D I E S

The American Studies Program addresses and reinforces Connecticut's Common Core of Learning in a thematic fashion. We The People, a required course for all students to pass, should be taken in the sophomore year.

2222 - WE THE PEOPLE (Honors Option – see page 24) 10 ½ cr.This is a mandatory course in national, state and local government. The major documents, political and philosophical and governmental processes, upon which our democracy rests, will be its focus. Major units for this course will be 1) the forms governments can take, 2) democracy, 3) the Constitution as a framework for government, 4) the Bill of Rights and 5) the Responsibilities and Rights of Citizens in a Democracy.

Performance Graduation Requirement(s) 1 Read non-fiction actively and critically for a variety of purposes 2 Write using standard English for a variety of purposes and audiences 5 Utilize evidence to formulate, support and present positions

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2321 - PROTEST, REVOLUTION, REFORM AND THE WORLD 10, 11 ½ cr.This course examines the concept of change in the United States as well as world history. Students investigate various protest movements, revolutions and reforms that have taken place in the United States and around the world. They examine how changes occur, major ideas causing change, and the effect of these changes on people’s lives.

Performance Graduation Requirement(s) 1 Read non-fiction actively and critically for a variety of purposes 2 Write using standard English for a variety of purposes and audiences 5 Utilize evidence to formulate, support and present positions

2322 - AMERICAN CHARACTER 10, 11 ½ cr.This course will examine the makeup and the creation of the American identity. A country composed of diverse peoples with a complete range of complexions, backgrounds, philosophies and ideologies has created our unique American experience. Emphasis is on essay writing and analysis of primary and secondary source material. Comparisons of cultures, as well as personal histories, will constitute a major component of the course.

Performance Graduation Requirement(s) 1 Read non-fiction actively and critically for a variety of purposes 2 Write using standard English for a variety of purposes and audiences 5 Utilize evidence to formulate, support and present positions

2323 - TECHNOLOGY & THE RISE OF THE INDUSTRIAL STATE 10, 11 ½ cr.This course will trace the development of technology and its effect on America's history. The evolution of industry, transportation, communication and urban living will be its focus.

Performance Graduation Requirement(s) 4 Use technology to find, organize and communicate information 5 Utilize evidence to formulate, support and present positions

2324 - THE UNITED STATES AND THE WORLD 10, 11 ½ cr.This course deals with United States relations with our world neighbors. From George Washington's Farewell Address through the conclusion of the Cold War, the student will study United States History through its foreign policy.

Performance Graduation Requirement(s) 1 Read non-fiction actively and critically for a variety of purposes 2 Write using standard English for a variety of purposes and audiences 5 Utilize evidence to formulate, support and present positions

2312 - HONORS 19TH CENTURY AMERICAN HISTORY 11-12 ½ cr.19th Century American History [Honors] is a challenging semester course that may be elected in conjunction with other American Studies courses in fulfilling the Social Studies graduation requirement. The course will examine themes such as continental expansion, the rise of the ‘common man’ as a political force, slavery and its ethical problems, immigration and the rise of industry. Research projects and presentations will be emphasized. All students enrolled in this demanding course should expect extensive independent reading and active participation in discussions.

Performance Graduation Requirement(s) 2 Write using standard English for a variety of purposes and audiences 5 Utilize evidence to formulate, support and present positions

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2314 - HONORS 20TH CENTURY AMERICAN HISTORY 11, 12 ½ cr20th Century American History [Honors] is a challenging semester course that may be elected in conjunction with other American Studies courses in fulfilling the Social Studies graduation requirement. The course will examine themes such as the emergence of the United States as a world power, the cause and results of World Wars I & II, the rise of organized labor and the development of reform movements including the development of the civil liberties movement. Research projects and presentations will be emphasized; all students enrolled in this demanding course can expect extensive independent reading and active participation in discussions.

Performance Graduation Requirement(s) 2 Write using standard English for a variety of purposes and audiences 5 Utilize evidence to formulate, support and present positions

2340 - HONORS JUNIOR HUMANITIES 11, 12 1 cr.Junior Humanities is a one credit, interdisciplinary course of study that integrates American literature, writing, and the arts with concepts in American history. Student activities include both traditional and creative forms of expression. Because learning is recognized as an active process, a "Performance Based Assessment" portfolio method is used. Research projects and presentations will be emphasized. All students enrolled in this demanding course can expect extensive independent reading and active participation in discussions. The curriculum is designed to help students meet and exceed Connecticut's Common Core of Learning. The successful completion of Junior Humanities fulfills the junior year American History requirement.

Performance Graduation Requirement(s) 1 Read non-fiction actively and critically for a variety of purposes 2 Write using standard English for a variety of purposes and audiences 5 Utilize evidence to formulate, support and present positions

2332 - CONTEMPORARY AMERICAN STUDIES 11 2 cr.: 1 Eng. & 1 Soc. Studies

Similar in spirit to Civilization and Literature, this course combines history and literature of the post-World War I era to deepen the student’s understanding of contemporary America. Through varied writing assignments, individual and group presentations, creative activities and interdisciplinary readings, students will enhance the skills needed for academic success, from composition, discussion and literary understanding, to critical thinking, research and historical analysis. Like Civilization and Literature, this course is designed to accommodate all students.

Performance Graduation Requirement(s) 1 Read non-fiction actively and critically for a variety of purposes 2 Write using standard English for a variety of purposes and audiences 5 Utilize evidence to formulate, support and present positions 6 Understand and appreciate texts from many literary periods and cultures

2848 - AMERICAN CULTURE AS REFLECTED IN THE ARTS 10-12 ½ creditIn the late 18th century, a visiting Frenchman, Hector St. John de Crevecoeur, asked, “What then is American; this new man?” That is the question explored in American Culture. What do the arts in America tell us about the American experience and what it means to be “American”? We will discuss how American creativity reflects and shapes our culture and society and influences the rest of the world. Native Americans, waves of immigrants and their descendants have created art in response to their times and experiences. Through the study of their works and their times we will come to better understand America’s foundations, history, impact and, more importantly, her hopes, dreams, and aspirations. Students will view, research and respond to American artistic creations (e.g.: art, music, dance etc.) from the last three centuries. Students will be given the opportunity to visit premier art collections and to attend Broadway theater productions in New York City.

Performance Graduation Requirement(s) 4 Use technology to find, organize and communicate information 5 Utilize evidence to formulate, support and present positions

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2510 - AP UNITED STATES HISTORY 11-12 1 cr.The Advanced Placement Program in American History provides the highly motivated student with an opportunity to achieve excellence. Students who are enrolled in this course should plan to take the American History AP Exam in May. Students will analyze, evaluate, and organize historical evidence from a variety of primary and secondary sources. They will work at developing reading and reasoning skills that are necessary for the formulation of informed judgments. They will also work to become proficient in those skills that will allow them to become clear and persuasive essayists, essential for success on the exam and in college. This is equivalent to a college level course and thus, the requirements for reading and writing are well beyond a regular history course. PREREQUISITE: For sophomores, successful completion of pre-registration project.

Performance Graduation Requirement(s) 2 Write using standard English for a variety of purposes and audiences 5 Utilize evidence to formulate, support and present positions

2743 - CRIMINAL JUSTICE 11-12 ½ crCriminal Justice is designed to familiarize students with the functions, structure, and organization of the agencies that are responsible for the administration of justice in America. Specifically, the course deals with the police and issues related to law enforcement, prosecution of offenders, the judicial system, and corrections. Major units will include criminal procedure process; the Constitution; searches/seizure and the Fourth Amendment; seizures of persons/arrests, case reviews; and the court process

Performance Graduation Requirement(s) 2 Write using standard English for a variety of purposes and audiences 5 Utilize evidence to formulate, support and present positions

E L E C T I V E C O U R S E SE L E C T I V E C O U R S E S

With the exception of Western Philosophy, Eastern Philosophy, AP Modern European History and Economics, electives courses in Social Studies are one semester in length. Each elective course calls for the application of basic Social Studies skills and the development of abstract concepts that relate to course content. Students will be evaluated on demonstration of growth in: (1) understanding of data and concepts basic to the course subject matter; and (2) ability to utilize data in support of conclusions basic to the subject matter.

2742 - MONEY & PERSONAL FINANCE 11, 12 ½ cr.This course is designed to prepare students for their financial future. The course begins with each student establishing personal, career and financial goals and then assists students in developing an understanding of their rights and responsibilities as borrowers, investors, taxpayers, and consumers. Emphasis is on planning and decision making, budgeting, purchasing, financial security, banking, government and use of credit. Special attention will be given to finding money for future educational opportunities.

Performance Graduation Requirement(s) 1 Read non-fiction actively and critically for a variety of purposes 4 Use technology to find, organize and communicate information2744 - SOCIOLOGY 11, 12 ½ cr. This course replaces “Family” expanding the study of relationships to include a comprehensive study of human society and social behavior with perspectives that go beyond commonly held beliefs to the hidden meanings behind human actions. Sociology gives students a broad and useful vocabulary allowing them to make connections and view the world through other’s eyes. Students will actively explore the dynamics of their own community and then participate in a student designed exchange that addresses the uniqueness of other groups. Special attention will be given to a legacy experience to benefit the greater Branford community.

Performance Graduation Requirement(s) 1 Read non-fiction actively and critically for a variety of purposes

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2746 - PSYCHOLOGY 9-11 ½ cr.This is a course designed to present principles of psychology, which enhance the understanding of self and others. Areas to be covered include goal setting, self-esteem, motivation, thinking and problem solving, relationships, and coping strategies.

Performance Graduation Requirement(s) 1 Read non-fiction actively and critically for a variety of purposes

2513 - AP PSYCHOLOGY 11-12 1 cr.This course is intended to introduce students to the systematic and scientific study of behavior and mental processes and students will increase their understanding of psychology, its methods, theory and research. AP psychology is a survey course, so students will focus on bits of information from many different areas in psychology. Primarily, the course will explore the psychological facts, principles and phenomena associated with each of the major sub fields of psychology (consciousness, learning, personality, cognition, etc.). Students will develop reading, writing and analytical skills, which will serve them for the rest of their lives, while working a variety of primary and secondary sources. The material covered is the equivalent to that of a college level course and thus, the requirements for reading, writing, and application of concepts are well beyond a regular social studies course. PREREQUISITE: Successful completion of pre-registration project during the end of the junior.

Performance Graduation Requirement(s) 1 Read non-fiction actively and critically for a variety of purposes 2 Write using standard English for a variety of purposes and audiences 5 Utilize evidence to formulate, support and present positions

2844 - CHINA AND THE EASTERN WORLD 9-12 ½ cr.The study of China and its interaction with the countries of the Eastern World focuses in the development of this major Communist power from its roots in the "Middle Kingdom" of ancient times to its present status as a major global power. The influences of geography, the diversity of the people and their cultures and the economic, social and political changes of the past century are developed to serve as a basis for the contemporary view of China and the Eastern World. A course in non-Western cultures is strongly recommended for students who are planning to attend a four-year college.

Performance Graduation Requirement(s) 1 Read non-fiction actively and critically for a variety of purposes 5 Utilize evidence to formulate, support and present positions

2846 - ART HISTORY 10-12 ½ cr.Art History is designed to provide the opportunity to explore the world of art in an historical context. The study of classical Greco-Roman and High Renaissance art will enable students to understand and utilize the technical language essential to artistic analysis and appreciation. On this foundation, students will select areas of personal interest for further individual and group exploration. Examples of areas of study include Neo-Classicism, Romanticism, Realism, Impressionism, Symbolism, Fauvism, Expressionism and Cubism.

Performance Graduation Requirement(s) 3 Expressively demonstrate concepts, ideas, emotions in a chosen area of the arts

2411 - HONORS WORLD VIEWS AND PHILOSOPHIES 12 1 cr.Eastern Philosophy: A Search for Meaning, Human Rights and Freedom, is a year course that will explore the philosophical principles of humankind's search for self, truth, goodness, beauty, love, liberty, equality, and justice. Eternal questions such as "Why are we here?" "What is the meaning of life?" "Is there a God?" "What is love?" "Why is there evil?" will be examined from a number of philosophical perspectives, with an emphasis on Eastern cultures and traditions notably Taoism, Buddhism, Confucianism, Hinduism and Islam. Class discussions, research projects, world view essays and presentations will be the focus of this challenging course.

Performance Graduation Requirement(s) 1 Read non-fiction actively and critically for a variety of purposes 2 Write using standard English for a variety of purposes and audiences 5 Utilize evidence to formulate, support and present positions

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2412 - HONORS ECONOMICS 12 1 cr.Economics is an honors course characterized by the development of abstract concepts, critical analysis, independent learning and practical application. The course will provide a challenge for students who desire to develop a strong background in economics. Students will study economic theory and contemporary economic problems and will develop skills in gathering and interpreting economic data.

Performance Graduation Requirement(s) 1 Read non-fiction actively and critically for a variety of purposes 4 Use technology to find, organize and communicate information 5 Utilize evidence to formulate, support and present positions

2512 - AP EUROPEAN HISTORY 11-12 1 cr.“The study of European history since 1450 introduces students to cultural, economic, political and social developments that played a fundamental role in shaping the world in which they live.” Students will analyze and evaluate a variety of historical information and trends from European history from 1450 CE to the present. Students will develop reading, writing and analytical skills, which will serve them for the rest of their lives, while working a variety of primary and secondary sources. This is material covered is the equivalent to that of a college level course and thus, the requirements for reading and writing are well beyond a regular history course. PREREQUISITE: For juniors, successful completion of pre-registration project.

Performance Graduation Requirement(s) 1 Read non-fiction actively and critically for a variety of purposes 2 Write using standard English for a variety of purposes and audiences 5 Utilize evidence to formulate, support and present positions

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MATHEMATICSBranford High School Mathematics Department Goal:

ALL STUDENTS DOING MEANINGFUL MATHEMATICS USING APPROPRIATE TOOLS.

The Mathematics program at Branford High School is designed to blend the concrete with the abstract, application with theory, and skills with concepts. As students progress through this sequential program, they learn to display the mastery of mechanical skills through the development of higher order thinking skills, such as analyzing, predicting, and drawing conclusions.

Our approach to the teaching of mathematics is predicated upon the conviction that instruction should strike a balance between formal presentation by the teacher and discovery by the student through such means as hands-on activities, classroom experiments, work with calculators/computers, and cooperative learning. This varied instruction should accommodate the diversity of student learning styles and interests by providing each student the opportunity to find success through his/her own efforts and to gain the life skills necessary for success in a technological information based world.

Through varied instructional techniques, especially cooperative learning, students should become more motivated and persistent, and improve their sense of responsibility, self-reliance and intellectual curiosity. Interpersonal relations and a sense of community as well as moral and ethical values should also be enhanced.

