Administration School Administrative Unit # 17 --- Dr. Brian Blake, Superintendent of Schools Carol Coppola, Business Administrator Ellen Hume-Howard, Director of Curriculum Jennifer Pomykato, Director of Student Services Administration Sanborn Regional High School --- Brian M. Stack, Principal Michelle Catena, Guidance Director Ann M. Hadwen, Assistant Principal Vicki Parady-Guay, Athletic Director Michael J. Turmelle, Assistant Principal Sanborn Regional High School 17 Danville Road, Kingston, NH 03848 http://web.sau17.org/index.php/schools-188/high-school 603.642.3341 [Phone] 603.642.6947 [Fax] The Program of Studies describes the academic program offered at Sanborn Regional High School. This document, in conjunction with the Course Catalog, provides information to guide students and parents through a four-year course of study at SRHS. Periodically, changes to the Program of Studies and the Course Catalog occur due to changes in district policies or practices. Program of Studies 2015 - 2016
Transcript
Administration
School Administrative Unit # 17 ---
Dr. Brian Blake, Superintendent of Schools
Carol Coppola, Business Administrator
Ellen Hume-Howard, Director of Curriculum
Jennifer Pomykato, Director of Student Services
Administration
Sanborn Regional High School ---
Brian M. Stack, Principal
Michelle Catena, Guidance Director
Ann M. Hadwen, Assistant Principal
Vicki Parady-Guay, Athletic Director Michael J. Turmelle, Assistant Principal
Sanborn Regional High School 17 Danville Road, Kingston, NH 03848
Our Core Values At Sanborn Regional High School we are committed to sustaining a positive environment, which promotes respect, academic excellence, and pride by encouraging independent thinking within a culture of collaboration. We believe in Sanborn P.R.I.D.E. ---
Personalization: Developing self-identity while
respecting differences in others
Risk-Taking: Challenging individuals
academically to develop their character
Integrity: Demonstrating high standards and moral courage both inside and outside of the classroom
Discovery: Inspiring creativity and imagination through exploration and self-expression
Empowerment: Pursuing excellence with confidence
To achieve our Academic, Social, and Civic Expectations, the Sanborn Regional High School community will empower students on their journey to:
Effectively Communicate: Demonstrate a proficiency in the communication skills of reading, writing, speaking, viewing, and listening
Creatively Solve Problems: Demonstrate a proficiency in problem solving and critical thinking skills
Responsibly Use Information: Demonstrate a proficiency to effectively and ethically find and use information
Self-Manage Their Learning: Demonstrate responsibility, intelligent risk-taking, effort, and initiation for one’s own learning
Produce Quality Work: Recognize and produce work of high quality
Contribute to Their Community: Resolve conflict, assume responsibility for behavior, demonstrate diversity and tolerance, maintain a safe and supportive environment, and contribute responsibly to one’s school, community, and world
About Us............................................................................................................................................................................... 6
Statement of Nondiscrimination.......................................................................................................................................... 7
Family Educational Rights and Privacy Act of 1974 (FERPA) ................................................................................................ 8
Student Services Program .................................................................................................................................................... 8
Notice of rights pursuant to RSA 186-C: 16-b ...................................................................................................................... 8
The Statute of Limitations for Special Education Cases ....................................................................................................... 8
Rights and Obligations for Parents and School Districts ...................................................................................................... 9
Special Education Timeline .................................................................................................................................................. 9
Suggested Credits for College Admission........................................................................................................................... 11
Small Learning Communities ............................................................................................................................................. 11
Freshman Learning Community ......................................................................................................................................... 11
Core Freshman Courses (4 total credits)............................................................................................................................ 12
Freshman Learning Community Mission Statement.......................................................................................................... 12
Sophomore Experience – The Small Learning Community for Sophomores ..................................................................... 12
Core Courses (4 total credits) ............................................................................................................................................ 12
Career Pathways – The Small Learning Community for Juniors and Seniors ..................................................................... 13
Marking System ................................................................................................................................................................. 14
Understanding Sanborn’s Grading and Reporting System: ............................................................................................... 15
Program of Studies 2015 - 2016 Page 4
A Guide for Parents and Students ...................................................................................................................................... 15
21ST Century Learning Expectation Work-Study Practices .................................................................................................. 17
Understanding the Pinnacle Internet Viewer (PIV) ............................................................................................................ 19
The PIV Home Page ............................................................................................................................................................ 19
The PIV Assignment Level Page ......................................................................................................................................... 20
School Board Graduation Policy – State-Administered Accountability Tests .................................................................... 24
Early Graduation ................................................................................................................................................................ 25
Transfer Students ............................................................................................................................................................... 25
College & Career Prep (CCP) .............................................................................................................................................. 26
About Project Running Start .............................................................................................................................................. 27
New Hampshire Scholars Program .................................................................................................................................... 28
Business and Technology ................................................................................................................................................... 30
English Department ........................................................................................................................................................... 31
Family and Consumer Science Department ....................................................................................................................... 32
Music Department ............................................................................................................................................................. 34
Science Department ........................................................................................................................................................... 35
Social Studies Department ................................................................................................................................................. 36
Vocational Technology Department .................................................................................................................................. 37
Wellness Department ........................................................................................................................................................ 37
Seacoast School of Technology .......................................................................................................................................... 39
Program of Studies 2015 - 2016 Page 6
About Us Sanborn Regional High School is located in Kingston, New Hampshire. It
services students in grades nine through twelve from the communities of
Kingston, Newton, and Fremont. Once occupying the historic Sanborn
Seminary that closed its doors in 1964, the school moved into a new, state-of-
the-art campus on Danville Road in the fall of 2006. This new campus allows
Sanborn to continue to meet the challenges of providing an exceptional
academic program for its students while continuing to be an important
community resource for a variety of programs and events.
Sanborn offers a challenging curriculum designed to meet all the needs of its
diverse student population. Course offerings include honors and college and
career preparatory levels as well as a selection of Project Running Start,
Advanced Placement, dual-enrollment college courses, and career
internships. A variety of elective offerings include art, business technology,
family and consumer science, music, vocational studies, and wellness.
Sanborn also offers a variety of Seacoast School of Technology courses for
students who would like to specialize in a specific area of study.
In addition to academics, a variety of co-curricular programs and activities
are available for students. For more information on these programs, please
visit the school’s website at www.sau17.org/hs or contact the main office at
603-642-3341.
Affiliations
Sanborn Regional High School is fully accredited by the
New England Association of Schools and Colleges (NEASC).
NEASC is a non-governmental, nationally recognized
organization whose affiliates include elementary schools
through collegiate institutions offering post-graduate programs.
Accreditation by NEASC means that an institution meets or exceeds the criteria established by the commission. An accredited school or college is one that has available the necessary resources to achieve its stated purposes through appropriate educational programs; is substantially doing so; and gives evidence that it will continue to do so in the foreseeable future. The integrity of the institution is also addressed through the accreditation process. 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, nor of the competence of individual graduates. Rather, it provides reasonable assurances about the quality of opportunities available to students enrolled in the institution.
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Sanborn Regional High School is a member institution of NEASC and, as such, is committed to its system of review. Inquiries regarding the status of an institution’s accreditation should be directed to the administrative staff. Individuals may also contact the Association.
New England Association of Schools and Colleges 21 Burlington Rd. Bedford, MA 01890 (781) 271-0022
NHIAA Sanborn Regional High School is a member of the New Hampshire
Interscholastic Athletic Association.
Since 1947, the NHIAA has made progress in organizing, supervising and coordinating a state wide athletic program. Superintendents, principals, athletic directors, coaches, state school board association members, and State Department of Education personnel have served on the Council, the governing body of the organization. The administration of sports has been carried out by committees chosen from school and non-school people throughout the state.
In addition to the administration of athletics, the Association has formulated standards to ensure that competition is equalized. Regulations have been adopted to meet changing times and conditions. Changes, when necessary, are implemented by constitutional or bylaw amendment. The New Hampshire Interscholastic Athletic Association is a voluntary organization operated by a continually changing committee structure and an athletic council. Committee membership is voluntary. Positions on the Council are rotated over a period of years giving the opportunity for all viewpoints to be considered. By this process, athletics takes its proper place in the entire educational program of the schools and makes a great contribution to the development of New Hampshire youth.
The mission of the New Hampshire Interscholastic Athletic Association, as the leader of high school athletics, is to ensure fair play in competition and equal opportunity in interscholastic opportunities.