PREREQUISITESThe Mathematics Department has minimum grade prerequisites (approved by the Board of Education) for

entry into some mathematics courses/levels The reasons for having minimum grade prerequisites is for students to enroll in a course or level commensurate with their needs and past achievement and to maintain the integrity of the sequential courses. The minimum grade prerequisites decrease the number of students who are inappropriately placed in courses. Also, students who wish to enroll in an honors or AP course need to demonstrate that they are self-motivated, independent learners.

For STANDARD level courses in math, students should achieve a ‘C-’ or better to take the next standard course in sequence (except for Basic Geometry, Algebra IB, and Statistics). For students who did not achieve the minimum grade of ‘C-’, but who wish to continue in the standard sequence, summer school or independent study followed by a department assessment will be available. The independent study/assessment option will require the student to demonstrate the motivation as well as the skills and competency to perform in the next course.

For admission to HONORS level courses in math, students should achieve a minimum grade of ‘B-‘ in the preceding honors course in the sequence. For students in a standard level course or for students who did not achieve a minimum grade of ‘B-‘ but who wish to take the challenge of the honors level course, summer school or independent study followed by a department assessment will be available. The independent study/assessment option will require the student to demonstrate the motivation as well as the skills and competency to perform at the honors level.

For admission to ADVANCED PLACEMENT courses in math, students should achieve a ‘B-‘ in the preceding course. Students in standard level courses seeking admissions to AP courses are required to complete an independent study/assessment provided by the department so they better understand the demands of AP and are able to demonstrate the motivation, skills, and competency needed to perform at the AP level. Most of the study/assessment should be completed prior to course registration in February and March.

A NOTE TO PARENTS: We take an interest in your child and suggest that you closely follow his or her progress. If your son or daughter begins having difficulty in a course so that earning the minimum grade for entry into the next course in sequence appears questionable, we strongly urge you to contact his or her teacher to discuss the problem and alternative solutions. Your child's effort and your active concern combined with our professional staff and facilities can result in the achievement of a sound mathematics education.

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Three credits in Mathematics are required for graduation. Students wishing to take Calculus during the senior year must complete Precalculus by the end of the junior year.

MATH COURSE SEQUENCESGRADE SEQUENCE A SEQUENCE B SEQUENCE C

8 Algebra 1

9 Algebra IA Algebra I Geometry

10 Basic Geometry Geometry Algebra II Honors

11 Algebra I BAlgebra II

Algebra II-HonorsConcepts of Mathematics

Precalculus

12 Concepts of Mathematics Algebra II

OPTIONSfrom below

Calculus HonorsAP Calculus AB

OPTIONS: Students interested in taking Calculus in the future should take Precalculus. Students going to college should seriously consider taking one or more of the following: Statistics / AP

Statistics; Advanced Algebra and/or Trigonometry. Other options are Problem Solving in Mathematics or Concepts of Mathematics 1 & 2

STUDENTS INTERESTED IN TAKING CALCULUS IN THE SENIOR YEAR MAY TAKE BOTH GEOMETRY AND ALGEBRA II IN THE SOPHOMORE YEAR

NOTE: The content of Algebra IA and Algebra IB together is equivalent to the content in Algebra I. Consequently, if a student earns credit in Algebra IA and Algebra IB, and subsequently takes Algebra I, a credit for Algebra I will NOT be issued. Conversely, if a student earns credit for Algebra I and subsequently takes either Algebra IA or Algebra IB, credit will NOT be issued for either of these courses.

3120 - ALGEBRA IA 9-12 1 cr.This course is the first half of a standard Algebra I program. Together with Algebra IB the student will get a firm foundation for the sequential courses that follow. Topics include positive and negative numbers, linear equations and inequalities, elementary functions, and some probability and statistics. The next sequential course is Basic Geometry (with the approval of the math dept., a student may take Algebra IB and Basic Geometry concurrently).

Performance Graduation Requirements7 Communicates mathematically8 Use mathematical reasoning in problem solving

3121 - ALGEBRA IB 10-12 1 cr.Prerequisite: Passing grade in Algebra IA – (see ”Prerequisites” on pages 24 & 47)This course is a sequel to Algebra IA and will begin where Algebra IA stopped. Topics include systems of equations, factoring, quadratic equations and functions, exponential functions, radical expressions, polynomials, rational expressions, and some probability and statistics.

Performance Graduation Requirements7 Communicates mathematically8 Use mathematical reasoning in problem solving

3122 - ALGEBRA I 9-12 1 cr.The major objective of this course is to lay a firm foundation for the sequential courses which follow. Students should build upon the skills and competencies learned and apply them to the representation, analysis, and solution of problems in this course and future math courses. Topics include: positive and negative numbers, linear equations, inequalities, elementary functions, graphing, simultaneous equations, some probability, factoring, rational and radical expressions, quadratic and exponential functions, polynomials, and word problems. The next sequential course is Geometry.

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Performance Graduation Requirements7 Communicates mathematically8 Use mathematical reasoning in problem solving

3036 - BASIC GEOMETRY 10-12 1 cr.Prerequisite: Passing grade in Algebra IA (see ”Prerequisites” on pages 24 & 47)This course is a study of basic geometry concepts and relationships, including the identification and properties of points, lines, angles, parallel and perpendicular lines, triangles, polygons, prisms and other solids. Students learn to find ratio and proportion; area and volume; and right triangle components (using the Pythagorean Theorem).

Performance Graduation Requirements7 Communicates mathematically8 Use mathematical reasoning in problem solving

3220 - GEOMETRY (Honors option - see page 24)9-12 1 cr.

Prerequisite: C- in Algebra I or C- in Algebra IB at BHS; if neither is achieved, student may improve grade through summer school, or complete an independent study/assessment option (see ”Prerequisites” on pages 20 & 43); Algebra I at WIS. A study of geometry develops spatial visualization and ability in using the deductive method. Technology is used to aid the development of some concepts. Topics include angles, triangles, polygons, parallel and perpendicular lines, similarity, an introduction to trigonometry, circles and spheres, area and volume, and coordinate geometry. This course is recommended for college-bound students. The next sequential course is Algebra II S or Algebra II H.

Performance Graduation Requirements7 Communicates mathematically8 Use mathematical reasoning in problem solving

3320 - ALGEBRA II 10-12 1 cr.Prerequisite: C- in Algebra I or C- in Algebra IB at BHS; if neither is achieved, student may improve grade through summer school, or complete an independent study/assessment option (see ”Prerequisites” on pages 20 & 43)Topics include elementary functions, graphs, simultaneous equations, factoring, quadratic equations, rational and irrational expressions, complex numbers, exponential functions, and sequences and series. The use of algebra in problem solving is also studied. A graphing calculator, TI 83 or TI 83 Plus is recommended.

Performance Graduation Requirements7 Communicates mathematically8 Use mathematical reasoning in problem solving

3310 - ALGEBRA II HONORS 10, 11 1 cr.Prerequisite: (see ”Prerequisites” on pages 24 & 47)The major objective of this course is to prepare students for Precalculus and Calculus. The topics covered in this course include all those covered in Algebra II plus several additional topics. The approach is rigorous, the pace is fast and the material is challenging. The emphasis is on the development of abstract concepts, critical analysis and independent learning. A T183 or T183 Plus is highly recommended.

Performance Graduation Requirements7 Communicates mathematically8 Use mathematical reasoning in problem solving

3422 - ADVANCED ALGEBRA 11, 12 ½ cr.Prerequisites: C- in Algebra II or independent study/assessment option (see ”Prerequisites” on pages 20 & 43)The topics covered include polynomial, rational, exponential, and logarithmic functions; an introduction to the conic section and probability. A T183 or T183 Plus is highly recommended.

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Performance Graduation Requirements7 Communicates mathematically8 Use mathematical reasoning in problem solving

3420 - PLANE TRIGONOMETRY 11, 12 ½ cr.Prerequisites: C- in Algebra II or independent study/assessment option (see ”Prerequisites” on pages 20 & 47)The topics covered include, radian measure, right triangle trigonometry, trigonometric functions, trigonometric identities and applications of trigonometry. A T183 or T183 Plus is highly recommended.

Performance Graduation Requirements7 Communicates mathematically8 Use mathematical reasoning in problem solving

3410 - PRECALCULUS HONORS 11, 12 1 cr.Prerequisites: B- in Algebra II Honors or independent study/assessment option (see ”Prerequisites” on pages 20 & 47)This course is for accelerated mathematics students who wish to prepare for calculus. Topics include circular functions, with emphasis on trigonometric functions and graphs, inverses, trigonometric equations and identities. Polynomial, rational, exponential, and logarithmic functions, the conic sections and analytic geometry are studied. A T183 or T183 Plus is highly recommended.

Performance Graduation Requirements7 Communicates mathematically8 Use mathematical reasoning in problem solving

3412 - CALCULUS HONORS 11, 12 1 cr.Prerequisites: C- in Precalculus Honors or independent study/assessment option (see ”Prerequisites” on pages 20 & 47) This course is for students who intend to take Calculus in college but do not wish to prepare for the Advanced Placement Calculus exam. Topics are similar to those in AP Calculus but with more of a focus on applications in the social sciences. Time will be spent on review of Precalculus topics, an extension of work with sequences and series, and the additional topic of parametric and polar graphs. A T183 or T183 Plus is recommended.

Performance Graduation Requirements7 Communicates mathematically8 Use mathematical reasoning in problem solving

3510 - ADVANCED PLACEMENT CALCULUS AB 12 1 cr.Prerequisites: B- in Precalculus, or independent study/assessment option (see ”Prerequisites” on pages 20 & 47)Advanced Placement (AP) Calculus is a college-level mathematics course for which most colleges may grant advanced placement/credit. The course is aimed toward the successful completion of the A.P. exam in AB Calculus. The course consists of work in calculus, elementary functions and analytic geometry. An exceptional amount of time is needed to master the material. A T183, T183 Plus or TI 84 Plus graphing calculator is STRONGLY RECOMMENDED, to enhance understanding of concepts from a numerical, analytic and graphical perspective. A graphing calculator is required for the A.P. examination.

Performance Graduation Requirements7 Communicates mathematically8 Use mathematical reasoning in problem solving

3332 -CONCEPTS OF MATHEMATICS I 11, 12 ½ cr.3333 -CONCEPTS OF MATHEMATICS II 11, 12 ½ cr.Prerequisites: Passing grade in Geometry or Basic Geometry (see ”Prerequisites” on pages 20 & 47)These independent semester courses are designed for juniors / seniors who are interested in using technology [graphing calculators and computers] to solve 'real world' algebraic and geometric problems. Using technology and problem solving techniques, students will be expected to work out solutions to problems that are confronted in the 'real world'. Logic problems and various other topic in mathematics are included in the content of this course.

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Performance Graduation Requirements7 Communicates mathematically8 Use mathematical reasoning in problem solving

3326 - STATISTICS 11, 12 ½ cr.Prerequisites: Passing grade in Algebra II. (see ”Prerequisites” on pages 24 & 47)This course introduces the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad conceptual themes: 1) Exploratory analysis of data that makes use of graphical and numerical techniques to study patterns and departures from patterns. 2) Planning a study: Deciding what and how to measure. 3) Producing models using probability and simulation. 4) An introduction to statistical inference: Level of confidence in selected models. Components of the course include the use of technology, projects, cooperative group problem solving, and writing. A T183 or T183 Plus is recommended.

Performance Graduation Requirements7 Communicates mathematically8 Use mathematical reasoning in problem solving

3513 - ADVANCED PLACEMENT STATISTICS 11, 12 1 cr.Prerequisites: B- in Algebra II or independent study/assessment option (see ”Prerequisites” on pages 24 & 47)Advanced Placement Statistics is a college level math course for which most college may award advanced placement/credit. The course is aimed at successful completion of the A. P. Statistics Exam given in May. The course includes four broad conceptual themes: 1) Exploratory analysis of data that makes use of graphical and numerical techniques to study patterns and departures from patterns. 2) Planning a study: Deciding what and how to measure. 3) Producing models using probability and simulation. 4) Statistical Inference: Level of confidence in selected models. A T183 or T183 Plus strongly is recommended, as a graphing calculator is required for the A.P. examination.

Performance Graduation Requirements7 Communicates mathematically8 Use mathematical reasoning in problem solving

3160 - INTEGRATED MATHEMATICS 9-12 1 cr.Prerequisite: Placement by Mathematics teacher, Department Chairperson and Guidance personnel.This course covers an integrated curriculum blending topics from fundamental arithmetic, basic algebra, geometry, and some elementary probability and statistics. The course moves at a deliberate pace and individual help is available to the students. (see ”Prerequisites” on pages 24 & 47)

Performance Graduation Requirements7 Communicates mathematically8 Use mathematical reasoning in problem solving

3727 - JR. PROBLEM SOLVING IN MATHEMATICS 10, 11 ½ cr.3726 - SR. PROBLEM SOLVING IN MATHEMATICS 12 ½ cr.Prerequisites: Algebra I or Algebra IB and Geometry (Geometry may be in progress) (see ”Prerequisites” on pages 24 & 47)

The Junior course will be offered during the second semester The Senior course will be offered during the first semester.

This course will NOT count toward meeting the graduation requirements in Mathematics.

The goal of this course is to improve the effectiveness of the student in mathematical problem solving. The focus of this course will be the integration of arithmetic, algebra and geometry to solve problems similar to those encountered on the PSAT, the SAT, the Math Achievement and College Placement examinations. The course will be taught as a lab activity and homework will not be assigned. A variety of approaches will be employed including teacher instruction, group problem solving, computer laboratory exercises and timed examinations. Grading will be on the "Honors / Pass / Fail" standard.

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SSCIENCEThe science program at Branford High School is designed to provide students with a basic understanding of the areas of biology, chemistry, physics, and earth science. Any student who successfully completes the standard sequence of courses should be able to apply the language, concepts and principles of these sciences.

Through such techniques as hands-on experiments, cooperative learning and computer based activities students will learn how to solve problems in science, develop hypotheses, design experiments, perform tests and gather data using observations and analysis.

The Branford High School science curriculum has four important objectives:1. To increase the scientific and technological literacy of all students in preparation for life, work and full

participation in a technological society.2. To provide a wide range of offerings so that students will have a better understanding of the world around

them and be prepared for technically-oriented careers and professions.3. To prepare a pool of highly-motivated students for advanced study and careers in science and engineering.4. To increase the awareness of all students in the areas of science and technology and an understanding of the

implications of limited natural resources in an interdependent world.

Two credits in Science are required for graduation. All students are required to take either Biology or Life Science. All students entering 9th grade are required to select a science course . Students wishing to pursue a rigorous range of science courses at Branford High School and/or a career in science may, upon recommendation of their guidance counselor and previous science teacher, select Biology to fulfill simultaneously their 9th grade science and their biology requirement. It is strongly recommended that college preparatory students take a minimum of 2 laboratory sciences as well as a third and fourth years of elective science courses. Students planning on entering health related fields are advised to take 3 laboratory sciences.

All students are required to take the Connecticut Academic Performance Test (CAPT) in the Spring of their sophomore year. The science portion of this state test is approximately: 1/3 Physical; 1/3 Earth; and 1/3 Life Science. The 9th and 10th grade science curriculum has been designed to assist in the preparation of BHS students in all facets of the CAPT examination.

SCIENCE COURSE SEQUENCES

GRADE A B C9 Exploratory Science A & B Exploratory Science A & B Biology

10 Biology or Life Science Biology Honors ChemistryChemistry

11 Electives ChemistryHonors Chemistry

Honors PhysicsPhysics

AP BiologyAP Chemistry

AP Environmental Science

12 Electives

Honors PhysicsPhysics

AP BiologyAP Chemistry

AP Environmental ScienceElectives

AP Physics BAP Biology

AP ChemistryAP Environmental Science

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4122 - EXPLORATORY SCIENCE A Semester 1 9 ½ cr.This course is designed for students to explore the core scientific principles in physical science. Students will develop an appreciation of the basic concepts in physics and chemistry and develop science skills that are inherent in the physical science. Concepts will be explored through discussion, lectures, and laboratory experiences.Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes9 Demonstrate an understanding of and apply the basic principles, concepts and language of the biological and

physical sciences10 Identify and design techniques for solving problems in science or technology

4123 - EXPLORATORY SCIENCE B Semester 2 9 ½ cr.This course is designed for students to explore the core scientific principles in earth science. The students will study the earth as a planet and its relation to the universe, the components of the planet, its geological features, its atmosphere and chemistry, and the role of living organisms on the planet. Concepts will be explored through discussion, lectures, and laboratory experiences.Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes9 Demonstrate an understanding of and apply the basic principles, concepts and language of the biological and

physical sciences10 Identify and design techniques for solving problems in science or technology

4220 – BIOLOGY (Honors option – see page 24) 9, 10 1 cr.Prerequisite: Approval of 8th grade Science teacher or Guidance Counselor or successful completion of Exploratory or General Science. (see ”Prerequisites” on pages 24 )Biology is the study of living things. In this lab-oriented course, students will gain an understanding of the world in which they live, and develop an understanding of the nature of science and its usefulness in solving problems.Topics include: cellular structure and function, ecology, genetics, theories of evolution, classification and the effect of disease on the human system. Concepts will be explored through discussion, projects and laboratory experiences.Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes9 Demonstrate an understanding of and apply the basic principles, concepts and language of the biological and

physical sciences10 Identify and design techniques for solving problems in science or technology

4223 - LIFE SCIENCE 10 1 cr.Prerequisite: Successful completion of Exploratory or General Science and recommendation from Science teacher. (see ”Prerequisites” on page 24)Life Science emphasizes the Biology necessary for daily living. Topics include: Cellular Structure and Function, Genetics, Theories of Evolution, Ecology, Classification and the Effect of disease on the Human System. Concepts will be explored through discussion, activities, and laboratory experience. This is a less intensive version of Biology.Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes9 Demonstrate an understanding of and apply the basic principles, concepts and language of the biological, earth

and physical sciences10 Identify and design techniques for solving problems in science or technology

4320 - CHEMISTRY I 10-12 1 cr.Prerequisite: Successful completion of Biology and Algebra 1. (see ”Prerequisites” on page 24)This course is designed for college bound students and stresses the development of problem solving skills and laboratory techniques. The topics include: Chemical Formulae and Equation Writing, the Gas Laws, Stoichiometry, Atomic Theory Development, Acid-Base Theory, Physical and Chemical Properties of Matter, the Periodic Table, and related issues.Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes9 Demonstrate an understanding of and apply the basic principles, concepts and language of the biological and

physical sciences

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10 Identify and design techniques for solving problems in science or technology

4312 - CHEMISTRY I HONORS 10-12 1 cr.Prerequisite: Recommendations by Biology teacher and recommended minimum grade of “B” in Alg. I. (see ”Prerequisites” on page 24 )This course is designed for college bound students who intend to major in science. Emphasis is on critical thinking, problem solving, utilization and application of mathematical skills, and the development of laboratory techniques. Formal laboratory reports and independent research are required. The topics covered include Stoichiometry, Atomic Theory Development, the Gas Laws, Chemical Formulae, and Equation Writing and Acid Baset Theory.

Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes9 Demonstrate an understanding of and apply the basic principles, concepts and language of the biological and

physical sciences10 Identify and design techniques for solving problems in science or technology

4510 – ADVANCED PLACEMENT BIOLOGY 11, 12 1 cr.Prerequisite: Recommended grade of B- in Biology and Chemistry and approval by department. (see ”Prerequisites” on page 24 )This course is designed to be the equivalent of a college introductory biology course taken by biology majors during their first year. Therefore, the course requirements specifically in the area of reading and writing, go well beyond those involved in a standard Biology course. Topics include: Cells, Cellular Energetics, Heredity and Evolution, Molecular Genetics, Evolutionary Biology, Diversity of Organisms, Structure and Function of Plants and Animals, and Ecology. Completion of independent projects and presentations, writing lab reports, and six to ten hours of homework a week are absolutely required. Students who are enrolled in this course should plan to take the Advanced Placement Biology Exam in May. Those who score a passing grade of 3, 4, or 5 on this exam may earn credit for courses at many colleges.

Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes9 Demonstrate an understanding of and apply the basic principles, concepts and language of the biological and

physical sciences10 Identify and design techniques for solving problems in science or technology

4512 - ADVANCED PLACEMENT CHEMISTRY II 11, 12 1 cr.Prerequisite: Recommended grade of B- in Chemistry I and approval by department. (see ”Prerequisites” on page 24 )This course covers chemical equilibrium and reaction rates, hydrocarbons and basic organic principles, complex ions and coordination compounds, and analytical techniques. Completions of independent projects including analysis problems are required. This course may be taken in preparation for the Chemistry Advanced Placement Exam.

Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes9 Demonstrate an understanding of and apply the basic principles, concepts and language of the biological and

physical sciences10 Identify and design techniques for solving problems in science or technology

4314 - HONORS PHYSICS I 11, 12 1 cr.Prerequisites: Algebra II (which may not be taken concurrently), and recommended minimum grade of B- inprevious science and mathematics courses. (see ”Prerequisites” on page 24 )This intensive course covers mechanical motion, light, electricity, and modern physics. The course is taught using conceptual questions, some rigorous mathematics, projects, technology-assisted data collection and analysis, formal lab write-ups, and practical applications. Problem solving and numerical analysis of laboratory data is stressed.

Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes

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9 Demonstrate an understanding of and apply the basic principles, concepts and language of the biological and physical sciences

10 Identify and design techniques for solving problems in science or technology

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4324 - PHYSICS I 11, 12 1 cr.Prerequisites: Algebra II and recommended minimum grade of C in previous science and mathematics courses. (see ”Prerequisites” on page 24 )This course is a less intensive version of Honors Physics, with an emphasis on understanding the fundamental concepts in physics and on building problem solving skills. This is done using conceptual questions, projects, and technology assisted data collection and analysis and practical applications, with less emphasis on mathematics and formal lab write-ups.

Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes9 Demonstrate an understanding of and apply the basic principles, concepts and language of the biological and

physical sciences10 Identify and design techniques for solving problems in science or technology

4514 - ADVANCED PLACEMENT PHYSICS B 12 1 cr.Prerequisite: Recommended minimum grade of B- in Honors Physics I, and approval by department. (see ”Prerequisites” on page 24 )This course covers many of the topics in an introductory college physics course, at that same pace. Assignments deal with abstract physical concepts and the mathematical applications of those concepts to laboratory and problem solving situations. This course may be taken in preparation for the Physics Level B AP exam. Topics include: Measurement, Vectors, Motion in a Straight Line, Two-dimensional Motion, Newton's Laws, Universal Gravitation, Uniform Circular Motion, Work, Energy and Power, Impulse and Momentum, Wave Motion, Sound, Light Reflection & Refraction, Mirrors and Lenses, Interference, Diffraction, Polarization, Color, Electricity, Modern Physics

Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes9 Demonstrate an understanding of and apply the basic principles, concepts and language of the biological and

physical sciences10 Identify and design techniques for solving problems in science or technology

4410 - HONORS PHYSIOLOGY 11, 12 1 cr.Prerequisite: One year of Chemistry and a recommended minimum grade of B- in Biology. (see ”Prerequisites” on page 24)Physiology is an intensive and demanding laboratory oriented course designed to familiarize students with the structure and functions of the human body from cellular to organ system level. Students will be required to submit research papers and/or independent research projects. Extensive dissection is required for the purpose of comparative anatomy.

Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes9 Demonstrate an understanding of and apply the basic principles, concepts and language of the biological and

physical sciences10 Identify and design techniques for solving problems in science or technology

4420 - PHYSIOLOGY 11, 12 1 cr.Prerequisite: Successful completion of one year of Biology. (see ”Prerequisites” on page 24)

Physiology is a demanding, laboratory oriented course designed to familiarize students with the structure, function and terminology of the human body from the cellular to the organ system level. Extensive dissection is required for the purpose of comparative anatomy.

Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes9 Demonstrate an understanding of and apply the basic principles, concepts and language of the biological and

physical sciences10 Identify and design techniques for solving problems in science or technology

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4327- FORENSIC SCIENCE 11, 12 1 cr.Prerequisite: Two years of science, including biology. (see ”Prerequisites” on page 24)The forensic science course will incorporate key scientific concepts and lab experiments into creative, forensic-based problem solving. This program will engage and teach students about the expanding and fascinating world of forensic science. The curriculum will serve as a bridge between classroom science and the real-life application related to forensic investigations. As a result, students will understand how biology, basic chemistry, and the interaction of energy and matter help to solve crimes. Students must gather date, think critically and logically about relationships between evidence and explanations, construct analyze alternative explanations, and communicate scientific arguments.

Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes9 Demonstrate an understanding of and apply the basic principles, concepts and language of the biological and

physical sciences10 Identify and design techniques for solving problems in science or technology

4725- ENVIRONMENTAL SCIENCE A 10-12 1/2 cr.This course is designed to use journal reading, text and laboratory analyses to understand the implications of limited natural resources and the need for conservation. Through the study of ecology, students will understand the implications of existing and emerging technologies on our society and our quality of life. Students will be able to recognize the potential and limitations of science, and technology in environmental problems. Main topics of study will include ecosystem analysis, biomes, population growth and its effect on the environment, water conservation and pollution, and air pollution.

Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes9 Demonstrate an understanding of and apply the basic principles, concepts and language of the biological and

physical sciences10 Identify and design techniques for solving problems in science or technology

4726– ENVIRONMENTAL SCIENCE B 10-12 1/2 cr.Prerequisite: Recommendations by Biology teacher and a recommended minimum grade of “B-” in Biology and Chemistry I, or B- in Chemistry Honors. (see ”Prerequisites” on page 24) This course is designed to use journal reading, text and laboratory analyses to understand the implications of limited natural resources and the need for conservation. Through the study of ecology, students will understand the implications of existing and emerging technologies on our society and our quality of life. Students will be able to recognize the potential and limitations of science, and technology in environmental problems. Main topics of study will include the atmosphere and climate, land use, agricultural production and hunger, biodiversity, alternative energy sources, and recycling.

Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes9 Demonstrate an understanding of and apply the basic principles, concepts and language of the biological and

physical sciences10 Identify and design techniques for solving problems in science or technology

4516 – ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE 11, 12 1 cr.Prerequisite: Recommendations by Biology teacher and a recommended minimum grade of “B-” in Biology and Chemistry I, or B- in Chemistry Honors. (see ”Prerequisites” on page 24 in science or non-science disciplines. The curriculum focuses on the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, identify and analyze environmental problems both natural and human-made, evaluate the relative risks associated with these problems, and examine alternative solutions for resolving and/or preventing them. Completion of an independent study project is required. This course may be taken in preparation for the national Environmental Science Advanced Placement Examination offered by the Educational Testing Service

Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes9 Demonstrate an understanding of and apply the basic principles, concepts and language of the biological and

physical sciences10 Identify and design techniques for solving problems in science or technology

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4722 – MARINE BIOLOGY 10-12 1 cr.Prerequisite: Successful completion of Biology or Life Science. (see ”Prerequisites” on page 24)Marine Biology is a course designed to investigate the local freshwater and marine ecosystems in the Branford area. Fieldwork and research on the ponds, lakes, and rivers as well as Long Island Sound are emphasized. Independent research and projects are encouraged. There is some dissection. Topics covered in the course include: chemical, physical, and biological parameters of rivers, lakes and ponds. Selected groups of marine organisms are used to develop an understanding of biological principles and processes that are basic to all forms of life in the sea. A complete review of the physical aspects of oceanography including tides, waves, ocean currents and bottom topography is also covered.

Performance Graduation Requirements1 Read non-fiction actively and critically for a variety of purposes9 Demonstrate an understanding of and apply the basic principles, concepts and language of the biological and

physical sciences10 Identify and design techniques for solving problems in science or technology

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World LanguagesThe department encourages every student to include a world language in his/her program of studies. Today’s world requires a knowledge and understanding of how other cultures conceptualize their basic ideas and needs; studying a language increases students’ sensitivity to and awareness of the world’s diversity.

Three languages are offered: FRENCH, LATIN AND SPANISH.

Colleges that require a world language for entrance prefer a minimum of 3 years of high school credit. However, since proficiency requires significantly more, students are encouraged to study one world language for 4 years and if desired add a second language for 2 or 3 years.

The following Learner Outcomes are the focus of the World Language Department. They are aligned with every course in the World Language Program.

LEARNER OUTCOMES          Communicate orally in a second language          Read and understand written work in a second language          Write effectively in a second language          Explain how different cultures express, communicate and instill their most important ideas

PREREQUISITES

The World Language Department has minimum grade prerequisites for entry into some courses. The reason for this is to maintain the integrity of the sequential courses, assuring that students entering a course have the necessary background to succeed in that course. Students who do not meet the prerequisite or who wish to move to an honors-level course from a standard-level course can do so by completing an independent study option over the summer. The BHS prerequisite policy is explained on page 20.

FRENCH5121 - FRENCH I 1 cr.Students will begin to listen to, understand, speak, read and write in a culturally authentic context. They will practice correct pronunciation and intonation using basic vocabulary and grammar.