251 Clinton Street Concord, NH 03301 phone: 603.228.8671 fax: 603.225.7978
Statement of Nondiscrimination It is the policy of the Sanborn Regional School District to extend equal and fair treatment to all persons in all aspects of the district’s affairs, with regard to age, ancestry, color, creed, handicap, marital status, national origin, race, religion, sex, sexual orientation, or veteran status. No person shall, on these bases, be denied equal opportunities to participate in educational services and activities. Any person having inquiries concerning Sanborn Regional High School’s compliance with Title IX or Section 504 of the Vocational Rehabilitation Act of 1973 is directed to contact the Title IX or Section 504 Coordinator.
Program of Studies 2015 - 2016 Page 8
Family Educational Rights and Privacy Act of 1974 (FERPA) The Federal Family Education Rights and Privacy Act of 1974 (20 USCS §1232g) and regulations adopted by the US Department of Health, Education and Welfare (45 CFR §99.67) grant parents of students, along with eligible students (those who have attained 18 years of age or who are attending institutions of post-secondary education), certain rights relative to records maintained by the Sanborn Regional School District. These rights include the following:
1. Parents may inspect and review the education records of their children, and eligible students may inspect and review their own education records.
2. A parent, or an eligible student, may request that the student’s education records be amended and may request a hearing if the records are inaccurate, misleading, or invade the privacy or other rights of the student.
3. The statute and regulations forbid the disclosure of personally identifiable education records without prior written consent from the parent or eligible student, except in certain specific situations.
4. In order to implement the statute and regulations, the Sanborn Regional School District has adopted a written policy, which is available to parents and eligible students upon request.
5. One of the situations where information regarding a student may be released without prior consent is when the data consists of directory information, which includes a student’s name, address, date of birth, place of birth, attendance record, academic achievement, and parents’ names and addresses. A parent of a student, or an eligible student, may request that any or all of these categories of information not be designated directory information with respect to that student. Such requests shall be written, dated, and addressed to the Superintendent of Schools, Sanborn Regional School District, 17 Danville Road, Kingston, New Hampshire 03848.
All requests, except those received in September, shall remain effective until the first day of October of the following year. The federal statute and regulations are enforced by the Family Educational Rights and Privacy Act Office, Department of Health, Education and Welfare, 330 Independence Avenue SW, Washington, DC 20201. This office is empowered to investigate timely written complaints.
Student Services Program Student Services at Sanborn Regional High School are designed to meet the New Hampshire Standards for the Education of Handicapped Students to provide a free and appropriate education for all identified educationally disabled students using an inclusionary model. The proper referral, evaluation, and placement requirements must be met in order for a student to take part in this program. A referral may be made by any person who bears a responsibility for a child’s welfare.
After it has been determined (through the referral, evaluation and placement process) that a student is educationally disabled, a variety of placement options become available. Such placements may include, but are not limited to, the following options: directed study support, consultative assistance, itinerant specialists, instructional assistants, work-study, special classes, class monitoring, and/or individualized instruction.
Notice of rights pursuant to RSA 186-C: 16-b
The Statute of Limitations for Special Education Cases The state and federal special education laws (New Hampshire Revised Statutes Annotated Chapter 186 – C and Title 20, United States Code, Sections 1400 – 1415) require that the school district offer a free appropriate public education to all educationally disabled children.
Program of Studies 2015 - 2016 Page 9
These statutes define educationally disabled children as children suffering from certain enumerated disabilities who are between the ages of three and twenty-one and who have not yet obtained a high school diploma.
A free appropriate public education consists of specially designed instruction and educationally related services in accordance with an Individualized Education Plan developed by the school district in consultation with the student’s parents.
If you suspect that your child is educationally disabled and qualifies for such services, you may make a written referral requesting that the school district determine your child’s eligibility. Such referrals should be addressed to the Director of Student Services, School Administrative Unit 17, 17 Danville Road, Kingston, New Hampshire 03848.
Rights and Obligations for Parents and School Districts
The special education laws confer many rights and obligations upon parents and school districts regarding educationally disabled students. These include, but are not limited to, the following, which are listed in Title 20 United States Code, Section 1415(b):
1. Parents may examine all relevant records with respect to the identification, evaluation, and educational placement of the child, and the provision of a free appropriate education.
2. Parents may obtain an independent educational evaluation. 3. The school district may adopt procedures to protect the rights of the child whenever the parents of the
child are unknown or unavailable or whenever the child is a ward of the state. Such procedures may include the assignment of an individual who is not an employee of the school district or the state department of education, to act as a surrogate for the parents or guardian.
4. The district must give the child’s parents or guardian prior written notice whenever the district proposes to initiate or change, or refuses to initiate or change, the identification, evaluation, or educational placement of the child or the provision of a free appropriate public education. The district must adopt procedures to assure that this notice informs the parents or guardian in their native language of procedures available under Section 1415, unless clearly not feasible.
5. The school district must adopt procedures which include the opportunity to present complaints with respect to any matter relating to the identification, evaluation, or educational placement of the child, or the provision of free appropriate public education to such child.
6. Whenever a district receives such a complaint, the child’s parents or guardian shall have the opportunity for an impartial due process hearing which will be conducted by an administrative hearing officer appointed by the State Department of Education. The officer shall not be an employee of any agency involved with the education or care of the child. The decision may be appealed to the U.S. District Court or to the New Hampshire Superior Court.
Special Education Timeline
State law establishes short deadlines for requesting an administrative hearing and for appealing the hearing officer’s decision to the courts. According to New Hampshire Revised Statutes Annotated Section 186-C: 16-b:
Any action seeking to enforce special education rights under state or federal law shall be commenced by requesting an administrative hearing from the State Department of Education within 2 (two) years of the date of when the alleged violation was, or reasonably should have been, discovered. However, an action against a school district to recover the costs of unilateral special placement should be commenced by requesting an administrative hearing from the State Department of Education within 90 days of the unilateral placement:
Program of Studies 2015 - 2016 Page 10
1. Where the parent, legal guardian, or surrogate parent has not been given proper notice of special education rights pursuant to Title 20, United States Code, Section 1415(b), including notice of the time limitations in New Hampshire Revised Statues Annotated Section 186-C: 16b, such limitations shall run from the time the notice of those rights is properly given. The New Hampshire Department of Education shall make available a model notice of rights which school districts may use as one means of complying with this notice requirement.
2. An appeal from the New Hampshire Department of Education administrative hearing officer's decision to a court of competent jurisdiction shall be commenced within 120 (one-hundred twenty) days from the receipt of the decision. All such decisions shall be sent certified mail, return receipt requested.
3. Any action under Title 20, USC, Sec. 1415(e), seeking reimbursement from the school district for attorneys’ fees related to a request for an administrative hearing, shall be commenced within 120 (one-hundred twenty) days from the receipt of the New Hampshire Department of Education administrative hearing officer's decision.
4. Where a unilateral placement has been made without the school district of residence being offered a reasonable opportunity to evaluate the child and to develop an Individualized Education Plan, reimbursement may not be sought from the school district for any costs incurred until the school district is given an opportunity to evaluate the child and to develop an Individualized Education Plan. For additional information, please contact the Director of Student Services at School Administrative Unit 17, 17 Danville Road, Kingston, New Hampshire 03848.
Guidance Services The Sanborn Regional High School Guidance and Counseling program is an essential part of the educational process for students. This program is designed to meet students’ needs by helping them define and meet expectations in all facets of their lives – academic, social, emotional, and career and post-secondary planning. Each student will be assigned to a counselor upon entrance to Sanborn Regional High School.
Guidance activities are conducted on a regular and planned basis with the goal of providing students with experiences to help them grow and to reach their full potential. Counselors provide direct services to students, as well as working with parents, school staff, and members of the community.
Unless otherwise instructed in writing by a parent or guardian, services provided through the Guidance Office will be provided to all students through self-referral, staff referral, and/or parent referral.
All information shared in the counseling relationship is treated with the deepest respect. Counselors have an ethical
responsibility and professional duty not to divulge information learned in private interaction unless there are compelling
circumstances, or a legal mandate to do so. Counselors are obligated to share information with parents of minors and
others in the following circumstances: as ordered by a court of law; to protect a student from harm, abuse and neglect;
and, to warn potential victims of the intent to harm.