5221 - FRENCH II (Honors Option – see page 24) 1 cr.Prerequisite: C- in French I (see ”Prerequisites” on page 24)Students will apply and further develop listening, understanding, speaking, reading and writing skills. Students will increase cultural awareness.

5311 - HONORS FRENCH III 1 cr.Prerequisite: B- in French II (see ”Prerequisites” on page24)The students will use conversational skills requiring application of all basic language structures. They will read with increasing comprehension. They will expand the skill of writing within a controlled framework. The students will speak, read and write with a wider range of vocabulary. They will compare and contrast the target culture with their own.

5321 - FRENCH III 1 cr.Prerequisite: C- in French II (see ”Prerequisites” on page 24)The students will use conversational skills requiring application of all basic language structures. Students will expand the skills of reading and writing within a controlled framework. Students will compare and contrast the target culture with their own.

5411 - HONORS FRENCH IV 1 cr.Prerequisite: B- in French III Honors (see ”Prerequisites” on page 24)Students will develop and exhibit a greater level of fluency and a more extensive vocabulary by participating in classroom discussion, reading authentic materials and writing on a variety of topics. Students will reinforce and further their cultural awareness.

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5421- FRENCH IV 1 cr.Prerequisite: C- in French III (see ”Prerequisites” on page 24)Students will reinforce and further develop acquired skills in listening, understanding, speaking, reading, and writing. Students expand vocabulary and cultural awareness.

5511 - HONORS FRENCH V 1cr.Prerequisite: B- in French IV Honors (see ”Prerequisites” on page 24)Students will refine and expand acquired skills in listening, understanding, speaking, reading and writing. They will display increasing ability to understand and express meaning in a variety of contexts. They will read and respond to more complex selections and authentic literature. Students will explore concepts of broader cultural significance.

5521 - FRENCH V 1 cr.Prerequisite: C- in French IV (see ”Prerequisites” on page 24)Students will practice and further develop acquired skills in listening, understanding, speaking, reading and writing. They will expand their vocabulary and read more complex selections with increasing comprehension. They will continue to explore cultural themes.

SPANISH5122 - SPANISH I BEGINNING 1 cr.Students will begin to listen to, understand, speak, read and write Spanish in a culturally authentic context. They will practice correct pronunciation and intonation using basic vocabulary and grammar.

5124 - SPANISH I CONTINUING 1 cr.Prerequisite: Previous course(s) in Spanish. (see ”Prerequisites” on page 24)Students will reinforce beginning language skills of listening, understanding, speaking, reading and writing in a culturally authentic context. They will practice correct pronunciation and intonation using basic vocabulary and grammar.

5222 - SPANISH II (Honors Option – see page 24 ) 1 cr.Prerequisite: C- in Spanish I (see ”Prerequisites” on page 24)Students will apply and further develop listening, understanding, speaking, reading and writing skills. Students will increase cultural awareness.

5660 - SPANISH III/LATIN AMERICAN STUDIES (Double Period) 2 cr. Prerequisite: Successful completion of Spanish II (see ”Prerequisites” on page 24)Spanish III/Latin American Studies will follow the established Spanish III curriculum and incorporate Latin American civilization from the Pre-Columbian period to the present.

5312 - HONORS SPANISH III 1 cr.Prerequisite: B- in Spanish II Honors (see ”Prerequisites” on page 24)The students use conversational skills requiring application of all basic language structures. They read with increasing comprehension. They expand the skill of writing within a controlled framework. The students speak, read and write with a wider range of vocabulary. They will compare and contrast the target culture with their own.

5322 - SPANISH III 1cr.Prerequisite: C- in Spanish II (see ”Prerequisites” on page 24)The students will use conversational skills requiring application of all basic language structures. Students will expand the skills of reading and writing within a controlled framework. Students will compare and contrast the target culture with their own.

5412 - HONORS SPANISH IV 1 cr.Prerequisite: B- in Spanish III Honors (see ”Prerequisites” on page 24)Students will develop a greater level of fluency and a more extensive vocabulary by participating in classroom discussion, reading authentic materials, and writing on a variety of topics. Students will further their cultural awareness.

5422- SPANISH IV 1 cr.Prerequisite: C- in Spanish III (see ”Prerequisites” on page 24)

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Students will reinforce and further develop acquired skills in listening, understanding, speaking, reading, and writing. Students will expand vocabulary and cultural awareness.

5512 - HONORS SPANISH V 1cr.Prerequisite: B- in Spanish IV Honors (see ”Prerequisites” on page 24)Students will refine and expand acquired skills in listening, understanding, speaking, reading and writing. They will display increasing ability to understand and express meaning in a variety of contexts. They will read and respond to more complex selections and authentic literature. Students will explore concepts of broader cultural significance.

5522 - SPANISH V 1 cr.Prerequisite: C- in Spanish IV (see ”Prerequisites” on page 24)Students will practice and further develop acquired skills in listening, understanding, speaking, reading and writing. They will read more complex selections with increasing comprehension. They will continue to explore cultural themes.

5542 - ADVANCED SPANISH 1 cr.Prerequisite: Successful completion of Spanish V (see ”Prerequisites” on page 24)Students will practice and further develop acquired skills in listening, understanding, speaking, reading and writing. They will read more complex selections with increasing comprehension and continue to explore cultural themes.

LATIN5123 - LATIN I 1 cr.Students will begin to read and comprehend the Latin language, acquire a basic vocabulary and recognize elementary grammatical and verbal constructions. In addition to a study of Latin roots and their contributions and applications to the English language, Roman culture, as it existed in Pompeii and Britain in the years AD 79-80, will be investigated.

5223 - LATIN II (Honors Option – see page 24 ) 1cr.Prerequisite: C- in Latin I (see ”Prerequisites” on page 24)Students will apply and develop Latin vocabulary and grammatical skills. Students will continue to investigate Latin roots and their contributions and applications to the English language and Roman culture in the year AD 80.

5313- LATIN III HONORS 1 cr.Prerequisite : B- in Latin II (see “Prerequisites” on page 24)Students will continue to apply and develop Latin vocabulary and grammar skills, while undertaking an in-depth look into aspects of Roman life in the capital city of Rome. In addition, students will begin to explore Latin prose, investigating such authors as Cicero and Pliny.

5323– LATIN III 1 cr.Prerequisite: C- in Latin II (see ”Prerequisites” on page 24)Students will continue to apply and develop Latin vocabulary and grammar skills, while undertaking an in-depth look into aspects of Roman life in the capital city of Rome.

5414 – HONORS LATIN IV 1 cr.Prerequisite: B- in Latin III Honors (see ”Prerequisites” on page 24)Students will apply all previously acquired skills as they study the history of Rome, from Aeneas to Augustus, through Latin literature of the first through the fourth centuries A. D. Themes such as “imperium et civitas” and “amore and amicitia” will be investigated. They will also study poetry of the Augustans, taking note of poetic devices including meter and scansion.

5326– CLASSICAL MYTHOLOGY 11-12 1/2 cr.

Students will explore how the classical myths address major concepts such as human origin, cultural truth values of a society, and the human need for story telling. By critically reading myths preserved from the ancient Greeks

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and Romans, with emphasis on Latin and Greek vocabulary, students will appreciate the role of myth in the ancient societies and begin to understand the role of myth in our modern society.

Performance Graduation Requirements6 Understand and appreciate texts from many literary periods and cultures

5327– CLASSICAL CULTURES 11-12 1/2 cr.

This course will explore the world of the ancient Greeks and Romans with emphasis on literature, thought, government, art, and their influence on our contemporary culture. Language will be highlighted, with attention given to Latin and Greek vocabulary which still has relevance today.

Performance Graduation Requirements5 Utilize evidence to formulate, support, and present positions

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Career and Technical Education Program OpportunitiesBHS Perkins Grant Programs and Areas of Concentration

Course descriptions can be found in the Fine and Practical Arts Department, Arts Department, English Department, and Special Programs Listings.

1. Business & Finance

AccountingAccounting/Computerized Accounting I 1.0Accounting/Computerized Accounting II 1.0

Computer Information SystemsFreshmen Research & Technology 0.5Porter & Chester Institute TBAIntro to Information Tech 0.5Information Tech II 0.5Word Processing 1.0Multimedia 0.5Intro to Graphic Tech Design 0.5Adv Graphic Tech Design 0.5Spreadsheet & Database Applications 0.5Intergrated Approach 0.5

2. Family & Consumer ScienceEarly Childhood

Child Development 0.5Adv Child Development 0.5Occupational Child Care 0.5

Occupational Food ServiceFood Technology 0.5Adv Food Technology 0.5Multicultural Foods 0.5Occupational Food Service Mgt I 1.0Occupational Food Service Mgt II

2.03. Marketing

Marketing/Distributive Ed I 1.0Marketing/Distributive Ed II 2.0

4. Technology EducationComputer Aided Drafting & Design

Intro To CAD 0.5Adv CAD 0.5Drafting Technology

1.0Automotive Technology

Auto Awareness 0.5Intro Power Technology 0.5Adv Power Technology 0.5Auto Mechanics Tech I 1.0Auto Mechanics Tech II 1.0

*Pre Engineering Technology

*Video Production Systems

* These two areas of concentration are new for 2007 and course alignments will be done in 2007.

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BBUSINESS AND TTECHNOLOGY EEDUCATION

Business and Technology Education is an integral part of the total academic program and provides a significant contribution to the education of all students in a business-oriented society. Emphasis is placed on enabling students to become productive and contributing members of society, capable of economic self-sufficiency, life-long learning, and adaptability to change.

Business and Technology Education incorporates performance-based assessment by providing each student with a curriculum that combines application of principles, integration of subject matter, cooperation among pupils, individualization of instruction, evaluation using competency-based criteria and articulation with advanced programs.

The Business and Technology Education curriculum incorporates the attitudes and attributes, skills and competencies, and understandings and applications of the Connecticut Common Core of Learning. Therefore, students enrolled in business and technology education courses are provided with the necessary knowledge and skills for employment, post-secondary schools, and to be a productive and contributing member of society.

The following chart shows several recommended course sequences in Business and Technology Education:

YEARADMINISTRATIVE

SUPPORT ACCOUNTINGMARKETING / GEN'L

OFFICECOLLEGE / PERSONAL

BUSINESS

9Word Processing

Integrated Approach IWord Processing

Integrated Approach IWord Processing

Integrated Approach I

Intro to Information Tech IIntegrated Approach I

10 Adv. Word ProcessingIntegrated Approach I

Accounting/Computerize Accounting I

Adv. Word ProcessingSpreadsheet & Database

Applications

Accounting IIntegrated Approach IIAdv. Word Processing

Integrated Approach ISpreadsheet & Database

Applications

11Integrated Approach II

Accounting ISpreadsheet & Database

Applications

Accounting/Computerize Accounting II

Spreadsheet & Database Applications

Marketing / DE ISpreadsheet & Database

ApplicationsAccounting I

Spreadsheet & Database ApplicationsAccounting I

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Accounting IIComputer Tech Lab/C++Bus. Co-op Work Exp.

InternshipConsumer Economics

OPTIONS: Business Law

Computer Tech Lab/C++Consumer Economics Business

LawInternship

Coop Work Exp.

Marketing/DE IIBusiness LawAccounting II

InternshipCoop Work Exp.

Consumer Economics

Accounting IIBusiness Law

Integrated Approach IIInternship

Four AREAS OF STUDY IN BUSINESS AND TECHNOLOGY EDUCATIONI INFORMATION PROCESSINGIntro to Information Technology I 9-12Information Technology II 9-12Word Processing 9-12Advanced Word Processing 10-12Integrated Approach I 9-12Integrated Approach II /Info Processing 10-12Spreadsheet and Database Applications 9-12Computer Tech. Lab. C++ Program 11-12Communications 11-12II MARKETINGMarketing/Distributive Education I 11-12Marketing/Distributive Education II 12Marketing/Distributive Education Cooperative Work Experience 12

III ACCOUNTINGAccounting/Computerize Accounting I 10-12Accounting/Computerize Accounting II 11-12IV SOCIAL BUSINESSBusiness Law 10-12Cooperative Work Experience/Business 10-12Internship 11-12

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INFORMATION PROCESSING 6720 - INTRODUCTION TO INFORMATION TECHNOLOGY I 9-12 ½ cr.Your keyboarding skills will be refreshed in this course. The following will complement and extend the practice of keyboarding skills: Software Applications such as MS Word, Excel, and Access, and the purpose and function of computer programs, characteristics of various program languages, and where they are used effectively. Basic formatting skills include letters, reports, and tables.

Performance Graduation Requirement4 Use technology to find, organize and communicate informationIT Strand : Technical Support

6722 - INFORMATION TECHNOLOGY II 9-12 ½ cr.Prerequisite: Introduction to Information Technology I. (see ”Prerequisites” on page 24)This course will provide the opportunity for additional applied practice focusing on projects using technology, developing expertise and advanced abilities manipulating various programs and greater keyboarding efficiency. Students will apply their keyboarding skills to personal use of Word Processing. Formatting of personal and business communications, memoranda, and tables will be taught. Emphasis will be on creating and editing reports and term papers.

Performance Graduation Requirement4 Use technology to find, organize and communicate informationIT Strand : Technical Support

6146 - WORD PROCESSING 9-12 1 cr.Students will review touch-typing on the microcomputer using the correct alphanumeric finger reaches, mastery of the keyboard, speed and accuracy development, error detection and analysis. Creating, formatting, and editing of business communications will be emphasized for letters, memoranda, tables, reports, and business forms using Microsoft Word.

Performance Graduation Requirement4 Use technology to find, organize and communicate informationIT Strand : Technical Support, Technical Writing

6246 - ADVANCED WORD PROCESSING 10-12 1 cr.Prerequisite: Introduction to Information Technology I, II or Word Processing. (see ”Prerequisites” on page 24)Students will apply the basic skills acquired in Word Processing to more advanced situations using the microcomputer. Word processing and desktop publishing concepts, terminology, procedures, and applications are included. Simulations are used to provide realistic learning activities in the business and academic environment. Microsoft Word for Windows will be used.

Performance Graduation Requirement4 Use technology to find, organize and communicate informationIT Strand : Technical Writing

6746 – AN INTEGRATED APPROACH 9-12 ½ cr.Prerequisite: Introduction to Information Technology I is recommended. (see ”Prerequisites” on page 24)This course provides an introduction to the use of computers and document processing for business or personal use. Students learn how a computer is used to correct and process alpha and numeric data and solve business-related problems in a modern society. Emphasis is on gaining computer skills in the use of application software in word processing, data-base management, spreadsheets, and graphics. Topics include discussion of social, legal, and ethical issues posed by the computer evolution. Career opportunities are explored.

Performance Graduation Requirement4 Use technology to find, organize and communicate informationIT Strand : Database Development and Administration

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6346 - INTEGRATED APPROACH II / INFORMATION PROCESSING 10-12 1 cr.Prerequisite: An Integrated Approach. (see ”Prerequisites” on page 24) Students will use word processing, desktop publishing and presentation software on the microcomputer. Students will learn advanced procedures and applications integrating text and graphics to produce business documents and visual presentations. Simulations will be utilized to provide realistic activities to develop and strengthen problem-solving and decision-making skills. Microsoft Office (MS Word, Excel, Access, Power Point) will be used. Career opportunities are explored.

Performance Graduation Requirement4 Use technology to find, organize and communicate informationIT Strand : Database Development and Administration, Technical Support

6748 SPREADSHEET & DATABASE APPLICATIONS 9-12 ½ cr. Introduction to Information Technology I is recommendedThis course will provide a fundamental knowledge of spreadsheets and database management systems. Students will learn formatting skills to create tabular and graphic reports, charts, and financial forms for personal and business applications utilizing Microsoft Excel and Microsoft Access in a windows environment.

Performance Graduation Requirements4 Use technology to find, organize and communicate information7 Communicate mathematically8 Use mathematical reasoning in problem solvingIT Strand: Database Development and Administration

6747 - COMPUTER TECHNOLOGY LAB. - PROGRAMMING IN C++ 9-12 ½ cr.Prerequisite: Prior knowledge of computer systems. (see ”Prerequisites” on page 24)This course provides a clear, practical approach to students desiring to learn the essence of C++ programming. A procedural rather than object-oriented approach is taken to concentrate on the basics of the language. Emphasis is on gaining computer skills in the writing of programs. Topics include discussions of social, legal, and ethical issues posed by the computer revolution and career opportunities are explored. Borland C++, version 5.02 will be used.

Performance Graduation Requirements4 Use technology to find, organize and communicate information8 Use mathematical reasoning in problem solving10 Identify and design techniques for solving problems in science or technologyIT Strand : Programming/Software Engineering ACCOUNTING6240 – ACCOUNTING/COMPUTERIZED ACCOUNTING I 10-12 1 cr.Accounting is a financial information system and is the language of business. Accounting I is designed to introduce the principles of bookkeeping/accounting and the computer applications of accounting. Recording the financial records of sole proprietorships, partnerships, and corporations is taught. The students will work with journals, ledgers, work sheets, and financial statements. A practice set which simulates business conditions and uses business forms is utilized to apply the basic concepts learned in this course. An introduction to automated data processing is provided.

Performance Graduation Requirements7 Communicate mathematically8 Use mathematical reasoning in problem solving

6342 – ACCOUNTING/COMPUTERIZED ACCOUNTING II 11, 12 1 cr.Prerequisite: Accounting I. (see ”Prerequisites” on page 24)This course is designed to equip business-oriented students and college-bound students with the knowledge and skill of specialized accounting procedures covering accounts receivable, accounts payable, inventory control, payroll, and financial analysis. The unique transactions of a corporation and the three elements of cost accounting for a manufacturing business will be covered. An automated practice set which simulates business conditions and uses business forms is utilized to apply the concepts in this course. Reinforcement activities will integrate computerized accounting applications.

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Performance Graduation Requirements4 Use technology to find, organize and communicate information7 Communicate mathematically8 Use mathematical reasoning in problem solvingIT Strand : Enterprise Systems Analysis and Integration

SOCIAL BUSINESS6742 - BUSINESS LAW 10-12 ½ cr.There is a need in our complex society for all people to have some knowledge of the law in relation to business to function effectively as consumers, citizens, employers and employees. This course is designed to acquaint students with the general principles of law that are observed in business. Emphasis is placed in the following areas: contracts, insurance, employer-employee relationships, and sales. Topics covered include the Uniform Commercial Code, the American legal system, civil law, and the rights and responsibilities of young people in the business world.

Performance Graduation Requirement 1 Read non-fiction actively and critically for a variety of purposesIT Strand : Enterprise Systems Analysis and Integration,

6740 – MONEY AND PERSONAL FINANCE 10-12 ½ cr.This course is designed to prepare students for their financial future. The course begins with each student establishing personal, career and financial goals and then assists students in developing an understanding of their rights and responsibilities as borrowers, investors, taxpayers, and consumers. Emphasis is on planning and decision making, budgeting, purchasing, financial security, banking, government and use of credit. Special attention will be given to finding money for future educational opportunities.

Performance Graduation Requirement 1 Read non-fiction actively and critically for a variety of purposes 4 Use technology to find, organize and communicate information

6846 - BUSINESS COOPERATIVE WORK EXPERIENCE 10-12 ½ cr.6847 - BUSINESS COOPERATIVE WORK EXPERIENCE PLUS 10-12 1 cr.Prerequisite: Approval of Business and Technology Department Chairperson. (see ”Prerequisites” on page 24)The Cooperative Work Experience Program is designed to provide an opportunity for students to relate the school-based experiences with the work-based experiences by working part-time at a business establishment. This will enable the student to relate his/her on-the-job experience with school learning, enhance and broaden employment skills, and explore career options. Topics include: Job preparation skills, work attitudes, employability skills, employer expectations, technical skills, and working as a team member. Students may choose to work in any of the eight state-identified Connecticut Career Clusters. Every effort will be made to arrange the students’ schedule for early release workplace experience. Credit will be awarded based on successful completion of the job experience and the number of hours completed during the school year.

Performance Graduation Requirement4 Use technology to find, organize and communicate informationIT Strand : Enterprise Systems Analysis and Integration, Technical Support

MARKETING6320 - MARKETING/DISTRIBUTIVE EDUCATION I 11, 12 1 cr.The study of the occupations involved in marketing and distribution of goods. Emphasis is placed on skills required for jobs in advertising, marketing, retailing, and sales. Grade 12 students taking Marketing/Distributive Education I are eligible for work experience credit with approval of instructor.

Performance Graduation Requirement4 Use technology to find, organize and communicate informationIT Strand : Enterprise Systems Analysis and Integration, Technical Support

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6420 - MARKETING/DISTRIBUTIVE EDUCATION II 12 2 cr.Prerequisite: Marketing/Distributive Education I. (see ”Prerequisites” on page 24)Students concentrate in their field of interest. Skills are developed in the area of management and human relationships. Marketing/Distributive Education II students may be placed at training stations within the local business community to supplement classroom instruction with practical related work experience.

In order to receive two (2) credits students must successfully complete the work experience phase of the program with approval of instructor.

Performance Graduation Requirement4 Use technology to find, organize and communicate informationIT Strand : Technical Support

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TTECHNOLOGY EEDUCATION PPROGRAMSTechnology for the 21st century is changing at an amazing rate. All colleges and career paths in this fast paced, mobile society require people to be knowledgeable in some form of technology. Preparing students to understand, use and adapt these various forms to meet their personal and professional needs is the goal of the Technology Education Department. Whether going to college or directly into a chosen career path, Technology Education will help students prepare for their roles in society as well as meeting many of the Learner Outcomes required for graduation.

Courses offered in this area are: Engineering Technology, Drafting, Woodworking, Graphics, and Power Mechanics

ENGINEERING TECHNOLOGY7040 - HANDS-ON TECHNOLOGY 9-12 ½ cr.

This semester course uses hands-on projects (from gliders to robotic kits) to connect math, science, and technology. These methods are used for problem solving in manufacturing, transportation, engineering, and other areas of technology. Project results are analyzed using mathematical and scientific concepts. (No particular math or science courses are required for this course.)

Performance Graduation Requirements3 Convey ideas and/or feelings through a chosen area of the fine and practical arts4 Use technology to find, organize and communicate information8 Use mathematical reasoning in problem solving10 Identify and design techniques for solving problems in science or technologyIT Strand: Database Development and Administration, Digital Media, Network Design and Administration, Programming/Software Engineering

7042 –ADVANCED HANDS-ON TECHNOLOGY 10-12 ½ cr.Prerequisite: Hands-On Technology (see Prerequisites on page 24)This semester course is a continuation of Hands-On Technology with concentration in ROBOTICS. Through problem solving in manufacturing, transportation, engineering, and other areas of technology, students will design and program various robotic functions. This course may be taken more than once for credit.

Performance Graduation Requirements4 Use technology to find, organize and communicate information8 Use mathematical reasoning in problem solving10 Identify and design techniques for solving problems in science or technology

DRAFTING TECHNOLOGY7740 - INTRODUCTORY DRAFTING TECHNOLOGY 9-12 ½ cr.This course will introduce the students to the field of drafting as a possible college/career choice. Students will learn the methods and techniques to interpret pictorial, 3-view, and orthographic drawings using AUTOCAD, a computer aided drawing program. This course is required for all upper level drafting courses.

Performance Graduation Requirements3 Convey ideas and/or feelings through a chosen area of the fine and practical arts4 Use technology to find, organize and communicate information8 Use mathematical reasoning in problem solvingIT Strand: Digital Media, Programming/Software Engineering,

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7742 - ADVANCED DRAFTING TECHNOLOGY 9-12 ½ cr.Prerequisite: Introductory Drafting I. (see ”Prerequisites” on page 24)This course is designed to prepare students who have chosen to go into college or a career path in any of the fields of engineering, architecture, design, drafting, blue print reading, or layout work. All course work is performed on AUTOCAD, a computer aided drawing program which is used in all colleges and industry nationwide. This course may be taken more than once for credit.

Performance Graduation Requirements3 Convey ideas and/or feelings through a chosen area of the fine and practical arts4 Use technology to find, organize and communicate information8 Use mathematical reasoning in problem solvingIT Strand : Digital Media, Programming/Software Engineering,

WOOD TECHNOLOGY7744 - INTRODUCTORY WOOD TECHNOLOGY 9-12 ½ cr.This course offers an introduction to woodworking. Through the application of proper safety techniques students learn the basics of layout, cutting, shaping, finishing, and assembly. Students utilize all of these techniques while building projects ranging from catapults to Rube Goldberg contraptions.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts8 Use mathematical reasoning in problem solving

7746 - ADVANCED WOOD TECHNOLOGY 9-12 ½ cr.Prerequisite: Introductory Wood Technology. (see ”Prerequisites” on page 24)This course develops further the fundamental skills and concepts that will enable students to work more independently on cutting, shaping, finishing, and assembly of quality wood projects. Students apply the concepts of design and lay-out through the use of AutoCAD, a computer aided drawing program. (No knowledge of drafting or AutoCAD is required for this course). This course may be taken more than once for credit.

Performance Graduation Requirements3 Convey ideas and/or feelings through a chosen area of the fine and practical arts4 Use technology to find, organize and communicate information8 Use mathematical reasoning in problem solving10 Identify and design techniques for solving problems in science or technology

POWER TECHNOLOGY7843 - AUTO AWARENESS 9-12 ½ cr.This course will provide practical knowledge of the automobile and associated topics. A combination of lecture and laboratory experiences will provide the student with an understanding of the major components and maintenance requirements of today’s high-tech automobiles. Preventative maintenance, basic repairs and various consumer related topics will be presented.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts8 Use mathematical reasoning in problem solving.

7840 - INTRODUCTORY POWER TECHNOLOGY 9-12 ½ cr.Introductory course designed for students interested in small engine operation, maintenance, repair and rebuilding. Lectures and demonstrations pertaining to small engines and related fields will be followed by laboratory classes providing hands-on experience under close supervision.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts8 Use mathematical reasoning in problem solving.

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7842 - ADVANCED POWER TECHNOLOGY 9-12 ½ cr.Prerequisite: "C" or better in Introductory Power Technology. (see ”Prerequisites” on page 24)This course provides students with the opportunity to further develop the skills introduced in Power Mechanics 1 (#7521). The course will progress from small engine applications, power trains, clutches and auxiliary systems through the equivalent systems in the automobile. Emphasis is placed on understanding the systems, diagnosis and repair, and related information. This course may be taken more than once for credit. Each time students will progress from the point at which they left off in the prior course.

Performance Graduation Requirements3 Convey ideas and/or feelings through a chosen area of the fine and practical arts4 Use technology to find, organize and communicate information8 Use mathematical reasoning in problem solving

7844 - AUTOMOTIVE MECHANICS TECHNOLOGY I 10-12 1 cr.Prerequisites: Introductory to Power Technology and at least one semester of Advanced Power. (see ”Prerequisites” on page 24Automotive Mechanics Technology I is designed to provide an understanding of basic automotive systems with direct application of scientific and mathematical principles. Emphasis is placed on design and operational diagnostic problem solving procedure, service and maintenance of a vehicle. Included in this course will be job market and safety procedures relative to the industry. Instruction will be through lectures-demonstrations and practical hands-on experiences under close supervision.

Performance Graduation Requirements3 Convey ideas and/or feelings through a chosen area of the fine and practical arts8 Use mathematical reasoning in problem solving10 Identify and design techniques for solving problems in science or technology

7846 - AUTOMOTIVE MECHANICS TECHNOLOGY II [Advanced] 11, 12 1 cr.Prerequisites: Successful completion of Auto Mech. Tech. I. (see ”Prerequisites” on page 24)Automotive Mechanics Technology II provides students with an understanding of operating automotive systems. Development of alternate propulsion systems and their fuels will be investigated relative to the environmental impact of transportation technology. The student will be encouraged to participate in independent study and practical activities with the positive application and refinement of previous knowledge and skills.

Performance Graduation Requirements3 Convey ideas and/or feelings through a chosen area of the fine and practical arts8 Use mathematical reasoning in problem solving10 Identify and design techniques for solving problems in science or technology

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GRAPHIC TECHNOLOGY6749 - MULTIMEDIA 9-12 ½ cr.Prerequisite: Computer Application or Microsoft WorksThis course provides a clear, practical approach for students desiring to learn the mechanics of using multimedia for information delivery, including the use of text, graphics, video and audio. Emphasis is on gaining computer skills in the planning and production of multimedia presentations, including outlining and inserting clip art; the use of sound; and picture files taken from a digital camera, camcorder, CD-ROM, and/or the Internet. Microsoft Power Point and/or Multimedia Scrapbook software programs will be used. Students will be involved with the IT Help Desk (See Special Programs for description) as part of the course curriculum.