Program of Studies 2015 - 2016 Page 11
Each year, Sanborn’s graduates
are accepted at a variety of two
and four year universities and
technical institutions. The
Guidance Department posts
these acceptances in the lobby
and updates them regularly.
Suggested Credits for College Admission
Students should work with their assigned guidance counselors to develop a course of studies that is
appropriate to their career and post-secondary plans.
Minimum Schedule Requirements Students are expected to take a full course load for the entire school year. Any students seeking a course-load reduction must submit a formal waiver request to the principal. The principal will notify the student if the request has been granted or denied.
Small Learning Communities Sanborn Regional High School is a redesigned school, prepared to meet the educational needs of high school learners in the 21st century. The school is structured around three key pillars: Small Learning Communities (for teachers and for students), Student Engagement, and a positive Climate and Culture.
The school has implemented Professional Learning Communities for educators and small learning communities for students, including the Freshman Learning Community (FLC), the Sophomore Experience, and Career Pathways (for juniors and seniors).
Freshman Learning Community The Freshman Learning Community (FLC) is a comprehensive transition program for ninth grade students
entering Sanborn Regional High School. Students are assigned to one of two FLC teams serving 80-100 students
each. The team structure provides the necessary support to ensure that all students achieve at high levels. Team
teachers meet regularly to discuss curriculum, assessment, and the academic needs of students. FLC classes are
heterogeneously grouped; however, students may contract for honors credit. In order to receive honors credit, a
student must fulfill all aspects of the honors contract and earn an 80% or above for a final course grade. Global
Studies (Social Studies), English, and Freshman Science may all be contracted for honors credit.
Type of College English Social
Studies Math Science
World Languages
Selective 4 Year Colleges
5 4-5 5 4-5 4-5
4 Year Colleges 4-5 4 4 4 3-4
2 Year Colleges 4 3 3 3 0-2
Program of Studies 2015 - 2016 Page 12
Core Freshman Courses (4 total credits)
Each freshman team is comprised of four teachers representing the following core subjects:
Global Studies (Social Studies)
English 9 (English)
Wellness (Health & Physical Education)
Science (Physical Science)
Additionally, FLC teams work closely with a literacy teacher, a world language teacher, and special education
teachers.
Freshman Learning Community Mission Statement
The mission of the Freshman Learning Community is to prepare students for academic and personal success
through encouragement, support, and self-advocacy.
Sophomore Experience – The Small Learning Community for Sophomores
Sophomores are grouped into pods of integrated teams
where English, Social Studies, and Science curricula are
blended into interdisciplinary units throughout the year.
Within this small learning community model, teachers have
complete autonomy over the daily teaching schedule and
instructional groupings of students. This autonomy
provides opportunities for teachers and students to be
grouped flexibly, according to daily learning and teaching
needs. Because the small learning community shares a large
amount of common time, the flexibility to address daily
learning and teaching needs may take many forms,
including, but not limited to, periods for sustained silent
opportunities, academic intervention, and community-
building activities.
Core Courses (4 total credits)
Each Sophomore Experience student has the potential to earn credits for:
Social Studies (Your Government, Your Money) 1 Credit
Sophomore English 1 Credit
Science (Biology) 1 Credit
Sophomore Seminar – Reteach and Enrich 1 Credit
Advisory .25 Credit
Program of Studies 2015 - 2016 Page 13
Career Pathways – The Small Learning Community for Juniors and Seniors As you, the student, begin to develop post-secondary plans, it is important that you follow an appropriate high school course sequence that supports your hopes and aspirations and makes you truly college and career-ready. As part of the preparation for your post-secondary plans, Sanborn Regional High School has developed small learning community Career Pathways for you to explore.
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Program of Studies 2015 - 2016 Page 14
Extended Learning Opportunities (ELO)
Extended Learning Opportunities (ELO’s) are available to students as a means to meet the diverse instructional
needs of students with different talents, interests, and development. In order to participate in an ELO for a
Sanborn Regional High School credit, students must develop a personal educational plan aligned with the
educational goals and objectives of Sanborn Regional High School. The plan must detail how it will be
supervised, and outline the specific curriculum standards that it will address. Over the course of four years,
students are allowed to participate in a maximum four ELO’s. These must be pre-approved by a review council,
which will consist of the Principal, the Director of Guidance, and the Director of Curriculum.
Marking System In 2009, all New Hampshire high schools were required to implement a
system of assessment of student learning based upon the measurement of
proficiency on course competencies. By 2010, the Sanborn Regional School
District had adopted a new format and structure for assessing student work
and for assigning grades. In each course, a teacher reports student proficiency
in meeting both course-level competencies and school-wide academic, civic,
and social competencies. Each course competency receives a letter score
(rubric score) and this letter score contributes to the overall, final grade (on a four point college scale) based on
the individual competency weighting established by the teacher (see page 14). Additionally, teachers assess
students’ progress toward meeting School-wide Academic, Civic, and Social Expectations for Learning (see page
14).
Sanborn teachers routinely measure students’ progress toward achieving the standards outlined in the Common
Core State Standards (English-Language Arts, Mathematics, and content-based Literacy) and other national and
state standards as they apply (the American Council on the Teaching of Foreign Languages, for example, has
standards that describe language proficiency). The Common Core State Standards and other national and state
standards, along with the skills expectations of our school, establish high and challenging expectations for all
students; describe what students should know, be able to do, and care about; and
serve as a basis for curriculum, instruction, and assessment in our school district.
Program of Studies 2015 - 2016 Page 15
Grading Resources
U g b ’ G g R p g m:
A Guide for Parents and Students
Sanborn Regional High School uses a competency-based grading and reporting system for all of its courses. The purpose of this document is to give a basic overview to parents and students of how this system works. Additional resources are available for download on the school district website. What is a competency? A competency is the ability of a student to apply content knowledge and skills in and/or across the content area(s). At Sanborn, there are two kinds of competencies used in grading: School-Wide: Sanborn has six 21st Century Expectations for Learning, also known as the P.R.I.D.E. standards, that are based on social and civic behavioral expectations. These are assessed regularly on summative assignments by each teacher in each course using a rubric. These grades are NOT included in the final grade calculation for courses but a summary of these grades appears on each student’s final transcript that is made available to employers and colleges. These grades are also used as eligibility criteria for various awards, honors, and privileges at the school. Course-Based: Each course at Sanborn has competencies that are specific to each course. These competencies are the big ideas of the course and answer the question: What is it we want our students to know and be able to do in this course? These competency grades are printed each quarter for each course on Sanborn’s report card and ARE included in the final grade calculation for courses. How are the competencies linked to grades? Formative Assessment: A formative assessment is an assessment for learning and can be broadly described as a snapshot or a dipstick measure that captures a student’s progress through the learning process. It explains to what extent a student is learning a concept, skill, or knowledge set. Formative assessments are practice and are not heavily weighted in the grading system. Examples of formative assignments include class work, homework, and quizzes. Summative Assessment: A summative assessment is a comprehensive measure of a student’s ability to demonstrate the concepts, skills, and knowledge embedded within a course competency. It is an assessment of learning that is heavily weighted in our grading system. At Sanborn, each summative assignment is linked to at least one (or more) of the course-based competencies. Examples of quality performance-based summative assignments include research projects, presentations, labs, writings, tests, and other similar performance tasks. A student’s grade is cummulative over the entire length of the course (not an average of quarter grades). Summative assessments are weighted at least 90% of the overall course grade. What is the grading scale that all teachers use? At Sanborn, all assignments are graded on a 4.0 rubric scale. Teachers report assignment grades as an individual letter. Final course grades are reported as a numerical score based on the following ranges: Exemplary (E): Final grade of 3.50-4.00 Proficient (P): Final grade of 2.50-3.49 Basic Proficiency (BP): Final grade of 1.50-2.49 Limited Proficiency (LP): Final grade of 0.50-1.49 Not Met (NM): Final grade of 0.01-0.49
Not Yet Competent (NYC): Final grade of 0.00 Insufficient Work Shown (IWS): Final grade of 0.00 How does a student earn credit for a course? In order to receive full credit for a course, both of the following conditions must be met: 1. The final course grade must be at a Basic Proficiency (BP)
level or higher. 2. The final competency averages for each course-based
competency must be at a Basic Proficiency (BP) level or higher.