Performance Graduation Requirements3 Convey ideas and/or feelings through a chosen area of the fine and practical arts4 Use technology to find, organize and communicate informationIT Strand : Digital Media, Technical Support, Web Development and Administration

7848 - INTRODUCTORY GRAPHICS TECHNOLOGY FOR WEB DESIGN 9-12 ½ cr.An introductory course designed for students interested in learning about visual communications, web design, and desktop publishing. Students will create, prepare and optimize computer graphics. Through a creative process, students will plan, design and execute functional, animated and interactive websites.ART CREDIT OR TECHNOLOGY CREDIT IS OPTIONAL

Performance Graduation Requirements3 Convey ideas and/or feelings through a chosen area of the fine and practical arts4 Use technology to find, organize and communicate informationIT Strand : Digital Media, Web Development and Administration

7849 - ADVANCED GRAPHIC TECHNOLOGY (Honors Option see page 24) 9-12 ½ cr.Prerequisite: Introductory Graphic Technology for Web DesignThis course provides students with the opportunity to add skills to their prior web design knowledge, including understanding of web programming languages, animations and special effects. Students will further learn how to organize, maintain and manage a web site at a more advanced level and learn more advanced animations and gaming. This course may be taken more than once for credit.ART CREDIT OR TECHNOLOGY CREDIT IS OPTIONAL

Performance Graduation Requirements3 Convey ideas and/or feelings through a chosen area of the fine and practical arts4 Use technology to find, organize and communicate informationIT Strand : Digital Media, Web Development and Administration

7240 - VIDEO PRODUCTION AND BROADCASTING 9-12 ½ cr.Students create video products from scratch. Topics will include auto versus manual settings, composition, camera angles, pre-production, production and post-production, white balancing, basic lighting, microphones, tape formats, audio recording techniques, mixers and more. Non-linear video editing to include: time line editing, compositing, audio editing, and transitional effects. Students also engage in the production of school-based video productions to be posted on the educational television channel and internal BHS building video broadcasting.

Performance Graduation Requirements3 Convey ideas and/or feelings through a chosen area of the fine and practical arts4 Use technology to find, organize and communicate informationIT Strand : Digital Media

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7241 – ADV. VIDEO PROD. AND BROADCASTING (Honors Option see page 24) 9-12 ½ cr.Prerequisite: Video Production and BroadcastingAdvanced camera, lighting, sound and non-linear editing are the primary focuses of the course. Students learn about special effects (green screen) and DVD authoring. Students learn the mechanics of operating an educational TV channel and the production techniques to organize and manage internal BHS building video broadcasts. This course may be taken more than once for credit.

Performance Graduation Requirements3 Convey ideas and/or feelings through a chosen area of the fine and practical arts4 Use technology to find, organize and communicate informationIT Strand : Digital Media

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FFAMILY AND CCONSUMER SSCIENCESThe Family and Consumer Science curriculum develops the skills students will need for the rest of their lives into the 21st century. The programs are based on national and state standards, which engage students significantly in the learning process. The areas covered in the Family and Consumer Science Department includes:

FOODS (its preparation and nutrition) OCCUPATIONAL FOOD SERVICE MANAGEMENT CHILD GROWTH OCCUPATIONAL CHILD CARE

School to Career provides opportunities to explore careers and use individual interests, abilities and work-site experiences and skills to aid in choosing a realistic career.

The Tech Prep program helps Family and Consumer Science students develop work skills, explore careers, and pursue studies beyond high school. In addition to receiving college credit for high school courses, the students have access to Gateway Community Technical College resources.

8740 - FOOD TECHNOLOGY 9-12 ½ cr.This course orients the student to the basic skills and concepts involved in food handling and preparation. Food laboratories include the preparation of basic food products and simple main dishes such as cookies, pies, macaroni and cheese or stir-fried vegetables. Classes include introductions to meal planning, nutrition, the Food Pyramid, safety & sanitation in the kitchen, food poisoning, interpreting menus, kitchen math, table setting and consumer education.

Performance Graduation Requirement 3 Convey ideas and/or feelings through a chosen area of the fine and practical arts8 Use mathematical reasoning in problem solving

8742 - ADVANCED FOOD TECHNOLOGY 9-12 ½ cr.

Prerequisite: Food Technology or consent of instructor (see page 24)The main focus of this course is meal planning and preparation of full course meals. Some emphasis is placed on nutritional aspects of food and consumer education. Content includes the preparation of hors d’oeurves, spreads, soups, salads, sauces, main dishes and desserts. Laboratories will be individualized to student interest and ability. This course may be taken more than once for credit.

Performance Graduation Requirements3 Convey ideas and/or feelings through a chosen area of the fine and practical arts4 Use technology to find, organize and communicate ideas8 Use mathematical reasoning in problem solving

8748 – MULTI-CULTURAL FOODS 9-12 ½ cr.Prerequisite: Food Technology (see page 24)

This course is designed to acquaint students with cookery and dishes from various countries and regions of the USA. Laboratories include a variety of cultural and regional recipes. Course work will include some of the traditions and customs of cultures, especially those belonging to class members.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts4 Use technology to find, organize and communicate ideas

8720 - OCCUPATIONAL FOOD SERVICE MANAGE.  (Honors Option see page 24)     11, 12     2 cr.Students will plan and prepare menus to be served at our in-school restaurant, “The Class Act”. Topics such as food handling, safety & sanitation and working in large quantities are covered. Additional practical experiences in the preparation, sales and service of selected food items will be provided in the operation of a catering business available to the school system and community. This course may be taken more than once for credit.

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Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts4 Use technology to find, organize and communicate ideas

8730 - *OCCUPATIONAL FOOD SERVICE MANAGEMENT                                   10-12     1 cr.Students will plan and prepare menus to be served at our in-school restaurant, “The Class Act”. Topics such as food handling, safety & sanitation and working in large quantities are covered. Additional practical experiences in the preparation, sales and service of selected food items will be provided in the operation of a catering business available to the school system and community. This course may be taken more than once for credit.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts4 Use technology to find, organize and communicate ideas *Occupational Food Service is included in the Gateway College Tech-Prep program allowing students to earn college credit by selecting this course and appropriate math and English courses. 8840 – CHILD DEVELOPMENT 9-12 ½ cr. This course is for students interested in studying childcare and growth, from pre-natal development through pre-school age. The care and growth, personality building and behavior patterns of the child are included. Early childhood education will be explored in the nursery school lab. Students will plan and deliver activities for young children Parenting skills are experienced by taking care of an “egg baby” for 24 hours a day for a five day week, as well as use of the Empathy Belly to simulate pregnancy. Classroom emphasis is placed on developmental principles in children.Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts4 Use technology to find, organize and communicate ideas

8842 - ADVANCED CHILD DEVELOPMENT 9-12 ½ cr.Prerequisite: Child Development This course is for the development of skills and training in the nursery school lab, where students will be involved with the planning and operation of the nursery school. Parenting skills will be emphasized during an intensive week long term of caring for a computerized infant simulator. Classroom emphasis is placed on fetal development, pregnancy and birth.Performance Graduation Requirement4 Use technology to find, organize and communicate information

8843 - OCCUPATIONAL CHILD CARE 10-12 ½ cr.Prerequisite: Advanced Child Development (see page 24)This is a "work experience" option for students previously enrolled in Advanced Child Development. Students may participate in a program for additional training in child care in the afternoon by working in a SACC program, day care facilities, nursery schools or kindergartens on a weekly basis. Flexible scheduling will coordinate student’s classes and the work site program.

Performance Graduation Requirement4 Use technology to find, organize and communicate information

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Ten Lessons the Arts TeachBy Elliot Eisner

The arts teach children to make good judgments about qualitative relationships.Unlike much of the curriculum in which correct answers and rules prevail, in the arts, itis judgment rather than rules that prevail.

The arts teach children that problems can have more than one solutionand that questions can have more than one answer.

The arts celebrate multiple perspectives.One of their large lessons is that there are many ways to see and interpret the world.

The arts teach children that in complex forms of problem solvingpurposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.

The arts make vivid the fact that neither words in their literal form nor number exhaust what we can know. The limits of our language do not define the limits of our cognition.

The arts teach students that small differences can have large effects.The arts traffic in subtleties.

The arts teach students to think through and within a material.All art forms employ some means through which images become real.

The arts help children learn to say what cannot be said.When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job.

The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.

The arts’ position in the school curriculum symbolizes to the young what adults believe is important.

SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press.

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AARTThe high school art program is integral to the education of all of our students. Art is one of the core academic subject areas and is important for every student. There is a basic level of literacy that all students should attain in the arts. Studies have shown that students who participate in arts education courses score higher on SAT’s. Arts Education fosters self-expression, creative thinking, craftsmanship, problem solving and self-esteem. Through art instruction and skill development, students learn about themselves and the world around them.

Course offerings in the arts are rich, varied and include a large variety of fine and commercial art subjects. The advanced level of courses can be taken repeatedly for an in depth study of an art form.

9130 - STUDIO ART 10-12 ½ cr.Prerequisite: Departmental permission and one of the following: Advanced Drawing/Painting, Photography, or Ceramics. (see ”Prerequisites” on page 24)

Studio Art is for those students interested in individual development in the studio media of their choice. Portfolio preparation is emphasized. Individualized scheduling arrangements are made with the art teacher.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

9531 – ADV. PLACEMENT IN STUDIO ART (Honors Option see page 24) 11-121cr.

Prerequisite: Successful completion of introductory and advanced art courses or an independent study/assessment provided by the department so students better understand the demands of AP and are able to demonstrate the motivation, skills and competency needed to perform at the AP level. Most of the study/assessment should be completed prior to course registration in February and March. (see Prerequisites on page 20)AP Studio Art is designed as an intensive one-year course and requires more time than traditional offerings of the art department. AP Studio Art does not require a written exam be taken. The Advanced Placement Program in Studio Art is a performance-based visual exam. Each student develops and submits a portfolio that serves as a direct demonstration of achievement. At the end of the first quarter students will chose to concentrate their AP Studio Art portfolio in either 2-D Design, 3-D Design or Drawing. To assist the students in the development of their portfolio, students will be expected to attend meetings in the spring to prepare for summer art project assignments.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

9740 - CERAMICS 9-12 ½ cr.Ceramics provides the opportunity to work with clay and learn the various techniques used in creating pottery and ceramic pieces. Course work includes a variety of hand building techniques and various design principles.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

9744 - ADVANCED CERAMICS (Honors Option see page 24) 9-12 ½ cr.Prerequisite: Ceramics (see ”Prerequisites” on page 24)This course emphasizes creative design and advanced skills. Students are presented a variety of problems to solve and have the opportunity to use their creative abilities to construct the solutions to those problems. Students also develop a variety of techniques associated with the potter's wheel. Students may repeat Advanced Ceramics for credit. and a more in-depth study of ceramics.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

9746 - DRAWING/PAINTING 9-12 ½ cr.This course concentrates on the different techniques and media used in drawing which includes pencil, charcoal, pen and ink, crayon, pastel, and watercolor. It will give a good foundation for sculpture, painting, and studio art.

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Painting encourages students to experiment in various techniques of painting. Media will include oil, water color, acrylics, tempera and mixed media.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

9748 – ADV. DRAWING/PAINTING (Honors Option see page 24) 9-12 ½ cr.Prerequisite: Drawing/Painting. (see ”Prerequisites” on page 24)This course emphasizes the structure of expression and the use of color with an emphasis on individualized choice of media and the development of personal style. The development of portfolio and exhibition quality work is emphasized. Students may repeat Advanced Drawing/Paining for credit.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

9840 - PHOTOGRAPHY 9-12 ½ cr.This course covers the basics of black and white photography including the proper use of the camera, composition, developing film, making enlargements, printing, and darkroom techniques. Each student must supply his own camera (preferably an adjustable 35 mm), film, paper, waterproof lab apron, and dust-off. A darkroom with enlargers and chemicals is provided. Adobe Photoshop and other computer programs as well as digital camera imagery will be a part of this course. Class problems and individual projects encourage the beginning of personal vision in photography.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts4 Use technology to find, organize and communicate informationIT Strand : Digital Media,

9842 – ADV. PHOTO. AND PHOTOSHOP (Honors Option see page 24) 9-12 ½ cr.Prerequisite: Permission of instructor or successful completion of Photography. (see ”Prerequisites” on page 24)Advanced exposure, film developing, portrait and studio lighting and printing techniques will be covered. Alternative print processes and non-silver processes such as toning, platinum, bleaching, intensification, gum-printing, hand-coloring, cyanotypes, and magazine transfers are explored to create alternative photographic formats. Advanced portraiture and still-life studio lighting techniques are emphasized. Adobe Photoshop and other computer programs as well as digital camera imagery will be a part of this course. Class problems and individual projects encourage the beginning of personal vision in photography. Students all supply all their own materials (i.e. paper and film). This course may be taken more than once for credit.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts4 Use technology to find, organize and communicate informationIT Strand : Digital Media,

9944 - GRAPHIC DESIGN/COMPUTER GRAPHICS 9-12 ½ cr.This course involves the use of computers in the creation of graphic designs and artwork for advertising and publications such as logos, poster designs, brochures, letterhead designs, CD covers and other graphics design projects. Students will use Adobe Photoshop, and Illustrator programs to create their commercial posters for advertising ART CREDIT OR TECHNOLOGY EDUCATION CREDIT IS OPTIONAL

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts4 Use technology to find, organize and communicate informationIT Strand : Digital Media,

9946 – ADV. GRAPHIC DESIGN / GRAPHICS (Honors Option see page 24) 9-12 ½ cr.Prerequisite: Graphic Design. (see ”Prerequisites” on page 24)

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This course is a continuation of Graphic Design/Computer Graphics with an emphasis on individual design projects and competitive design competitions. This course may be taken more than once for credit. ART CREDIT OR TECHNOLOGY EDUCATION CREDIT IS OPTIONAL

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts4 Use technology to find, organize and communicate informationIT Strand : Digital Media

9940 - JEWELRY DESIGN AND METAL SMITHING 9-12 ½ cr.Learn how to create jewelry or forge mini sculptures from precious and semi precious metals. Students will be introduced to tools and techniques to manipulate copper, brass, nu-gold, nickel and sterling silver. Jewelry techniques will cover sawing, drilling, filing, engraving, soldering, wire wrapping, beading, polishing &more. Students will learn how to set a stone in their choice of a pendant, ring, bracelet or earrings. After experimenting with each procedure students can focus on selected methods. A fee is charged for precious metals & some stones.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

9942 – ADV. JEWELRY DESIGNAND METAL SMITHING (Honors Option see page 24) 9-12 ½ cr.Prerequisite: Jewelry Design. This course is a continuation of Jewelry Design with an emphasis on individual creativity through advanced smithing techniques. This course may be taken more than once for credit. (see ”Prerequisites” on page 24)

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

9846 - PRINTMAKING AND SILK-SCREENING 9-12 ½ cr.This course covers the techniques of silk screening, etching, lithography, relief printmaking, wood block printing, and linoleum printing. Printing projects include designing posters, drawing, T-shirts, greeting cards, and stationery. A professional etching press and silk-screens are provided.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

9848 - ADVANCED PRINTMAKING (Honors Option see page 24) 9-12 ½ cr.Prerequisite: Printmaking. (see ”Prerequisites” on page 24)

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

9140 - STUDIO EXPERIENCES IN ART HISTORY 9-12 ½ cr.This course studies a variety of art forms promoting cultural and aesthetic awareness. Through the use of art projects, students explore artists whose work reflects the use of symbols in the exploration of self. Students develop an interactive “Arts Propel” portfolio that reflects artistic thinking. Students will learn to assess their own work.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

9640 - SCULPTURE 9-12 ½ cr.This course will introduce the concepts of sculptural form and space. Students will apply guidelines in various three-dimensional media selected particularly for their potential to help students discover modes of personal expression. Students will learn to use the special tools, techniques and methods of the sculptural process. They will explore carving in plaster and soapstone, modeling in clay and wax and working with wire.