What happens if a student does not earn credit? Credit Recovery: If a student does not receive an overall course grade at a Basic Proficiency (BP) level or higher, they will have to recover the credit for that course by repeating it either at Sanborn or by registering for an approved online program. Competency Recovery: If a student earns a final course grade at a Basic Proficiency (BP) level or higher but does not receive a Basic Proficiency (BP) level or higher in each of the course competencies associated with the course, the student will receive a final course grade of Not Yet Competent (NYC) and will need to recover the competency(ies) using an alternative method such as an online module or a teacher-directed project that is tailored specifically for individual student needs. Once the student demonstrates basic proficiency, the original grade will supersede the NYC and an additional entry will be added to the transcript, indicating: Competency Recovery, following the subject of the course, and the student will earn the credit for the course.
Credit and competency recovery programs are managed by the Guidance Department staff in conjunction with the teacher(s). What grading practices are common to all classes? Reassessment: If a student receives a summative assessment grade that is at the Proficiency (P) level or below, they may be eligible to reassess on that assessment provided they complete a reassessment plan that is mutually established with the teacher. The reassessment is typically just the parts of the assignment for which the student was not at a Proficiency (P) level. The teacher would record the new grade earned in the grade book. Mandatory Assessments: Assessments provide teachers with evidence that is necessary for determining grades. Students, teachers, parents, counselors, and administrators will do whatever it takes to make sure students complete all major summative assignments. Students who refuse to complete an assignment will receive classroom or school-level disciplinary consequences. The grade for that assignment or the overall course may be recorded as Insufficient Work Shown (IWS) until the student completes the work. At the end of the year, an IWS as a final grade results in no credit earned for that course.
Program of Studies 2015 - 2016 Page 16
Learning Trend: When fewer than four assessments have been linked to a competency, the competency grade is computed by taking an average of the assessment grades. Once four or more assessments have been linked to a competency, the competency grade is computed using a learning trend model. In this model, the student’s most recent work is given higher weight than older work when computing a grade. A learning trend is a more accurate representation of a student’s learning as they progress through a course. How can students track their progress in a class? Individual student course grades and report cards are available for viewing at any time by logging into the Pinnacle Internet Viewer (PIV). The Guidance Office issues individual PIV logins at the beginning of each year to parents and students. The PIV allows individuals to view grades by course on individual assignments as well as current competency and course averages. Official Sanborn report cards can be generated at any time in the PIV. Students and parents are strongly encouraged to contact teachers directly when they have questions or concerns about information in the PIV. The guidance office is also available to answer basic PIV questions and help with login information.
Program of Studies 2015 - 2016 Page 17
21ST Century Learning Expectation Work-Study Practices
Score of 1.5 or higher required for all competencies
3rd Calculation
Overall Grade
The overall grade for a course includes all
assignments entered in the grade book.
Course overall grades are calculated as an average.
Formative grades are weighted as 10% of the
overall grade.
Summative grades are weighted as 90 % of the
overall grade.
Overall Course Grades are scored on a four-point
rubric.
Score of 1.5 or higher required for overall grade
b ’ mp -based Grading System is designed to report out to students and parents three
different types of information: 1. Work Study Practices, 2. A level of student Competency in a course, and
an 3. Overall Grade Average for the course. All three together create a more complete report of a
u ’ h m , mp , g The system provides more
information for parents beyond a grade point average.
TEACHER
3.4
P
P
P
BP
3
3
3
3
3
3
Program of Studies 2015 - 2016 Page 19
Understanding the Pinnacle Internet Viewer (PIV) Individual student course grades and report cards are available for viewing at any time by logging into the Pinnacle Internet Viewer (PIV). The Guidance Office issues individual PIV logins at the beginning of each year to parents and students. The PIV allows individuals to view grades by course, on individual assignments, as well as current competency and course averages. Official Sanborn report cards can be generated at any time in the PIV. Students and parents are strongly encouraged to contact teachers directly when they have questions or concerns about information in the PIV. The guidance office is also available to answer basic PIV questions and help with login information.
The PIV Home Page When you first log into the PIV, you are brought to a home page, which gives you a quick snapshot of grades for each course that the student is enrolled. The Semester 1 and Semester 2 columns show only the culmination of the grades for that particular semester, but since the school is using a rolling grade, it is really the course grade column that matters most. The course grade column shows what the
student’s final course grade would be if the marking period were to close. Remember that grades are updated in real-time as teachers input assignment grades into their gradebooks. On the column to the left, the user can generate reports to show grade and attendance summaries for the student over time. The SRHS Report Card can also be printed from this menu. The user can click on a course title to get a description of that course. The user can also click on individual course grades for more information (see the assignment level page description below).
Program of Studies 2015 - 2016 Page 20
The PIV Assignment Level Page From the Home Page, the user can click on an individual course grade and it brings the user to the assignment level page for that course. On this page, the user can see all of the assignments that have been entered into the gradebook for the student by the teacher. Clicking on an assignment title will bring up more information about that assignment, if the teacher has entered information. In addition to the grade, the user is able to see what type of assignment it was (formative or summative), the original due date, and the maximum
number of points that were
possible for that assignment.
At the bottom of the screen, the user is able to see how many total points the student earned for each category (formative and summative). Those category grades are used to compute the overall course grade. Most courses
weight summative assignments at 90% of the overall course grade, but some weight them as high as 100%. Refer to the individual course syllabus
guide for this information.
Program of Studies 2015 - 2016 Page 21
Understanding Rubric Grading
A Guide for Parents and Students
Overview Sanborn Regional High School has used a competency-based grading and reporting system since 2010. Prior to the 2014-2015 school year, some teachers used a 100 point scale and some used a rubric scale to compute grades. Beginning with the 2014-2015 school year, all teachers will use a rubric-based scale to compute both competency and course grades for students in their classes. A rubric scale is different from a 100-point grading scale in the following ways: With a traditional 100-point scale, all grades typically start at 100 percent and deductions are taken by the teacher for missing or incorrect components to arrive at a final percentage score. These deductions can vary from assignment to assignment and teacher to teacher, and depend on the expectations that are set for each assignment. Many students think of this system as one in which they must accumulate a certain number of points over time to reach a passing (proficient) or high (exceeding) grade. A rubric is a chart that lists the criteria and a variety of levels that describe proficiency over the length of a course. Rubrics at Sanborn are based on four levels: Exemplary, Proficient, Basic Proficiency, and Limited Proficiency. With a rubric scale, a teacher determines a grade by first looking at the student’s work and determining which level of the rubric is the most appropriate match for that work. Teachers generally develop rubrics that are specific to the course, competency, or skill they are assessing. Students are provided with these rubrics when an assignment or task is given so that they have a clear expectation of what they need to do in order to complete the assignment or task at a Proficient (or Exemplary) level.
Sanborn's Grading Scales The chart below identifies the various grades that are used to report student achievement as well as a description of what those grades mean.
Level
Letter Code
Rubric Grade Range
What The Grade Means
Com
pete
nt Exemplary E 3.50 – 4.00
The student consistently and independently demonstrates the ability to analyze and synthesize essential content-knowledge and skills in a new task.
Proficient P 2.50 – 3.49 The student consistently and independently demonstrates the ability to apply and transfer essential content, knowledge and skills in a new task.
Basic Proficiency
BP 1.50 – 2.49 The student demonstrates the ability to comprehend and apply essential content, knowledge and skills in a familiar task.
Not C
om
pete
nt
Limited Proficiency
LP 0.50 – 1.49 The student is not demonstrating the application and transfer of essential content, knowledge and skills.
Not Met NM 0.01-0.49 The student is not competent in the performance standard(s).
Not Yet Competent
NYC 0.00 NYC: The student is not yet competent in all of the performance standard(s).
Insufficient Work Shown
IWS 0.00 IWS: The student has not produced a sufficient amount of evidence to determine the level for which they have met the performance standard(s).
Over the past few years, the school has come to understand that the rubric-based scale has produced grades that are more accurate, consistent, meaningful, and supportive of learning than grades that were produced from the 100-point scale. Accurate: By basing a student’s grade on academic factors, the teacher creates a clear picture of what the student has learned without the influence of other behaviors, like participation, effort, attitude, or adherence to deadlines. Grades are reported separately on report cards & transcripts. Consistent: For each unit or summative assessment, the teacher provides rubrics that describe exactly what the student will need to master. Using these rubrics establishes clear expectations for mastery up front and applies them consistently throughout the unit and the course. It also establishes clear expectations for students for what it means to reach the Exemplary level. Meaningful: A meaningful grade is one that clearly communicates what learning has taken place. In a competency-based course, scores are recorded by competencies rather than by assessment types (such as tests or homework), making it easier to identify areas of strength and to address areas of concern for each student. Supportive of Learning: Competency-based grading system with rubric scales supports learning by focusing on the material that has or has not been learned rather than on accumulating points to reach a certain total. Reassessments also support student learning by allowing new levels of learning to replace old ones when a student shows improvement on an assessment.
Program of Studies 2015 - 2016 Page 22
Understanding Grade Point Average (GPA), Graduation Titles & Honors, and
Class Rank: A Guide for Parents and Students
Overview Sanborn Regional High School transcripts report Cumulative Non-Weighted Grade Point Average (CUM NON-WEIGHTED GPA) and Class Rank. The reported Cumulative Non-Weighted Grade Point Average (CUM NON-WEIGHTED GPA) is a non-weighted calculation, using the scale(s) below, where all classes, regardless of level, receive the same weight of College and Career Prep. The reported Class Rank is based on a cumulative weighted grade point average, using the scales below, where classes receive the weight by course level (College and Career Prep, Honors, Advanced Placement, and Dual Enrollment (e.g. Project Running Start, NECC, eStart). Class rank is computed for grades 11 and 12 at the end of the academic year. A student must be enrolled at Sanborn for at least two full semesters prior to being eligible for class rank standing in their junior year.
Sanborn's Weighted GPA Scale
Final Course Grade Grade Point Average (GPA) Based on a 4.3 GPA Scale
Achievement Level Final
Course Grade
Regular and Unweighted GPA
Range
College and Career Prep (CCP) Weighted GPA
Range
Honors (H) Weighted GPA Range
Dual Enrollment (DE) Weighted
GPA Range Includes
Advanced Placement (AP),
Running Start (RS), NECC
Courses Completed During the 2012-2013 and 2013-2014 Academic Years
Honor Roll Honor roll is determined once, at the end of each academic year, and is based on a current-year non-weighted GPA.
Honors With Distinction: Current-year non-weighted GPA of 3.90 or higher (average course grades of 3.75 or higher for the year) High Honors: Current-year non-weighted GPA of 3.30 – 3.89 (average course grades of 3.50-3.74 for the year) Honors: Current-year non-weighted GPA of 2.70 – 3.29 (average course grades of 3.00-3.49 for the year)
Class Rank Class rank is based on the cumulative weighted grade point average (GPA) using the scale(s) described above. It is computed for grades 11 and 12 at the end of the academic year. A student must be enrolled at Sanborn for at least 2 full semesters prior to being eligible for class rank in the junior year.
Student Speakers For Graduation Events Beginning with the Class of 2015, all students will be invited to apply to be speakers for graduation events (2 for Graduation, 2 for Class Day, and 1 for Scholarship Night). At least six months prior to graduation, the building principal will invite interested students to submit a speech. Speeches will be judged blindly by a jury of adults selected by the building principal. The jury will determine which speeches will be delivered for which events. The selection criteria that the jury will use will be established in advance and made available to any student prior to submitting their speech.
Special Graduation Titles At the end of grade 12, the valedictorian, salutatorian, and class essayist titles are awarded to the students who have a class rank of 1, 2, and 3 respectively in their graduating class. The following titles are awarded at graduation to any student who meets one of the following sets of criteria:
Summa Cum Laude: Cumulative non-weighted GPA of 3.90 or higher * (average overall grades of 3.75 or higher) Magna Cum Laude: Cumulative non-weighted GPA of 3.30-3.89 * (average overall grades of 3.50-3.74) Cum Laude: Cumulative non-weighted GPA of 2.70-3.29 * (average overall grades of 3.00-3.49)
Students who are on track to be Magna or Summa Cum Laude Graduates by the end of Semester 1 of senior year will be eligible to attend a special Senior Honor Recognition Dinner that is held each May. * Based on “new scale”. An appropriate adjustment will be made for courses that were based on the “old scales.”
Program of Studies 2015 - 2016 Page 23
Procedures Regarding Failed Classes and Repeat Classes
In order to successfully pass and receive credit for a course at Sanborn Regional High School, a student must:
earn an overall course grade of 1.5 or higher and pass each individual course competency with a 1.5 or higher.
If a student fails a course by earning an overall course grade of 1.49 or lower (on a 4.0 grading scale)…
If a student earns an overall course grade of 1.5 or higher (on a 4.0 grading scale), but fails the course by earning a 1.49 or lower (on a 4.0 scale) on one or more course competencies…
the student may remediate the lost credit by completing an appropriate, approved course. The approval process must begin with communication between the student and the guidance counselor.
the student may remediate the lost credit by designing an individualized remediation program in partnership with the course teacher and the guidance counselor. The individualized program must include a plan to remediate the failed competency (ies).
Many courses at Sanborn Regional High School follow a sequence and, in these cases, students may not advance
to the next course without having successfully completed the prerequisite requirement. We strongly
recommend that students who fail courses, especially required courses, enroll in an accredited summer program
or complete an accredited online course to remediate a failed course grade. Students may enroll in a
remediation program (either summer school or online) after consulting with and receiving authorization
from the Guidance Department. The Guidance Department will determine the most appropriate way to
complete a failed course. This will not only ensure a timely progression through the required curriculum, it will
also ensure that target dates are maintained.
Graduation Requirements
Course Credits Course Credits
Fine and Performing Arts 1 Social Studies 3
English * 4 Technology 1
Math (must include Algebra I or Integrated 1) 3 Wellness 2
Science 3 Advisory / Electives 11
Total: 28 Credits
This is called course credit recovery (or remediation). This is called competency credit recovery (or
remediation).
*Students must complete
English 9, English 10,
Junior Literature and
Composition, and a Senior English elective.
Program of Studies 2015 - 2016 Page 24
School Board Graduation Policy – State-Administered Accountability Tests
In addition to demonstrating competency in a specified number of high school courses, the school board also requires students to demonstrate competency in state-administered accountability tests, as written below:
SANBORN REGIONAL SCHOOL DISTRICT SRSD FILE: IKFR
Page 1 of 2
HIGH SCHOOL GRADUATION REQUIREMENT ACCOUNTABILITY TESTING Statement of Purpose The school board recognizes that there are various ways of demonstrating academic competency. Statement of Policy This policy describes alternative paths to graduation should a student fail to demonstrate proficiency, or its equivalent, on state-administered accountability tests. A. In addition to accumulating the requisite number of high school credits (in specific course categories),
students must also demonstrate proficiency, or its equivalent, on all state-administered accountability tests in order to qualify for a Sanborn Regional High School diploma.
B. In the event that a student does not demonstrate proficiency, or its equivalent, on a state- administered accountability test, an alternative path to graduation will be developed by SRHS Guidance staff, with input from the student and parent(s). Guidance staff will consider the student’s post-secondary plans when developing an appropriate alternative path to graduation. The chief purpose of the alternative path to graduation is for the student to demonstrate proficiency in the content area(s) deemed to be non-proficient on the state-administered accountability test.
Example: A student who is not proficient on a state-administered accountability test in reading must demonstrate proficiency in Reading by successfully completing an alternative path to graduation.
C. When developing an appropriate alternative path to graduation, Guidance staff will consider a variety of mechanisms for students to demonstrate proficiency in the respective subject area(s). These mechanisms may include, but are not limited to, the following options: 1. The student will demonstrate proficiency by successfully completing an additional high school course
in the respective subject(s). A component of the additional course(s) will specifically address the non-proficient, or its equivalent, content areas as identified on the accountability tests; or
Program of Studies 2015 - 2016 Page 25
SANBORN REGIONAL SCHOOL DISTRICT SRSD FILE: IKF-R
Page 2 of 2 2. The student will successfully complete an online or distance learning module or modules targeted at
the non-proficient, or its equivalent, content areas as identified on the accountability tests; or
3. The student will successfully complete a teacher-designed unit or units of study targeted at the non-proficient, or its equivalent, content areas as identified on the accountability tests; or
4. The students will independently complete a portfolio of work that demonstrates proficiency, or its
equivalent, on each of the content areas identified as non-proficient on the accountability tests. D. Students with special needs are required to fulfill the above criteria except as modified in their
individualized Education Program (IEP). The IEP will document the methods by which the student will demonstrate academic proficiency. The IEP will define diploma requirements and methods by which the student will meet these requirements. Such standards must be presented to the administration for final approval.