Performance Graduation Requirement3 Expressively demonstrate concepts, ideas, emotions in a chosen area of the arts

9641 - ADVANCED SCULPTURE (Honors Option see page 24) 9-12 ½ cr.

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Prerequisite: Sculpture. (see ”Prerequisites” on page 24) This course is a continuation of Sculpture with an emphasis on personal creativity. A portfolio review process will monitor student’s assessments. This course may be taken more than once for credit.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

9646 - CRAFTS 9-12 ½ cr.This course will introduce students to the aesthetic concepts of batik, tie-dyeing, weaving and leather crafts. Students will learn the cultural aspects of these crafts and create projects to reflect these cultures. A portfolio review process will monitor students’ assessments.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

9647 - ADVANCED CRAFTS (Honors Option see page 24) 9-12 ½ cr.Prerequisite: Crafts. This course is a continuation of Crafts with an emphasis on personal creativity. (see ”Prerequisites” on page 24) Materials and supplies above and beyond the requirements of this course can be purchased. This course may be taken more than once for credit.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

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MMUSICThe purpose of the BHS Music Program is to have all participating students learn to express themselves, their ideas and emotions through music. The students should learn to appreciate the importance of music in expressing and explaining the human experiences as well as increasing their understanding that personal beliefs and societal values influence art forms and styles. Students should be able to identify significant works and recognize the aesthetic qualities of a variety of forms of music from different historical periods and cultures.

Courses in Music generally fall into three areas:

Understanding the components of music, Choral participation and Instrumental participation.

All music classes may be scheduled as often as the student desires additional credit.

10741 - MUSICIANSHIP 9-12 1 cr.Prerequisite: Approval of the Instructor. (see ”Prerequisites” on page 24)Musicianship will combine elements of music theory, aural skills, keyboard skills, and music history style skills in preparation for a culmination project in music composition. Members of the Musicianship class will consider other disciplines, especially in areas of the arts, for support and reflection. Through this course the student will glean knowledge of music from a technical and aesthetic perspective.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

10840 - CHOIR BASICS / FRESHMAN CHOIR 9-12 1 cr.This class will perform a dual function. Students will be taught proper vocal technique while learning the basics of choral singing. An emphasis will be placed on learning to read music. The group will perform at a minimum of two concerts. At the completion, students will be eligible to audition for all other vocal groups.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

10841 - MAIN STREET SINGERS 10-12 1 cr.Prerequisite: Audition and successful completion of Choir Basics. (see ”Prerequisites” on page 24)This class is an intermediate singing group primarily for women. Although jazz and show music are emphasized, varied music for a women's ensemble will be studied. The group will perform at a minimum of three concerts.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

10842 - CONCERT CHOIR 9-12 1 cr.Prerequisite: Audition / approval of instructor. (see ”Prerequisites” on page 24)This is a more advanced choir and will study music of all styles and time periods. This performing group's reputation is well known and all members are required to perform at a minimum of five concerts. A serious interest in music and a love of singing are essential.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

10845 - MUSIC MAKERS 10-12 1 cr.Prerequisite: Audition. (see ”Prerequisites” on page 24)This course is highly selective for a small group of serious singers seeking a high challenge in our most advanced performing vocal group. Many performances are required with special emphasis on December and May. Nightly practice at home is a must for the music that is performed. There is special emphasis on vocal techniques.

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Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

10991 – BAND/CONCERT CHOIR COMBINATION 9-12 1 cr.Prerequisite: Audition / Director’s approval. (see ”Prerequisites” on page 24)This course is offered for the musicians who wish to participate in both Band and Concert Choir. Students selecting this option will simply alternate days in each group. Course requirements for both groups are carefully coordinated between both Directors and students are expected to fulfill all requirements for both Band and Concert Choir.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

10940 – BAND 10-12 1 cr.Prerequisite: The ability to play a band instrument / Director’s approval. (see ”Prerequisites” on page 24)Band is the primary instrumental performing group in the school for wind and percussion instrumentalists. This group will rehearse and perform a wide variety of music written specifically for Band. The group will perform throughout the academic year in a number of different capacities including Concert Band, Pep Band and Parade Band. Performances include, but are not limited to: formal evening concerts, performances at other Branford schools, community events, Veteran’s Day and Memorial Day parades, Pep Rallies, home football games and other special/invitational performances. All band members will also attend a summer Band Camp which is typically held during the week before school starts in August. Participation in all performances and rehearsals is mandatory.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

10943 - FRESHMAN BAND 9 1 cr.Prerequisite: The ability to play a band instrument. (see ”Prerequisites” on page 24) Band is one of the major performing organizations of the Instrumental Division of the Department of Music. The Band will perform in a number of concerts, field shows, and parades throughout the academic year. Music performed by the Band will be drawn from a variety of styles in correspondence with the function of performance. Band members will attend a summer Band Camp, evening rehearsals during the fall field show season, and numerous performance functions outside the regular school day throughout the year.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

10640 – BAND/JAZZ ENSEMBLE 9-12 1 cr.Prerequisite: Audition / Director’s approval / *Concurrent membership in Band. (see ”Prerequisites” on page 24)Jazz Ensemble is a high-level performing group which will rehearse and perform a wide variety of jazz music written specifically for Jazz Ensemble/Big Band. Additional focus will be given to jazz-based music theory and developing improvisation as a performance skill. As well, members will be required to spend time acquiring and listening to jazz recordings on a regular basis. The group will perform throughout the academic year in a number of different events, including but not limited to: formal evening concerts, performances at other Branford schools, community events, and other special/invitational performances. Participation in all performances and rehearsals is mandatory.*Wind and Percussion instruments only; at the discretion of the Director.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

10946 - ORCHESTRA 9-12 1 cr.Prerequisite: The ability to play an Orchestral string instrument / Director approval (see ”Prerequisites” on page 24) Chamber Orchestra is the sole instrumental performing group in the school for string instrumentalists. This group will rehearse and perform a wide variety of largely classical music written specifically for String Orchestra. The group will perform throughout the academic year in a number of different events, including but not limited to:

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formal evening concerts, performances at other Branford schools, community events, and other special/invitational performances. Participation in all performances and rehearsals is mandatory.

Performance Graduation Requirement3 Convey ideas and/or feelings through a chosen area of the fine and practical arts

PPHYSICAL & HHEALTH EEDUCATIONThe Physical and Health Education program is designed to improve and develop a student's complete education by incorporating all the components of Connecticut's Common Core of Learning. Life-long skills and competencies are acquired and the physical development and health of each student is enhanced by the content of the program that includes fitness concepts and life-long activities.

The Health component of this program offers topics and experiences that include a wide variety of the goals contained in Connecticut's Common Core of Learning. Health Education courses emphasize drug and sex education and will include discussions of self-concept, responsibility, interpersonal relationships, personality and character development, and cultural diversity. The students will be expected to demonstrate and improve the competencies of reading, writing, speaking, listening, viewing, reasoning and problem solving. If a parent does not want their student to participate in a particular health unit, they should contact the teacher about their concerns.

Physical and Health Education courses are required.

Students in grade 9 and 10 will have a half-year of health education and a half-year of physical education. The physical education/health program for students in grades 11,12 will include three terms of physical education and one term of health education.

15143 - PHYSICAL EDUCATION 9 1/8 cr.Students will participate in many of the following programs: fitness; aerobics, individual, dual or team sports; outdoor recreational activities.

15142 - HEALTH 9 1/8 cr.

15144 - HEALTH 10 1/8 cr.

15242 – FALL - PHYSICAL EDUCATION/HEALTH 10-12 1/8 cr.

15243 – SPRING - PHYSICAL EDUCATION/HEALTH 11, 12 1/8 cr.

15193 –UNIFIED SPORTS 10-12 1/8 crUnified Sports is a program endorsed and developed by Special Olympics International. It combines athletes with and without intellectual disabilities to form sports teams for training and competition. Unified Sports is an important program because it expands sports opportunities for athletes seeking new challenges and dramatically increases inclusion in the community.Unified Sports presently includes basketball, bowling, cycling, distance running, soccer, softball, tennis and volleyball.

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SSECTION SSIX

S P E C I A L P R O G R A M SCAREER DEVELOPMENT

S C H O O L - T O - C A R E E R S Y S T E MSchool-To-Career is one of the most important initiatives to attempt to meet the growing need for skilled workers to compete in the global marketplace. The goal of School-To-Career Initiative is to enhance a student's educational experiences with their career goals as a primary motivation. It also helps to develop school and work-related skills through many levels of work experiences.

The School to Career system provides a strong preparation for post-secondary education and career training. It provides opportunities for students to explore careers, to observe the skills and related academic competencies required within a given career and to be better prepared for an increasingly technological labor market.

BHS’s School-To-Career system seeks to engage every student in developing a career exploration portfolio, including career counseling and investigation, career awareness and career exploration activities. These programs give students the guidance and experiences they will need to make good decisions about their future. The system will encourage students to take into account their individual interests, abilities, experiences and values as they relate to their future occupational goals.

JOB SHADOWING PROGRAM 9 – 12 0 cr.This program is offered to all students and provides an opportunity for all students to explore careers and investigate professions and trades. A job shadow is a one-day observation at a local business or community agency. The student shadows an adult at the work place. Students are responsible for transportation to and from the shadowing workplace. More information is available in the Career Development CenterIT Strand: All

6850 - SCHOOL TO CAREER INTERNSHIP SEMINAR 11, 12 ½ cr.The School to Career Internship Seminar is to be taken simultaneously with the School to Career Internship. The STC seminars include topics such as career aptitudes, pre-employment and pre-internship skills, career portfolios, employability skills, employment outlooks, career choices and job search competencies.

Performance Graduation Requirement4 Use technology to find, organize and communicate informationIT Strand: All

6849 - SCHOOL TO CAREER INTERNSHIP 11, 12 ½ cr.The School to Career Internship Program is to be taken simultaneously with the STC Internship Seminar. An internship offers an opportunity for the student to experience a workplace environment. Students are exposed to a career, learn the skills necessary to succeed in a career area and use the workplace as an extension of the classroom. Students are matched with local business and community service agencies in a career area that is of serious interest to them. Internships may be paid or unpaid clinical experiences. Hours are flexible. Careful consideration is given to student and mentor schedules. College applications are enhanced by internship experiences. Students should register for internships at the time of course registration. Students must complete a minimum of forty hours of work based experience and complete additional school based assignments. (Students are responsible for transportation to and from internship sites.)

Performance Graduation Requirement4 Use technology to find, organize and communicate informationIT Strand: All

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21010 - CAREERS IN EDUCATION/INTERNSHIP SEMINAR 11, 12 ½ - 1 cr.Students will have the opportunity to explore career options in the field of education and experience a variety of teaching / learning methods, including information technology, study groups and cooperative learning. Professionals from local education systems, organizations, colleges and the State Department of Education will share their expertise. Students will have extensive real classroom situations in various schools and communities to develop the skills and better understand the attributes needed for success in an educational career. ½ Credit will be awarded upon successful completion of classroom instruction. ½ Credit will be given for a minimum forty hours of work based experience. (Students are responsible for transportation to and from internship workplace.)

Performance Graduation Requirement4 Use technology to find, organize and communicate information

19120 – INFORMATION TECHNOLOGY (IT) HELP DESK CLASSROOM AIDE 9-12½ - 1 cr.

The IT Help Desk uses partnerships between students and teachers and/or students and students to integrate modern computer technologies into the classroom and library computer lab. The purpose of the IT Help Desk is to support student learning by promoting the effective use of technologies in schools, developing opportunities for student leadership and fostering a collaborative learning community. Students are involved with the IT Help Desk through specific course curricula and can also earn Classroom Aide credit.

Performance Graduation Requirement4 Use technology to find, organize and communicate informationIT Strand: Technical Support

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The following classes are held in partnership with the Porter and Chester Institute. These classes take place Monday through Thursday during the 8th period time slot. Transportation to class will be provided by the Porter and Chester Institute; students must provide return transportation.

21401 - INTRO TO MEDICAL ASSISTANTS CERTIFICATION PROGRAM - Half Year 9-12 ½ cr.The Introduction to Medical Assistants Certification classes will be held in a state approved Medical Assistants classroom at the Porter and Chester Institute. Curriculum is designed to provide the student with an introduction to the knowledge and skills required for competent performance at the entry level in medical offices, hospitals, and other allied health environments. Students will spend half of this semester long course with instruction in basic medical office procedure (filing, data entry, insurance assessment, etc.) and half of the semester learning basic hands on medical diagnostics procedures (blood pressure, temperature, heart rate, eye testing, etc.)

21411 – ADVANCED MEDICAL ASSISTANTS CERTIFICATION PROGRAM - Half Year 9-12 ½ cr. 21402 - INTRO TO HVAC - Half Year 9-12 ½ cr.This course provides an introduction to services, installation and repair of heating, ventilation, air-conditioning and refrigeration systems. Emphasis is placed on acquiring introductory skills in the use of analytic instruments as well as a basic understanding of the heating and cooling principals under which these systems function. This course will be held at the Porter and Chester Institute state approved HVAC lab. 

21412 - ADVANCED HVAC - Half Year 9-12 ½ cr. 21403 - INTRO TO AUTOMOTIVE TECHNOLOGY - Half Year 9-12 ½ cr.This course provides a basic introduction to automobile service and repair. Curriculum will include introductions to automotive electronic, mechanical, and hydraulics systems. Instruction will include a basic understanding and use of computer-based diagnostic equipment used for analyzing and troubleshooting today’s high tech cars. This course will be held at the Porter and Chester Institute state approved Automotive Technology lab.