Adopted: December 5, 2007 Revised: March 6, 2013
Early Graduation
Upon completion of a credit check with the student’s guidance counselor, students wishing to be considered for early graduation should submit a letter of intent and a copy of their credit-check form to the principal no later than December 15 of their graduation year.
Transfer Students
Students transferring into or out of the district must begin the process with the Guidance Director. For students
transferring into the district, the Guidance Director will review the transcript(s) from the other school(s) and
discuss the best way to fulfill Sanborn’s graduation requirements.
The Guidance Office will transfer all previous courses taken and credits earned onto a Sanborn Regional High
School transcript.
If a student transfers from a school having a different credit system, the Guidance Director will determine the
number of appropriate credits for each course passed.
Program of Studies 2015 - 2016 Page 26
Academic Standing - Grade Classification
Grade classification shall be assigned based upon the number of cumulative credits earned by the student.
Additionally, specific credits must be earned in English, Social Studies, Science, and Mathematics, as described
below:
Sophomore Grade Classification
To achieve sophomore (Grade 10) status, students must pass 1 credit each in English, Social Studies, Science,
and Math, and have accumulated 6 credits.
Junior Grade Classification
To achieve junior (Grade 11) status, students must pass all of the previous requirements in addition to 1 credit
each in English, Social Studies, Science, and Math, and have accumulated 12 credits.
Senior Grade Classification
To achieve senior (Grade 12) status, students must pass all of the previous requirements in addition to 1 credit
each in English, Social Studies, and Math, and have accumulated 18 credits.
The Sanborn Regional High School Administration reserves the right to assign, extend, or rescind school-based
privileges based upon Academic Standing – Grade Classification.
Course Levels
Sanborn Regional High School categorizes its courses using the following level codes:
CCP = College and Career Preparation
H = Honors
DE = Dual Enrollment (e.g. Project Running Start, NECC, e-Start)
AP = Advanced Placement
College & Career Prep (CCP)
An academic program designed for the student who is interested in pursuing a wide-variety of post-secondary
options such as a two or four year college, a technical/vocational school, the military, or employment. A student
in this program is expected to:
Actively participate in class discussions and written assignments;
Write for a variety of purposes, in a variety of modes;
Read at or above grade level and complete some independent reading;
Think, write, and discuss critically;
Complete group and individual projects;
Analyze and interpret data;
Program of Studies 2015 - 2016 Page 27
Work independently, with instructional direction;
Possess a willingness to explore new material with instructional assistance; and,
Complete all required assignments in a timely fashion.
Honors (H):
An accelerated academic program where the college-bound student is expected to:
Complete all required assignments in a timely fashion;
Actively participate in class discussions and written assignments;
Read above grade level and complete significant independent reading;
Complete many types of research projects, including papers;
Complete a variety of analytical, expository, and creative writings;
Think, write, and discuss critically;
Write for a variety of purposes, in a variety of modes;
Analyze and interpret data;
Work independently; and,
Demonstrate superior competence in reading, writing, speaking, and listening.
Advanced Placement Courses (AP):
A college level program where students are expected to meet all of the expectations of the Honors student, and
are also expected to:
Complete all necessary preparation and sit for the appropriate Advanced Placement examination (for AP classes);
Be an autonomous and independent learner; and,
Exhibit an attitude and level of motivation consistent with the college student.
Dual Enrollment (DE):
There are a variety of courses offered at or through Sanborn Regional High School which are eligible for dual enrollment. In a dual enrollment course, students earn high school credit while concurrently earning college credit. Examples of dual enrollment courses are:
Project Running Start courses offered through the New Hampshire Community Technical Colleges;
e-Start courses offered through the New Hampshire Community Technical Colleges; and,
Northern Essex Community College (NECC) courses that are instructed at the SRHS campus.
About Project Running Start
In 1999, the Community College System of New Hampshire (CCSNH) introduced the Running Start program, a
partnership between the Community Colleges of New Hampshire and high schools to give students an
opportunity to take college courses for college credit while also completing the requirements for high school
graduation.
Program of Studies 2015 - 2016 Page 28
Students who participate in a concurrent enrollment program are able to earn high school credit and college credit simultaneously. The courses taught through the Running Start program are college courses delivered at the high school by credentialed high school faculty as part of the daily class schedule.
Taking a college course while still in high school helps students learn about college expectations and sharpen academic skills while offering them a chance to discover what college classes are like before they arrive on a college campus. That means students will have a Running Start on other first-year students who have no prior college experience.
Accepting the challenge of taking college coursework shows that a student is serious and wants to make the most of his/her educational career.
For more information on Project Running Start, please refer to the following website:
http://www.ccsnh.edu/prs/index.html .
New Hampshire Scholars Program
The New Hampshire Scholars Program is a partnership between Sanborn High School, the local business community, and the New Hampshire College & University Council focused on increasing the number of high school students that take a challenging and rigorous curriculum designed to strengthen the chances for success in college and the workplace. In order to be eligible, students must complete the following core course study requirements (See course catalog for specific course requirements):
English: 4.0 Courses Mathematics: 3.0 Courses Science: 3.0 Courses Social Studies: 3.5 Courses World Languages: 2.0 Courses (in the same language)
For more information regarding additional requirements, please contact the Guidance Office at 603-642-3600. Some SST programs qualify for the NH Scholars Program. Please see the Course Catalog for details.
This symbol identifies SRHS courses that qualify for the New Hampshire Scholars Program (see Course Sequences, page 27).
Each department has a suggested course sequence. These course sequences assist students and parents to chart
a course of study in each discipline over the course of a four-year high school experience. Below, please find
suggested course sequences for each academic department.
Please see the online course catalogue for course descriptions.
Art Department
1 credit of Art required for graduation
TOPIC COURSE 1 COURSE 2 COURSE 3
Drawing & Painting
Visual Arts*
Drawing*
Portfolio*
Painting* Advanced Painting*
Ceramics Ceramics* Advanced Ceramics*
Graphic Arts Digital Fine Arts*
Photography I*
* All courses meet the graduation requirement for Art.