21413 - ADVANCED AUTOMOTIVE TECHNOLOGY - Half Year 9-12½ cr.

21405 – COMPUTER AIDED DESIGN - Half Year 9-12 ½ cr.The CAD Course will be taught at the Porter and Chester Institute in Branford and will be structured around a foundational exploration of Computed Assisted Design in both Architectural and Engineering disciplines. Autocad, a professional preferred software program will be used as the drawing environment. The course will end with students designing a basic house floor plan of their own design and creation.

21415 – ADVANCED CAD - Half Year 9-12 ½ cr.

21407 - INTRO TO ELECTRONICS AND REPAIR – Half Year 9-12 ½ cr.This is an introductory level course preparing students for a career in electronics diagnosis and repair. This will include a section on basic theory in electronics as it applies to household electronics appliances and systems such as TV, Stereo, security systems, etc. Computer Diagnostics and Repair will be incorporated into this introductory course. Topics covered will include systems boards, drivers, printers, monitors, scanners, and DOS/Windows systems configuration and customization. Instructors from the Porter and Chester Institute will teach this course at their facility in Branford The Porter and Chester Institute’s tuition is waved and credit will be awarded to you by your high school to successful candidates.

21427 - ADVANCED ELECTRONICS AND REPAIR – Half Year 9-12 ½ cr.

21408 - INTRO TO HIGH & LOW VOLTAGE ELECTRICITY– Half Year 9-12 ½ cr. This program is designed to introduce students to the installation and maintenance of low and high voltage electrical systems. This will include Burglar and Fire Alarms, Telecommunications Equipment, Cable TV,

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Electronic ClockSystems, Emergency Lighting Systems, Telephone & Intercom Systems. There will also be an introduction to what is entailed in preparing for the electricians trade. Instructors from the Porter and Chester Institute will teach this course at their facility in Branford. The Porter and Chester Institute’s tuition is waved and credit will be awarded to you by your high school to successful candidates.

21428 - ADVANCED HIGH AND LOW VOLTAGE ELECTRICITY– Half Year 9-12 ½ cr.

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A D V A N C E D P L A C E M E N T ( A P )The Advanced Placement courses / program, sponsored by the College Board, is designed for students who have demonstrated outstanding achievement to pursue work in demanding, "college-level" courses. Branford High School offers Advanced Placement courses in English, American History, European History, Calculus, Statistics, Biology, Chemistry II, Physics II, and Environmental Science.

The College Board offers AP Exams at the students’ expense in May of each year to students who either have the academic background or who have taken AP courses. Students who successfully complete the AP Program and score well on the May exams usually receive advanced placement and/or credit for the freshman year of college.

For students who do not have the resources to pay the exam fee, the Connecticut Department of Education holds a federal grant to have the fee covered. Students must qualify for the Free and Reduced Lunch Program to be eligible. The following website contains detailed information about the test-free reduction program: http://www.state.ct.us/sde/dtl/curriculum/app/app11.htm

B U S I N E S S C O O P E R A T I V E W O R K E X P E R I E N C E 10-12 ½ - 1 cr.The Business cooperative work experience program is designed to provide an opportunity for students to obtain on-the-job experience by working on a part-time basis at a business establishment or serve an internship for the purpose of career exploration. Credit will be awarded based on successful completion of the job experience or internship and the number of hours completed during the school year.IT Strand: All

S P E C I A L E D U C A T I O N Learning Strategies, special education classes in the content areas of English, Science, Social Studies, and a Life Skills program with a vocational component are available to students as recommended through the Planning and Placement Team (PPT) process.

1373 - LEARNING STRATEGIES .25 or .5 This course provides academic support along with organization and time management instruction. A student’s Individual Education Plan (IEP) mandates the individual goals and objectives for this class, but all students are expected to learn writing and reading strategies in addition to the required compensatory strategies. Access to Learning Strategies is through a PPT meeting; grading is done on a Pass/Fail basis.

1 9 0 0 0 - C L A S S R O O M A I D E 11, 12 ½ - 1 cr.Prerequisite: A minimum course load, a schedule of classes that permits placement in a course/class, acceptance by the Department Chair of the department in which the student wishes to be a classroom aide. This option is for interested Seniors and Juniors who would like to be a teacher's aide in a 9th and possibly a 10th grade courses. Participants in this program are expected to attend the assigned class on a daily basis and help the teacher of that class with a variety of tasks including checking of homework and tutoring. Students interested in this program should speak to the Chairperson of the department in which they would like to be a Classroom Aide.IT Strand: All

T E C H P R E P P R O G R A M 11, 12The Tech-Prep program is a partnership between Branford High School and Gateway Community-Technical College for the purpose of providing students with an enhanced program of study that will prepare them for careers in technical fields. The goals of the program are to have the students develop the skills needed for the workforce of the future, to explore career options, and to pursue advanced study beyond high school.

High school Juniors and Seniors can earn up to 14 college credits which can be applied toward the 60 credits needed for an Associate Degree at any Connecticut Community-Technical College and possibly transferred to other colleges. Successful completion of the high school portion of the planned program guarantees students entry into a technical program at Gateway.

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A planned Tech-Prep program includes selected courses in mathematics, communications and science, as well as electives in the following areas: Accounting, Computer-Aided Drafting, Child-Development, Food Service Management, Graphics, Marketing, Word Processing and Computer Applications.

Students who enroll in Tech-Prep have all the rights and privileges of being fully registered students at Gateway Community-Technical College. These rights include access to the college’s teachers, its personnel and technological resources, and a free tutoring center is open to any enrolled student.

To earn college credit the student must enroll in the program during their junior year and earn a C+ in the high school courses designated as part of the Tech-Prep program. Those courses must be compatible with the expectations of Gateway College.IT Strand: All

D R I V E R E D U C A T I O NDriver Education is provided at the high school and taught by a licensed, certified instructor. The course is open to students who are at least 16 years of age. It is offered five (5) times during the year, with classes beginning in September, December, February, April and July. Students can register in the Main Office.

As a minimum of 30 hours of classroom and 8 hours of drive "behind-the-wheel" instruction is mandatory , students may be dropped from the course unless all classed are attended. There is a fee for the entire program. Resources used in the classroom instruction include the Connecticut Driver's Manual Sportsmanlike Driving, films, and speakers. Written assignments will be included.

W O R L D L A N G U A G E S P E C I A L P R O G R A M SThe Yale Center for International and Area Studies offers courses in world languages not commonly taught in high schools. Classes meet one and one half hours a week at Yale in the late afternoon.

The New Haven Yale International Studies Center offers Saturday morning courses at Hillhouse High School in the areas of Russian, Chinese and Japanese, Latin American and West African culture and history , as well as courses in Law and Criminal Justice.

Independent Study credit may be granted to those students who are concurrently studying a world language at Branford High School. If interested, see Chairperson of the World Language department.

H O R I Z O N SHorizons, Branford High School’s alternative education program is a non-traditional education program ("school within a school"). It was established to meet the academic, personal, social, and career needs of students who are not experiencing success in the traditional high school program and are actively seeking to make the changes necessary for academic success. In order to facilitate the change process an emphasis is placed on the development of personal responsibility in a context of community support.

The purpose of the program is to offer an alternative learning environment and experience for high school students emphasizing the development of academic skills and concepts needed to become productive and contributing members of a radically changing society and to function successfully upon their return to the traditional school program or after graduation. The program adheres to the graduation requirements established for all Branford High School students.

An A.M. Program (7:30-11:30a.m.) primarily for freshman/sophomores, and a P.M. Program (10:43) a.m. - 3:15 p.m.) for juniors/seniors are offered. Students are encouraged to take additional course offerings at Branford High School either before or after their Horizon classes provided they are committed to regular attendance in those classes. Other students must opt for a modified program of early dismissal or late arrival.

Students may earn credit toward graduation on a quarterly basis in the following areas: mathematics, science, social studies, English, fine/practical arts, health, physical education, community volunteer service, and the Senior Graduation Exhibit.

Contact the student's Guidance Counselor or Mr. Michael Griffin for information and/or entry into the program.

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Horizons is a member of the Connecticut Association of Alternative Schools and Programs and is recognized by the Connecticut State Department of Education as a model for “in house” Alternative High School Programs.

P E E R C O N N E C T I O N S Prerequisite: Selected by application and interest. This program provides training for selected students to become resources for their peers in all aspects of student life. Participants will receive training in active listening and communication skills as well as receive information about school and community resources for teenagers. Applicants must fill out an application and participate in an interview process.

S A T P R E P A R A T I O N

The BHS PTA sponsors special SAT Prep courses that are offered several times during the year in the afternoon and/or evening, meting a couple of times a week for seven or so weeks. Students who have enrolled in this program have increased their scores. The cost of this program is significantly cheaper than the commercial operations. Contact the BHS.

Several departments offer elective courses designed to help students prepare for the SAT. In Math, there is Problem Solving in Mathematics. The Language Arts Department offers Strategies for the SAT Verbal.

The Math Department's Computer Lab and the Language Arts Writing Center also have various computer programs on SAT Preparation available to students. These programs feature a simulated SAT pre-test. After the pre-test is completed and the test results are analyzed by the computer, the student may choose the tutorial mode for instructional assistance in areas of weakness. Once weak areas have been improved, a full-length SAT posttest may be taken.

Booklets that discuss test-taking strategies are available for student use in the Guidance Department.

The best preparation for SATs is lots of life-long reading, a demanding academic course load, and supportive home environment that emphasizes the importance of school and studying.

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MAGNET SCHOOLS – PROJECT CHOICEThe Interdistrict Public School of Choice program is a series of 14 schools within New Haven Public Schools that admit students from twenty-five area school systems. Thirteen of the schools are Interdistrict Magnet Schools approved by the Connecticut State Department of Education. One of the schools makes seats available to suburban students as part of “Project Choice”, a program managed by Area Cooperative Educational Services. The schools are:Elementary Schools

Davis Street Interdistrict Magnet 203-946-8660Vincent Mauro Math, Science & Technology 203-946-5970Barnard Environmental Studies School 203-946-8600MicroSociety Magnet Elementary 203-946-7766

K-8 SchoolsConte/West Hills Magnet 203-946-8613Benjamin Jepson Non-Graded Magnet 203-946-6077

Middle SchoolsBetsy Ross Arts Magnet 203-946-8974Sheridan Communication & Technology Magnet 203-946-8828

High SchoolsCooperative Arts & Humanities Magnet 203-946-5923Hill Regional Career Magnet 203-946-5845High School in the Community 203-946-7022Hyde Leadership High School 203-946-8121Metropolitan Business High School 203-946-6731New Haven Academy 203-946-8995

The schools are dedicated to Academic Excellence and celebrating Human Diversity. Each has a core program that is designed to meet the highest state and national standards for curriculum, instruction and student achievement. Additionally, each magnet school has its own specialized ‘theme’ or approach to teaching students. The unique characteristics of each school are intended to attract parents and students who find these features responsive to their individual needs and interests.There is no tuition cost for parents or the sending school districts. The program is approved and funded by the Connecticut State Department of Education, the U.S. Department of Education and New Haven Public Schools.

Who may apply to these schools?The Interdistrict Magnet Schools are available to all students eligible to attend school in any of the twenty-five member school districts. Students currently attending private and other non-public schools are also eligible to apply.

How are students selected?A ten-week application period for suburban students begins in December each year. If there are more applications than available seats received by the deadline, a computer-based lottery is conducted. Students not selected in the lottery will be placed on a waiting list. Late applications are accepted.

Is transportation provided?Yes, transportation is made available to each of the magnet schools. All elementary and middle school students are transported by yellow school buses. High School students from East Haven and Hamden are given a Free Pass to ride Connecticut Co. public buses. High School students from all other towns ride on school buses and vans.

For more information please call the school directly that you are interested in.

APPLICATION DEADLINE IS FEBRUARY February 23, 2007

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AA C A D E M I CC A D E M I C S S C H O O LC H O O L P O L I C I E SP O L I C I E S , 22ADMINISTRATION, 1A D V A N C E D P L A C E M E N T , 89AART, 78AUDIT A CLASS, 26BBUSINESS AND TTECHNOLOGY EEDUCATION, 65CALENDAR, 4Career and Technical Education, 62CAREER DEVELOPMENT, 85C O L L E G E A D M I S S I O N S , 29COMMUNITY SERVICE, 9Connecticut School of Electronics, 87COURSE CHANGES, 24COURSE LEVELS, 22C O U R S E S E L E C T I O N P R O C E S S ,

28COURSE WITHDRAWAL, 25CREDIT MAKEUP, 25DISCRIMINATION POLICYDISCRIMINATION POLICY, 3D R I V E R E D U C A T I O N , 90EARLY OUT, 27Early Start – Senior Graduation Exhibition Calendar,

9EXPECTATIONS, 7FFAMILY AND CCONSUMER SSCIENCES, 75GRADE POINT AVERAGE, 23GRADING, 23G R A D U A T I O N R E Q U I R E M E N T S ,

8GRAPHIC TECHNOLOGY, 73GRIEVANCE PROCEDURE, 3GUIDANCE COUNSELORS, 1HONOR ROLL, 23HONORS / PASS / FAIL OPTION, 24HONORS OPTION, 24INDEPENDENT STUDY, 25LLANGUAGE AARTS, 32, 33

Magnet Schools, 92MATHEMATICS, 47MEDICAL EXCUSE, 26MISSION STATEMENT, 7MMUSIC, 82NCAA FRESHMAN - ELIGIBILITY, 30NEASC, 6ON-LINE / CORRESPONDENCE PROGRAM, 26P E R F O R M A N C E G R A D U A T I O N

R E Q U I R E M E N T S , 10, 13PERFORMANCE RATINGS, 11PPHYSICAL & HHEALTH EEDUCATION, 84Physical Education/Interscholastic Medical Excuse

Form, 26PREREQUISITE POLICY, 24PROGRAM LEADERS, 1PROJECT CHOICE, 92READING COURSES, 39S A T P R E P A R A T I O N , 91Schedule Change, 25SCHEDULING PROCESS, 28SS CIENCE, 52S E N I O R G R A D U A T I O N

E X H I B I T I O N , 9Senior Graduation Exhibition Calendar, 9SENIOR INTERNSHIP PROGRAM, 27SEX .i.DISCRIMINATION, 3sex discrimination, 3S O C I A L S T U D I E SS O C I A L S T U D I E S , 40S P E C I A L E D U C A T I O N , 89S P E C I A L P R O G R A M S , 85T E C H P R E P P R O G R A M , 89TTECHNOLOGY EEDUCATION PPROGRAMS, 70Title IX, 3Title IX Coordinator, 3WEIGHTING OF COURSES, 22World Language, 58

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