Program of Studies 2015 - 2016 Page 30
Business and Technology
1 credit of Technology required for graduation
Topic
Course 1
Course 2
Course 3
Course 4
Survey of Technology
Technology in the 21st
Century**
Engineering Pre-Engineering and Robotics**
Applications Google Apps for Business**
Creating Games for Computers I**
Creating Games for Computers II**
Creating Apps for Hand-Held Devices I **
Computer Hardware and Networking
Introduction to Computers**
Portfolio Compilation
Digital Portfolio**
Desktop Publishing
Design to Sell: Marketing
Publications**
Web-Page Design Design for Online Business: Using Digital Media**
Business Introduction to Marketing and Business
Viral Markets: Why Stuff Happens
Advanced Marketing and Business
Economics Advanced Economics
Personal Finance Financial Skills for You
**Course meets the technology requirement for graduation
Program of Studies 2015 - 2016 Page 31
English Department
4 years of English are required for graduation
LEVELS COURSE 1 COURSE 2 COURSE 3 COURSE 4+
AP / DE
DE =
Project Running Start
or
e-Start
or
NECC
AP Literature
AP Language &
Composition
Senior Critical Analysis
and Composition
(Running Start Elective
Focus)
NECCO Composition 1
H
English 9
Freshman
Literature and
Composition
English 10
Sophomore Literature and
Composition
English 11
Junior College Literature
and Writing
Senior Critical Analysis
and Composition
(Running Start Elective
Focus)
CCP
English 9
Freshman
Literature and
Composition
English 10
Sophomore Literature and
Composition
English 11
Junior College Literature
and Writing
Senior Critical Analysis
and Composition (with
Elective Focus)
CCP Electives
Creative Writing
The Evolution of Thought: An Introduction to Philosophy
Drama in Literature
Creative Expression [Freshmen Only]
Popular Fiction Into Film [Freshmen Only]
Modern Media [Freshmen Only]
Program of Studies 2015 - 2016 Page 32
Family and Consumer Science Department
1 credit of Art required for graduation
TOPIC COURSE 1 COURSE 2
Foods & Nutrition Foods and Nutrition
Advanced Foods & Nutrition
Quilting Quilting I* Quilting II*
Human Development Human Growth and Development
* Course meets the graduation requirement for Art
Program of Studies 2015 - 2016 Page 33
Mathematics Department
3 credits of Mathematics required for graduation
Recommended Course of Study Beginning With the Class of 2014
LEVELS COURSE 1 COURSE 2 COURSE 3 COURSE 4
AP
DE
TAC Math
AP Calculus
Honors
Geometry or Advanced
Geometry
Algebra 2
Precalculus H Option
AP Calculus
Calculus (H)
Integrated
Program
(CCP + H Option)
Integrated Math I H Option
Integrated Math
2/3 H Option
Precalculus H Option
AP Calculus
Calculus (H)
Statistics and
Finite Math (H)
CCP: Traditional
Program
Algebra 1
Geometry
Algebra 2
Precalculus
Intro to TAC
Math
TAC Math
Initial Class by
Placement or by
Elective with
Approval
Pre-Algebra
Algebra 1
(Then follow the
CCP Traditional
Program)
Geometry
Algebra 2
Intro to TAC
Math
Math Fundamentals 1
Math
Fundamentals
2
Math
Fundamentals
3
Individual
Course May Vary
By Post-
Secondary Plan
Program of Studies 2015 - 2016 Page 34
Music Department
1 credit of Art required for graduation
TOPIC COURSES COURSES
Music Performance Symphonic Band*
Chorus* Jazz Band*
*Course meets the graduation requirement for Art
Program of Studies 2015 - 2016 Page 35
Science Department
3 Science credits required for graduation
(including at least one credit in Biology and at least one credit in Physical Science)
LEVELS COURSE 1 COURSE 2 COURSES 3 AND 4 (ELECTIVES)
AP
AP Chemistry
AP Biology
H Physical Science
(H Option)
Biology
(H Option)
Chemistry
Microbiology
Physics
Anatomy and Physiology
Forensic Science
Environmental Science
Astronomy
Earth Space Systems
Microbiology
CCP Physical Science
Biology
Physics
Anatomy and Physiology
Chemistry
Forensic Science
Environmental Science
Astronomy
Microbiology
Earth Space Systems
Program of Studies 2015 - 2016 Page 36
Social Studies Department
3 Social Studies credits required for graduation
(Global Studies – SS, Your Government and Your Money, American History)
Level Course
1 Course 2 Course 3 Course 4 / Electives
AP / DE
DE =
Project
Running
Start or
e-Start or
NECC
AP US History
AP US Government
H
Global
Studies (H
Option)
Your
Government
and Your
Money* (H Option)
American History
(H)
Sociology
Psychology
Current World Issues
Women’s Studies
Geography & World Regional
Topics
CP Global
Studies
Your
Government
and Your
Money*
American History
Sociology
Psychology
Current World Issues
Women’s Studies
History Through Film
Geography & World Regional
Topics
* Your Government and Your Money is a course that combines NH/US Government and Economics.
Program of Studies 2015 - 2016 Page 37
Vocational Technology Department
1 credit of Art required for graduation
TOPIC COURSE 1 COURSE 2 COURSE 3 COURSE 4
Welding Welding and Metals
I*
Welding and Metals
II*
Computer Aided
Design (CAD)
Introduction to
CAD**
CAD II: Architectural
Design**
CAD III:
Architectural
Design **
CAD IV:
Architectural
Design **
CAD II:
Mechanical Design **
CAD III: Mechanical
Design **
CAD IV: Mechanical
Design **
Auto Transportation and
Power Technology I
Transportation and
Power Technology II
Woodworking Woodworking I* Woodworking II*
Other Survey of
Vocational Careers
* Course meets the Art requirement for graduation
** Course meets the Technology requirement for graduation
Wellness Department 2 credits of Wellness required for graduation
TOPIC COURSE 1 COURSE 2
Wellness
Wellness I *
Wellness II *
* Course partially meets the Wellness requirement for graduation (both Wellness I and Wellness II must be
completed)
Program of Studies 2015 - 2016 Page 38
World Language Department
LEVEL COURSE 1 COURSE 2 COURSE 3 COURSE 4
French
CCP
French 1
French 2
French 3
French
Honors
French 2
French 3
French 4
French 5
Spanish
CCP
Spanish I
Spanish 2
Spanish 3
Spanish
Honors / AP
Spanish 2
Spanish 3
Spanish 4
AP Spanish
Program of Studies 2015 - 2016 Page 39
Seacoast School of Technology
Please Note: SST programs are two-year programs. Each program (first year and second
year) is highly competitive. Admission includes a rigorous review of records
through an application process. Not all accepted first year participants are
invited to participate in the second year of the program. Invitations for the
competitive second year slots are based on a variety of factors including, but
not limited to, prior academic performance in the program, prior attendance
performance in the program, prior behavioral records in the program,
academic standing in the sending school (i.e. Sanborn Regional High School),
etc. Please see your Guidance Counselor with questions about the competitive
nature of the second year!
Course Title
Prerequisite
Course Description
Animal and Plant Science I and II [Lab Science]
Animal and Plant Science I
Animal and Plant Science I Do you love animals? Making things grow? Learn to
expertly care for living things and prepare yourself for a career as a veterinarian, vet tech,
barn/farm/greenhouse manager, floral designer and many other jobs working with
animals and plants. You’ll learn to care for both companion and farmyard animals, as
well as study units on aquariums and aquaculture and greenhouse plant cultivation.
Animal and Plant Science II Continue to build on your experience with animals,
plants, farming, forestry and agriculture. You’ll spend several months at a local horse
barn studying equine science, learn more about greenhouse management and
horticulture, explore animal nutrition and reproduction, and complete a week-long
internship in an area of personal interest. Participation and competition in local and
national FFA events is strongly encouraged.
[Prerequisite - Animal & Plant Science I]
Automotive Technologies I and II
Automotive Technologies I
Automotive Technologies I Calling all gearheads! Using Snap-on hand tools and the
same computer diagnostic equipment found in well-equipped car repair facilities, learn
bumper to bumper automotive systems and their repair. Hone your skills by working on
customer and donated vehicles in a live shop that includes 13 bays, a parts room, 8 lifts
and much more. Selected students may have the opportunity for internships at a local
dealership or repair facility. This program is certified through the National Automotive
Technicians Education Foundation (NATEF).
Automotive Technologies II Continue your automotive training by working in our live
car repair and state inspection facility. Perform more complex repairs and tasks ranging
from light mechanical, to
routine maintenance, to parts ordering. You’ll complete units on engine performance and
diagnostics, suspension and steering, four-wheel alignment and ASE certification, and
Program of Studies 2015 - 2016 Page 40
position yourself for a career in the automotive industry.
[Prerequisite - Automotive Technologies I]
Biotechnology I and II [Lab Science]
Biology Biotechnology I
Biotechnology I Do you dream about doing lab work to help cure cancer? Or using
DNA testing to help catch criminals? How about doing research to better understand the
human genome? Using the same technology and lab procedures employed in commercial
research facilities, you’ll prepare yourself for a career in the sciences by completing units
on scientific methodologies, environmental biotechnology, cellular and microbiology,
immunology, forensics and genetics.
[Prerequisite - Biology]
Biotechnology II Biotechnology II offers a more in-depth exploration of the cutting-
edge fields of genetics, forensics, pharmaceuticals and microbiology. You’ll learn how
your laboratory skills can be utilized in a commercial or educational research facility and
investigate topics ranging from DNA sequencing, to genetic evaluation, to organism
modeling.
[Prerequisite - Biotechnology I]
Building Construction Technologies I and II
Building Construction Technologies I
Building Construction Technologies I Are you the type of person who takes pride in
being able to create things with your own two hands? Learn basic skills in carpentry,
hand and power tool safety, framing, remodeling, materials usage, green building and
much more. You’ll perfect your skills by working on a variety of real construction and
renovation projects in our local community, and by the end of the year will have all the
know-how to make a building “weather tight.”
Building Construction Technologies II Continue to polish your technical building
skills and examine topics such as energy efficiency, interior work and trim, plumbing and
electrical planning, blueprint reading and drafting using AutoCAD. You’ll put your
knowledge to good use by building structures in the community such as homes, garages,
sheds and other projects as they arise. By the time you complete this program you will be
capable of doing all interior and exterior carpentry work on building projects large and
small.
[Prerequisite - Building Construction Technologies I]
Computer Science I and II [Lab Science]
Computer Science I (2 semester-based courses)
Introduction to Computer Programming
Are you interested in being able to create your own computer programs? Learn the
skills that will allow you to develop software and make a computer follow your
commands. This course introduces you to computer programming languages, with
an emphasis on systems thinking and understanding formal logic.
[Offered semester 1]
Visual Basic
Have a great idea for a computer program that just might change the world? Learn
how to design, plan, code and document your own computer programs through the
use of Visual Basic. This class will explore structured, procedural, and event-driven
Program of Studies 2015 - 2016 Page 41
Computer Science I
programming and introduces you to the code-writing techniques used by software
developers across the industry.
[Offered semester 2]
Computer Science II (2 semester-based courses)
Java
Learn to write computer programs using Java. You’ll learn about program planning,
object-oriented design and Java language syntax. Create Java applets and stand-
alone programs using elements such as Java variables, objects and control structures
in your work.
[Offered semester 1]
C++
Continue to add to your programming credentials by introducing the C++ language
to your skill-set. Create platform-independent applications and software to
demonstrate your mastery of program control, functions, arrays, pointers and data
structures.
[Offered semester 2]
Culinary Arts I and II
Culinary Arts I
Culinary Arts I Do you love to cook? Are you considering a career in the hospitality
industry? This course teaches both kitchen/food preparation and restaurant/food service
skills, so you’ll learn the skills of all positions in the restaurant and catering businesses.
Topics of study include food preparation and presentation, bakery production, large and
small volume cooking, restaurant management and ServSafe protocols.
Culinary Arts II In Culinary Arts II, you’ll be given more autonomy to explore your
personal cooking style, to stray from established recipes and to create your own flavor
profiles in the kitchen. You’ll also learn to perform all duties of a live, licensed restaurant
including menu preparation, ingredient purchasing, kitchen management, dining room
management and food service.
[Prerequisite - Culinary Arts I]
Digital Media Arts I and II
Digital Media Arts I (2 semester-based courses)
Graphic Design
The art class of the new millennium… If you’re an artist and you want to harness the
power of technology to help you express your creativity, then this course is for you.
Backed with a strong influence from the fine arts, this course focuses on the concepts
of good design and uses computer programs such as Adobe Photoshop, Illustrator
and InDesign to foster student creativity.
[Offered semester 1]
Animation
Breathe life into your artwork and make your creations come alive! Utilizing the
computer programs Flash, Bryce and 3Ds Max, you will learn how to transform two-
dimensional artwork into three-dimensional, digitally animated models.
[Offered semester 2]
Program of Studies 2015 - 2016 Page 42
Digital Media Arts I
Digital Media Arts II (2 semester-based courses)
Web Design
Keep the creativity flowing by designing your own web pages using HTML and
XHTML. Using Cascading Style Sheets (CSS), Dreamweaver and the Adobe Design
Premium Suite, you’ll learn best practices in designing for the web and sharpen your
skills by creating multiple web pages on topics of your choice.
[Offered Semester 1]
Video Production
Learn how to operate all of the equipment in a cutting-edge video production studio
that includes a green screen, high definition cameras, sound and lighting control
room and much more. You will film, edit, and produce videos for both personal and
commercial purposes using the editing software Premiere and After Effects.
[Offered Semester 2]
Careers in Education I and II [Social Studies]
Careers in Education I
Careers in Education I This is a program for those who want to work in a school - any
subject area, any grade level. Whether you plan to work with infants, children,
adolescents, teenagers or adults, this class is the first step toward a career in the field of
education. In addition to teaching at the Wright Start Preschool, you will also study
human development while gaining proficiency in topics such as classroom management,
lesson planning and
special education.
Careers in Education II Continue to learn the craft of educating others. Alongside
advanced classroom instruction and working at the Wright Start Preschool, you will gain
real-world experience with your preferred concentration area of preschool, elementary,
middle, high school, special education, or counseling. Create a professional teaching
portfolio tailored to your specific goals.
[Prerequisite - Careers in Education I]
Health Science Technologies I and II [Lab Science]
Health Science Technology I
Health Science Technologies I Learn about the human body and help people get and
stay healthy. If you’re thinking about a career in a health field, like becoming a doctor,
nurse, physical therapist, dentist or even an EMT, then this course is for you. You will
earn your First Aid certification while exploring human anatomy and physiology, medical
terminology, safety and legal and ethical issues within the health fields.
[Prerequisite - Biology]
Health Science Technologies II In Health Science Technologies II, you will dive
deeper into the complexities of the human body by completing units on CPR and the
cardiorespiratory, gastrointestinal, reproductive, endocrine and nervous systems. In
addition to classroom and lab work on the SST campus, you’ll also gain real-world
experience through a six-week internship in a local healthcare facility. Some students will
have the opportunity to earn their Licensed Nursing Assistant (LNA) Certificate.
[Prerequisite - Health Science Technologies I]
Program of Studies 2015 - 2016 Page 43
Marketing Technologies I and II [Social Studies]
Marketing Technologies I
Marketing Technologies I Want to be your own boss? Have a great idea for a new
business or product that will revolutionize the way people live? Learn about a career in
the business world by studying entrepreneurship, management, e-commerce, sports and
entertainment marketing, hospitality and tourism, and the impact of social media on
today’s marketing campaigns. You’ll create and develop your own product and learn how
to market it to the world, as well as help to operate The Upper Deck, SST’s school store.
Marketing Technologies II In Marketing Technologies II, you’ll complete an
individualized curriculum that is tailored to your personal business interests and
aspirations. Recent areas of specialization include business management, sports and
entertainment marketing, hospitality, fashion, event planning, advertising,
entrepreneurship, business law, international business and finance. You’ll also work on real-
life projects within the community, and organize and run the Small Business Showcase, to
showcase local businesses.
[Prerequisite - Marketing Technologies I]
Pre-Engineering I and II [Lab Science]
Pre-Engineering I
Pre-Engineering I (2 semester-based courses)
Introduction to Engineering Design
Everything that has ever been created, designed, built or constructed has at some
point been touched by an engineer. You’ll learn how to create and read technical
drawings and how to take an idea from concept to manufacture. Using the 3-D
design software Inventor, you will also study the product design, analysis, and
improvement processes as you tinker with your own inventions.
[Prerequisite - Algebra I] [Offered semester 1]
Principles of Engineering
If there’s a technological problem, somewhere there is an engineer working to solve it.
Learn about engineering concepts and careers, and explore multiple technology
systems and manufacturing processes. Topics covered include ethics,
communication, physical principles and measurement, along with an examination of
the social and political consequences of technological change.
[Prerequisite - Algebra I] [Offered semester 2]
Pre-Engineering II (2 semester-based courses)
Digital Electronics
How do robots make decisions? How does a calculator work? This course is an
investigation into how machines “think.” Using applied logic, you will learn about
electronics and digital systems, explore engineering design and develop electronics
troubleshooting techniques.
[Prerequisite - Introduction to Engineering Design or Principles of
Engineering]
Program of Studies 2015 - 2016 Page 44
[Offered semester 1]
Civil Engineering & Architecture
Study the way man-made structures such as buildings, dams, bridges and roads affect
our environment and the way we live. Through a series of hands-on projects and
guest speakers with expertise in architectural design, sustainable building practices,
surveying, city planning, structural engineering and a variety of other topics, you’ll
get a behind-the-scenes look at the complex infrastructure of modern life.
[Prerequisite - Introduction to Engineering Design or Principles of
Engineering]
[Offered semester 2]
Welding Technologies I and II
Welding Technologies I
Welding Technologies I If you’re scared of melting metal, flying sparks, or holding torches in your hands that are hotter than the surface of the sun, then Welding Technologies is probably not for you. Still interested? You’ll learn the basic techniques of electric arc welding, oxyacetylene and plasma cutting, brazing, soldering and blueprint reading. This class is ideal for students interested in the metal trades including welding, machining, plumbing and for artists who want to work with metal. Welding Technologies II Enhance your welding skills by working with different alloys
like aluminum, stainless steel and cast iron, learning different techniques and welding
positions, performing actual jobs of metal fabrication, job shop repair, and opportunities
of programming a Torchmate plasma cutting system. At the completion of this course,
you will have earned your OSHA safety training certificate and have enough skills and
experience to take your certification tests in GMAW (MIG), SMAW (Stick) and GTAW
